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Reaching the marginalized
Parliamentarian EFA Round Table
EFA Global Monitoring Report 2 0 1 0
Where do we stand?
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0Contents 1.Progress on the six EFA goals 2.Reaching the marginalized3.The Aid Compact: Falling short of
commitments 4.Risging to the EFA Challenge
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0Chapter 1
Progress on the six EFA goals
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0Monitoring progress on the EFA goals
1. Education disadvantage starts in the womb - Free maternal and child health care are an education imperative.
2. UPE - Progress is uneven and pace has slowed – out-of-school numbers falling too slowly for 2015 goal. Some higher income countries are off track (Turkey/Philippines).
3. Need to strengthen links between TVET provision and employment, second chance options, and informal sector.
4. About 759 million adults lack literacy skills today.
5. Gender gaps are narrowing, but there is a parity gap of 6 million
6. Achievement disparities outweigh enrolment inequalities.
Summary (Global Trend)
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0
2008 2009 2010 2011 2012 2013 2014 2015
56 million
8 million
23 million
Rest of the World
South and West Asia39 million
Sub-Saharan Africa45 million
0
20
40
60
80
100
120
Out-of-school children (millions)
East Asia and the Pacific
2000 2001 2002 2003 2004 2005 2006 2007
32
18
9
63
72 million
1999
6
84
105 million
Out-of-school children
Arab States Latin America and the Caribbean
Numbers of out-of-school children are declining
East Asia and the PacificArab States Latin America and the Caribbean
But still 56 million children out of school in 2015
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0Comparison of South Asian Countries 1
NER Primary and GPI
668096948987
1.080.96
1.29
0.97 1.010.82
0
20
40
60
80
100
120
Bangladesh India Iran Maldives Nepal Pakistan
0
0.2
0.4
0.6
0.8
1
1.2
1.4
NER GPI
GPI: Gender Parity Index (0 – 1) Higher, better parity
Data source: GMR 2010 UNESCO 6
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0Comparison of South Asian Countries 2
GPI: Gender Parity Index (0 – 1) Higher, better parity
Data source: GMR 2010 UNESCO 7
Educ
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0Comparison of South Asian Countries 3
GPI: Gender Parity Index (0 – 1) Higher, better parity
GER Upper Secondary and GPI
233277423016
0.34
0.97
0.77
0.960.91
0.77
0
10
20
30
40
50
60
70
80
90
Afghanistan Bangladesh India Iran Nepal Pakistan
0
0.2
0.4
0.6
0.8
1
1.2
GER GPI
Data source: GMR 2010 UNESCO
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Source: NEC 2006 and Pakistan Education Statistics 04-05
?
?
Primary
Middle and High
1,000
200
400
600
800
1,000
Enrolmentclass 1
Enrolmentclass 5
Enrolmentclass 6
Enrolmentclass 10
Secondary
School certificate
Exam Passed
?
43%
girl
When there are 1,000 pupils in class 1, the number changes (comparison of student numbers)
555
42%
432
42%
219
43%
129
Both
Transition of Students in Pakistan
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0Comparison of South Asian Countries 4
Data source: GMR 2010 UNESCO 10
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0The global quality divide
In Singapore, 95% of 8th grade students score
above the low benchmark
In Ghana, nearly 90% of 8th grade students score below the low
benchmark
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0Number of Illiterates in Pakistan
Source: Census Reports of Pakistan
%/M
55
17.9 16.7
43.92
26.2
21.7
50.38
42.69
33.59
22.0818.64
0
10
20
30
40
50
60
1951 1961 1972 1981 1998 2007
Literacy Rate (10+)
Illiterate Population
More than 60 millions,,,?
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0South Asian Countries
GPI: Gender Parity Index (0 – 1) Higher, better parity
Adult Literacy and GPI
5428 53 66 82 97 570.29
0.820.71
0.891
0.62 0.59
0
20
40
60
80
100
120
0
0.2
0.4
0.6
0.8
1
1.2
GER GPI
Data source: GMR 2010 UNESCO 13
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0Chapter 2
Reaching the marginalized
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0Getting left behind – drivers of marginalization
What are the causes? Educational marginalization driven by interacting
layers of disadvantage Crosscut by poverty and gender.
Five key processes which drive marginalization:1. Poverty, vulnerability and child labour2. Group-based disadvantages3. Location and livelihoods4. Disability5. HIV and AIDs
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0Measuring marginalization – a new tool
Deprivation and Marginalization in Education (DME) data measures:
• ‘Education poverty’ – less than 4 years at school• ‘Extreme education poverty’ – less than 2 years at school
DME provides a tool for:• disaggregating by group characteristics• decomposing the ‘bottom 20%’
Beyond the numbers of years in school – looking at disparities in learning achievement
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The wealth effect: People from the poorest householdswho are in education poverty
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Phili
ppin
es
Turk
ey
Viet
nam
Egyp
t
Keny
aCo
ngo
Indi
a
Nig
eria
Yem
en
Nep
al
Paki
stan
Mor
occo
Sene
gal
Chad
Burk
ina
Faso
Shar
e of
the
popu
latio
n w
ith le
ss th
an 4
and
less
than
2 y
ears
of e
duca
tion
Extreme education poverty People with less than 2 years of education
Education poverty
People with less than 4years of education
The gender effect: Girls from the poorest households who are in education poverty
In Yemen, the poorest 20% of householdshave an education poverty incidence
double the national average
And, for girls from the poorest 20%of households, the proportion triples.
The education poverty threshold
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• In Kenya, 96% of rural Somali girls (aged 17-22) have less than 2 years of education. • The current primary net attendance rate for Somali girls is only 30%.
20%
31%
17%
8%
25%
57%
73%
84%
96%
97%
Nigeria
Kenya
Ghana
Pakistan
India
Group average
Country average
Extreme education poverty% with less than 2 years of education
(age 17-22)
, poor, Hausa, girls
, rural, Somali, girls
, northern region, rural, girls
, rural, Sindhi, girls
, poor, Uttar Pradesh, girls
Overlapping disadvantage influence years in school
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0Leveling the playing field
The learning environment
Accessibility and affordability
Entitlements and opportunities
Three broad sets of policies which can combat marginalizationThe inclusive education triangle
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0Chapter 3
The aid compact: falling short of commitments
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0
0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2
Italy
Greece
United States
Japan
Austria
New Zealand
Spain
Australia
Canada
Germany
United Kingdom
Finland
Ireland
Belgium
Switzerland
France
Portugal
Netherlands
Sweden
Luxembourg
Denmark
Norway
Total DAC
DAC-EU countries
ODA as % of GNI
2004
20082010 target
Donor performance – a mixed record
Overall aid levels are rising, but projected shortfall against Gleneagles commitment (US $20 billion deficit on US$ 50 billion 2010 promise)
Financial crisis is a threat to aid budgets
Collective effort data masks mixed picture
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0The Education for All financing gap
The EFA financing gap = 2% of bank rescue effort in the US and UK
Additional aid tobasic educationif Gleneaglescommitments are metIn 2010
Current aid to basiceducation
Aidshortfall
$ 11 billion
Estimated current resources$ 12 billion
Additionalresources fromprioritization
EFAfinancing
gap
$ 16 billion
0
5
10
15
20
25
30
35
40
$ 3 billion
$ 4 billion
Average annual resources needed to finance EFA (2009-2015)
US$ 36 billion
Additionalresources fromgrowth
$ 3 billion
$ 2 billion
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0Aid to basic education – a worrying picture? Disbursements are rising , but... Aid commitments to basic education fell by 22% in 2007,
to US$4.3 billion
3.2 3.4 3.44.5
5.64.0
5.54.3
3.2
8.27.6 7.9
9.510.4
12.0
9.9
12.3 12.1
1999 2000 2001 2002 2003 2004 2005 2006 2007
Const
ant
2007
US
$ b
illio
ns
Total aid to basic education
Total aid to education
Commitments23
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0Some key issues in aid – recurrent themes
Narrow base of donor support Under-prioritization of basic education (France,
Germany and Japan) Chronic under-financing of conflict-affected countries
(eg. DR Congo, Liberia) Absence of innovative financing – eg. football levy Ongoing concerns over aid effectiveness
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(Source: Economic Survey (2002-2003) – Finance Division – Government of Pakistan, Page 167, Table 11.5 and Economic Survey of Pakistan 2005-06, and EFA Global Monitoring Report 2008)
Public expenditure on Education as % of GNP in Pakistan since 1995
2
1.72.1
2.5
2.472.4
2.34
2.62
1.82
1.791.86
2.2
2.15
2.24
0
1
2
3
4
5
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
%
25
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0Comaprisons: Education Budget per GDP and Government Expenditure
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0Chapter 4
Rising to the EFA challenge
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0Rising to the EFA challenge
Set equity-based targets for all EFA goals and monitor their progress.
Identify the drivers of marginalization for specific groups and adopt integrated policies that address them.
Integrate provision by NGOs within national education systems and expand the entitlements of the marginalized.
Increase resource mobilization and strengthen equity in public spending.
Honour aid commitments and strengthen the multilateral architecture for aid to education.
Convene a high-level pledging event linked to the 2010 Millennium Development Goals summit.
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www.efareport.unesco.orgUNESCO Islamabad
EFA Global Monitoring Report 2 0 1
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