Education Investment Commitment

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Education investment and commitment: Education investment and commitment: reassessing the international benchmarksreassessing the international benchmarks

UNESCO Institute for StatisticsIWGE 2010, Stockholm

UNESCO INSTITUTE for STATISTICS

7 June 2010

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UIS and global education finance dataUIS and global education finance data

The UNESCO Institute for Statistics:

Collects national domestic finance data annuallyDisseminates data three times a year on the UIS Data Centre

Uses and interprets data Impact of financial crisis on education budgets (2009) Financing education in Africa (with Pole de Dakar and IIEP in 2010)

Provides technical assistance/data quality diagnoses Sustainable reporting of financing data in sub Saharan Africa

(sector review follow up) Data quality assessment framework (DQAF)

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The global distribution of The global distribution of

education s endin 2007education s endin 2007Public education expenditure (billion PPP$)

.

Arab States (15/20) 88.1Central/Eastern Europe 219.7(18/21)

Central Asia (7/9) 8.7

(35/41).

South/West Asia (7/9) 153.7

SubSaharan Africa (38/45) 53.8

UNESCO INSTITUTE for STATISTICSSource: UNESCO Institute for Statistics, 2010

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The investment to educate a childThe investment to educate a childOne year of primary school, PPP$

. ,Kuwait 2,618

eyc e es ,

Estonia 2,896Poland 3,041

Hungary 3,978

UNESCO INSTITUTE for STATISTICSSource: UNESCO Institute for Statistics, 2010

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Risks in benchmarking public Risks in benchmarking public

education spendingeducation spending

Crude measures of macro level inputsMissing a big part of the picture where household contributions are not counted

regional governmentsRel in onl on relative measures one can lose si ht of absolute needsMissing the underlying story of the conditions that influence spending/costs

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Accounting for national contextsAccounting for national contexts

Overall proportion of and growth rates of the school age populationCoverage o t e e ucat on system

even by single grades!The roles of government and societies

Redistributive or direct channel for families

Volume of

education

provision

,

Quality of education provision teaching standards, teaching/learning environment

Efficiency of education provision repetition, retention and completion

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Different levels of capacity and demand Different levels of capacity and demand

im l different resource needsim l different resource needsSierra Leone

160

Group AGroup AGrou BGrou B

Madagascar

MalawiRwanda

GabonNepalBelize

Sao Tome

Cambodia

LesothoGuyana

120 5

Russian Fed.

Equat. Guinea

100 r y

G E R 2 0 Zambia

YemenGambia AfghanistanUAE

ChadSenegal PNGCote d'Ivoire

Guinea

Congo

80 P r i m

EritreaSudanBurkina FasoCAR

Djibouti

60

Group CGroup C

UNESCO INSTITUTE for STATISTICS

40 60 80 100 120 140 160

Primary school age population (1995=100)declining population increasing population

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The traditional benchmarksThe traditional benchmarks

Investment/cost Per pupil public expenditure as a share of GDP per capita

Effort/commitment Public education expenditure as a share of national

ncome or per cap ta Public education expenditure as a share of government

budget (TGE) Share of education expenditure by source of funds

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Investment/costInvestment/cost

Per pupil expenditure is calculated as the annual expenditure recurrent or total divided b the number of u ils

Countries range from 2% to 25% and less than PPP$100 to more than PPP$15,000

Often presented as unit costs but only represents part of total

costs; better described as public investment per pupil Two complementary measures

Relative (as a % of GDP per capita) allows cross national comparisons

so u e measures

n

a ow

assessmen

o

s su c ency

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Relative and absolute measures of per primary Relative and absolute measures of per primary

pupil public

expenditure

in

SS

Africa,

2008pupil

public

expenditure

in

SS

Africa,

2008

1,386

1,600

30

35

p i t a

PPP $% GDP per Capita

1,021

806

1,200

i n P P P $

20

25

f G D P p e r c a

461346400

800

E x p e n

d i t u r

10

15

d i t u r e a s a

%

263162 156 132 110 94 83 81 77 76 75 72 61 51 39

0 0

5 E x p e n

S o u t h

A f r i c a

N a m i b i a

B o t s w

a n a - 1

C a p e

V e r d e

L e s o t h o

B u r k i

n a F a s o -

K e n y a - 2 N i g e

r

B e n i n - 2

C o m o r o s

C a m e

r o o n M a l i

R w a n d a - 1 U g

a n d a

M o z a

m b i q u e - T o

g o - 1 E t h

i o p i a - 1

M a d a

g a s c a r

B u r u n d

i

E r i t r e a - 2

l A f r i c

a n R e

p u b l i c -

UNESCO INSTITUTE for STATISTICSSource: UNESCO Institute for Statistics, 2010

C e n t r

Note: -1 data refer to 2007; -2 data refer to 2006

Source: UNESCO Institute for Statist ics.

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Effort/commitment, IEffort/commitment, I

The share of national income (GDP) invested in education often inter reted as a measure of commitment to education

Countries range from less than 1% to 15%

Often misapplied, e.g., 56% of GDP should be spent on education cited (based on OECD)

Not always a good measure of government effort because of differences in duration of schooling, coverage of education

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Effort/commitment, IIEffort/commitment, II

The share of public expenditure invested in education

education Countries ran e from less than 10% to 30%

Closer to commitment in that it represents the actual government budget constraints

Level highly dependent upon the role of governments and societies; whether governments play a redistributive

role or families and communities are more directly responsible for the education of their children

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Comparing national effort fromComparing national effort from

the perspective

of

fiscal

spacethe

perspective

of

fiscal

space

Timor-Leste

90

100

> 7.0

CubaCyprus-1

70

80

g e o

f G D P

. - .

5.0-6.0

2.5-5.0

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Developing the measurement agendaDeveloping the measurement agenda

Improve relevance of benchmark measures

investments/costs Capture the full picture of investments/costs

Improve comparative frameworks for measuring

household contributions

to

education

eac consensus on w a represen s an e uca on cos in different societies/economies

Data indicators that are needed to address emerging issues... open for discussion

UNESCO INSTITUTE for STATISTICS