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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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

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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 0.1 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

%

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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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