EFA Global Monitoring Report 2 1 10

The hidden crisis:Armed conflict and

education

Karen MooreLaunch organized by

IBE, RECI and SDC

Bern, 20 May 2011

1

Educ

ation

for A

ll Gl

obal

Mon

itorin

g Re

port

201

1

2002 Education for All – Is the world on track?

2003/4 Gender and Education for All – The leap to equality

2005 Education for All – The quality imperative

2006 Literacy for life

2007 Strong foundations – Early childhood care and

education

2008 Education for All by 2015. Will we make it?

2009 Overcoming inequality: Why governance matters

2010 Reaching the marginalized

2011 The hidden crisis: Armed conflict and education

2012 Skills development

Nine EFA GMRs to date…

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1Key messages of 2011 EFA – GMR

Time is running out – the world is not on track

Education should be at the centre of development

Armed conflict is a major obstacle to Education for All

Education can fuel conflict…. and be an engine for peace

Educ

ation

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ll Gl

obal

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port

201

1Monitoring the six EFA goals Goal 1: Early childhood care and education

Slow progress in improving child nutrition Maternal education matters for child survival

Goal 2: Universal primary education Uneven progress across and within countries, and dropouts

eroding enrolment gains But ‘success stories’ demonstrate potential for accelerated

progress

Educ

ation

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ll Gl

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port

201

167 million children out of school in 2008 – and progress is slowing

106 Million

67 million

40 million

20

40

60

80

100

120

128 countries were used for

projections

Long-run projections

29 million

43 million

Short-run projections

The long-run trend is optimistic compared to the

more recent trend observed

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2015

Global number

Out

-of-s

choo

l chi

ldre

n (m

illio

ns)

Educ

ation

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ll Gl

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port

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1Monitoring the six EFA goals Goal 1: Early childhood care and education

Slow progress in improving child nutrition Maternal education matters for child survival

Goal 2: Universal primary education Uneven progress across and within countries, and dropouts

eroding enrolment gains But ‘success stories’ demonstrate potential for accelerated

progress

Goal 3: Youth and adult learning Growing demand for secondary and tertiary education – but

large global inequalities, weak links to employment 74 million adolescents out of school

Educ

ation

for A

ll Gl

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Mon

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port

201

1Monitoring the six EFA goals Goal 4: Adult literacy

796 million illiterate adults, two-thirds women Absolute numbers still rising in some regions, yet progress is

possible

Goal 5: Gender parity and equality 69 countries still to achieve gender parity at primary level; in

26, fewer than 9 girls for every 10 boys Parity would mean 3.6 million more girls in primary school

Goal 6: Quality Large inequalities in achievement levels across and within

countries Quality/quantity trade-offs are not inevitable

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201

1Financing Education for All

Many national governments need to increase education financing

National governments need to mobilize additional resources

Donors are falling short of their commitments

New and innovative funding could help close the financing gap

Educ

ation

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port

201

1Armed conflict and education

Armed conflict is a barrier to Education for All

Conflict destroys opportunities for education

Education can contribute to the processes that fuel conflict

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1

24%

47%

Children in conflict affected poor countries: - 24% of all children in the poorest countries- 28 million out of school- 47% of out of school children in the poorest countries

Under-5 Mortality rate

Stunting

0 50 100 150Per 1,000 births

0 20 40 60%

Education’s hidden crisis in conflict-affected states

Conflict-affected Non-conflict affected

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0%

10%

20%

30%

40%

D. R. CongoPo

pula

tion

aged

17-

22 w

ith fe

wer

than

2 y

ears

of e

duca

tion

North Kivu

Poorest 20% female

Richest 20% male

Conflict reinforces education inequality

Within countries, conflict-affected areas are at the bottom of the national education league table

Within these areas, it is the poor and girls who are worst affected

Educ

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1Impact of wars on children, teachers and schools

Children, teachers, schools on the front-line

Conflict-related poverty and disease are a major killer

Armed conflicts within countries; indiscriminate use of force and targeting of civilians

Rape and sexual violence are a widespread ‘terror tactic’

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1Military spending diverting education resources

21 of the world’s poorest developing countries that spend more on military budgets than primary education

10% of their military spending could put 9.5 million children into school 0 1 2 3 4 5 6 7 8

U. R. TanzaniaSenegal

KenyaMadagascar

Cote d'IvoireGambiaC. A. R.

CambodiaSierra Leone

NepalMali

Burkina FasoVietnamUgandaYemen

TogoEthiopia

BangladeshD. R. CongoMauritania

BurundiKyrgyzstan

AfghanistanGuinea-Bissau

ChadAngola

Pakistan

Ratio of military to primary education expenditure

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1Six days of military spending could close the EFA gap

number of days of military spending needed to close the EFA funding gap

6

US$1029 billion Total annual military spending by donor countries

Educ

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1Aid follows security agendas

Aid is skewed towards a small group of countries identified as national security priorities

0

20

40

60

80

100

120

140

160

180

200Af

ghan

istan Ira

q

Paki

stan

Chad

Cote

d'Iv

oire

C.A.

R.

D.R.

Con

go

Som

alia

Suda

n

Cons

tant

200

8 U

S$ m

illio

ns

2002-20032007-2008

Aid to basic education

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1The reverse cycle – education can contribute to conflict

Failing youth aspirations and weak link to labour markets

Unequal provision fuels social disparities and resentment

Curriculum reinforcing ethnic, language and religious divisions

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1Hidden crisis in education reinforced by four failures

Protection of children, teachers and civilians from human rights abuses

Provision of education to vulnerable populations trapped in violent conflict, and to refugees and internally displaced people

Reconstruction to seize the education peace premium

Peacebuilding to unlock the potential of education as a force for peace

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1Failures of protection

Some advances over the past decade: Monitoring and Reporting Mechanism

on children in armed conflict Secretary General reports to the Security Council Resolutions and strengthened leadership on rape and

other sexual violence

But: Monitoring and Reporting Mechanism remains

fragmented and partial Insufficient weight attached to protection of schools ‘Naming and shaming’ is not enough

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1Protecting education

More integrated monitoring across UN system

UNESCO to provide leadership in monitoring attacks on education

Support national plans for prevention and punishment of human rights abuses

High level commission on rape and sexual violence, linked to International Criminal Court

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1Failures of provision

Conflict-affected communities place high priority on education

But humanitarian agencies do not recognize education as ‘life-saving’ – education is ‘poor neighbour’ in humanitarian aid system: only 2% of funding

Humanitarian aid delivers short-term and unpredictable aid for long-term emergencies

Refugees have strong rights but weak entitlements / IDPs have weak rights and entitlements

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1Providing education

Humanitarian aid in 2009 – education only 2%

0

500

1000

1500

2000

2500

3000

3500

4000

Food Health Multi -sector Shelter and non-food

items

Coordination and support

services

Water and sanitation

Agriculture Economic recovery and infrastructure

Protection, human rights,

rule of law

Education Mine action

Funding receivedRequested amount

only 2% of all funding.

Education received US$ Million

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3 958

1 823

754

1 256Other recipients

Short term

Medium term

Long term

Major recipients:

Sudan

Afghanistan

Iraq

Somalia

O. Palestinian T.

D.R. Congo

6 countries

US$

mill

ions

Long-term humanitarian aid

Humanitarian aid delivers short-term and unpredictable aid for long-term emergencies

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1Providing education

Change humanitarian mindset

Increase humanitarian pooled funding to US$ 2 billion annually, and ensure that education gets the same share of request funded as others sectors.

Develop a more effective assessment system to gear financing to needs

Strengthening refugee entitlements (Jordan) and internally displaced (Colombia, Kampala Convention)

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1Failures of reconstruction

Slow and fragmented responses to opportunities for peace

Continued reliance on humanitarian aid, and limited provision of long-term assistance

Insufficient investment in building capacity of the education system

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1Reconstructing education

Make an early transition to long-term development assistance (Sierra Leone vs. Liberia)

Focus on capacity-building, including developing education management information systems (Afghanistan, Sierra Leone, Somaliland)

Strengthen the EFA Fast Track Initiative through US$6 billion per year replenishment – with more flexible rules for conflict-affected states

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1Failures of peacebuilding

Education insufficiently integrated into strategies for conflict prevention and post-conflict peace-building

Limited efforts to undertake conflict risk assessments for education policy

Gap between principles and policy implementation (Bosnia and Herzegovina)

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1Building peace

Education for equality and shared identity - e.g. curriculum, language of instruction (Northern Ireland, U.R. Tanzania)

Make schools non-violent environments

Expand the UN Peacebuilding Fund, enhancing the role of UNESCO and UNICEF

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1Conclusion: An agenda for change

Strengthen human rights protection for children caught up in conflict

Put education at the centre of humanitarian responses

Start early, and stay for the long haul, for reconstruction

Use education as a force for peace

EFA Global Monitoring Report 2 1 10 1

www.efareport.unesco.org