EFA Global Monitoring 2 0 1 Reaching Report the marginalize d

Where do we stand?
Parliamentarian EFA Round Table

Contents

1.Progress on the six EFA goals 2.Reaching the marginalized 3.The Aid Compact: Falling short of commitments 4.Risging to the EFA Challenge

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Chapter 1

Progress on the six EFA goals

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Monitoring 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.
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Summary (Global Trend)

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
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Numbers of out-of-school children are declining

But still 56 million children out of school in 2015
Out-of-school children (millions)
120

Out-of-school children
105 million
of the World 6Rest East Asia and the Pacific
4 Latin America 8 Arab Caribbean States

and the

100

72 million
Latin America and the Caribbean Arab States 9 East Asia and the Pacific
3 6

80

South and West Asia 39 million

56 million

60

18

40 8 million 20

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Sub-Saharan Africa
45 million 32

23 million 0

1999

2000 2001 2002 2003 2004 2005 2006

2008 2009 2010 2011 2012 2013 2014 2015 2007

Comparison of South Asian Countries 1 NER Primary and GPI NER GPI
120 100 80 60 0.6 40 20 0 Bangladesh India Iran Maldives Nepal Pakistan 0.4

GPI: Gender Parity Index (0 1) Higher, better parity

1.4 1.2

1.29

1.08 0.96 0.97

1.01

0.82

1 0.8

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87

89

94

96

80

66

0.2 0

Data source: GMR 2010 6 UNESCO

Comparison of South Asian Countries 2

GPI: Gender Parity Index (0 1) Higher, better parity

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Data source: GMR 2010 UNESCO

Comparison of South Asian Countries 3

GER Upper Secondary and GPI
90 80 70 60 50 40 30

GER

GPI
1.2 1

GPI: Gender Parity Index (0 1) Higher, better parity

0.97 0.77

0.96

0.91

0.77

0.8 0.6 0.4 0.2

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20 10 0

0.34

16

30

42
India

77
Iran

32
Nepal

23
Pakistan

0
8

Afghanistan Bangladesh

Data source: GMR 2010

Transition of Students in Pakistan

When there are 1,000 pupils in class 1, the number changes (comparison of student numbers)
1,000 800 600 400 200
43% girl 42% 42% 43%

1,000

?
555 432

? ?
219 129
Both
Secondary School certificate Exam Passed

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Enrolment
class 1

Enrolment class 5

Enrolment class 6

Enrolment class 10

Primary

Middle and High

Source: NEC 2006 and Pakistan Education Statistics 04-05

Comparison of South Asian Countries 4

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Data source: GMR 2010 10 UNESCO

The 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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Number of Illiterates in Pakistan More than 60

60

millions,,,?
Literacy Rate (10+) Illiterate Population 42.69 50.38 55 43.92 33.59

50

40

30

22.08 18.64
20

26.2 21.7

17.9

16.7

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10

%/M

0 1951 1961 1972 1981 1998 2007

Source: Census Reports of Pakistan

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South Asian Countries

Adult Literacy and GPI
120 100 80 60 40 20
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GER

GPI
1.2 1 0.8

GPI: Gender Parity Index (0 1) Higher, better parity

1 0.82 0.71 0.89 0.62 0.59

0.6 0.4

0.29

28
sta n ad e

53
sh In d

66
ia

82
Ira n M ald

97
i ve s Ne pa

57
l

54
Pa kis ta n

0.2 0

0
an i

Ba ng l

Af gh

Data source: GMR 2010

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Chapter 2

Reaching the marginalized

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Getting 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. 2. 3. 4. 5. Poverty, vulnerability and child labour Group-based disadvantages Location and livelihoods Disability HIV and AIDs

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Measuring 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%
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Beyond the numbers of years in school looking at disparities in learning achievement

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The education poverty threshold

Share of the population with less than 4 and less than 2 years of education In Yemen, the poorest 20% of households have an education poverty incidence double the national average And, for girls from the poorest 20% of households, the proportion triples.

100% 90% 80% 70% 60% 50% 40% 30% 20% 10%
Burkina Faso

The gender effect:

Girls from the poorest households who are in education poverty

The wealth effect:

People from the poorest households who are in education poverty

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Philippines

Education poverty People with less than 4 years of education Extreme education People with less than 2 poverty years of education

Vietnam Egypt

Pakist Morocco an

Senegal

Turkey

Nigeria

Yemen

Kenya Congo

Nepal

Chad

India

0%

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Overlapping disadvantage influence years in school

Extreme education poverty
% with less than 2 years of education (age 17-22)

Nigeria , poor, Hausa, girls

25%

97% 96% 84%

Kenya , rural, Somali, girls

8% 17% 31% 20%

Ghana , northern region, rural, girls Pakistan , rural, Sindhi, girls

73% 57%

India , poor, Uttar Pradesh, girls ro f no i t ac udE 0102 tr ope R Country average Group average

In Kenya, 96% of rural Somali girls (aged 1722) have less than 2 years of education. The current primary net attendance rate for Somali girls is only 30%.

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Leveling the playing field The inclusive education Three broad sets of policies which can combat triangle
marginalization The learning environment

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Accessibility and affordability

Entitlements and opportunities

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Chapter 3

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The aid compact: falling short of commitments

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Donor performance a mixed record

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

ODA as % of GNI
2004 2010 target 2008

Finland Ireland Belgium Switzerland France Portugal Netherlands Sweden Luxembourg Denmark Norway Total DAC
DAC-EU countries

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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 21

The Education for All financing gap

Average annual resources needed to finance EFA (2009-2015) US$ 36 billion
40 35 30 25 20 15 10 5

EFA financing gap $ 16 billion

$ 4 billion $ 3 billion Estimated current resources $ 12 billion
Additional resources from prioritization Additional resources from growth

Aid shortfall $ 11 billion

Additional aid to basic education if Gleneagles commitments are met In 2010 Current aid to basic education

$ 2 billion $ 3 billion

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The EFA financing gap = 2% of bank rescue effort 22in the US and UK

Aid to basic education a worrying picture?

Disbursements are rising , but... Aid commitments to basic education fell by 22% in 2007, to US$4.3 billion
Total aid to education Total aid to basic education Constant 2007 US$ billions
12.0 9.5 8.2 7.6 7.9 10.4 9.9 12.3 12.1

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3.2

3.2

3.4

3.4

4.5

5.6 4.0

5.5

4.3

1999

2000

2001

2002

2003

2004

2005

2006

2007

Commitments

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Some 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
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Ongoing concerns over aid effectiveness

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Public expenditure on Education as % of GNP in Pakistan since 1995

5 4 3 2 1 0
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9 -0 08 20 8 -0 07 20 7 -0 06 20 6 -0 05 20 5 -0 04 20 4 -0 03 20 3 -0 02 20 2 -0 01 20 1 -0 00 20 0 -0 99 19 9 -9 98 19 8 -9 97 19 7 -9 96 19 6 -9 95 19

2.62 2 2.34

2.4 1.82 1.7 1.79

2.2 1.86

2.24 2.15

2.47 2.5 2.1

25 (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)

Comaprisons: Education Budget per GDP and Governmen Expenditure

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Chapter 4

Rising to the EFA challenge

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Rising 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 28 the 2010 Millennium Development Goals

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EFA Global Monitoring Report

2 0 1

www.efareport.unesco.or g UNESCO Islamabad

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