Post on 18-Dec-2015
Susan DurstonAssociate Director, Education Programmes UNICEF
Beyond financing-the Equity Gap and the Need for Innovation
NAR in the richest 20% of households
NAR in the poorest 20% of households
Figure 6:
Disparity by wealth quintiles: Overall children in the poorest 20% of households have lower school attendance rates than those in the richest 20%. Greatest disparities in Nigeria and Eritrea. Country specific disparities between the poorest 20% and richest 20% of households for a subset of Sub-Saharan African countries. Primary school Net Attendance Ratio (%), by household wealth level
Data source: UNESCO Institute of Statistics. Sheena Bell and Friedrich Huebler. Montreal. 2010
Note: Estimates based on a subset of 23 sub-Saharan African countries with available data 2000-2008. Countries with more than 100,000 children out of school in 2007 with available background characteristic data. Average values are not weighted by each country’s population.
Urban
Rural
Figure 5:
Disparities by urban-rural residence: Overall, primary school attendance rates are higher in urban than rural areas. Greatest disparities in Niger, Burkina Faso, Guinea and Ethiopia.Variation the urban-rural divide at the country level for a subset of Sub-Saharan African countries. Primary school Net Attendance Ratio (%), by residence
Data source: UNESCO Institute of Statistics. Sheena Bell and Friedrich Huebler. Montreal. 2010
Note: Estimates based on a subset of 23 sub-Saharan African countries with available data 2000-2008. Countries with more than 100,000 children out of school in 2007 with available background characteristic data. Average values are not weighted by each country’s population.
Getting left behind – drivers of marginalization-GMR 2010
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 labour
2. Group-based disadvantages
3. Location and livelihoods
4. Disability
5. HIV and AIDs
Different strategies are needed to reach the last 10 or 15 percent of out-of-school children
• Disaggregate data-subnationally -• Target education interventions to low-performing regions, schools, and
individuals. • Money must be spent intelligently if it is to raise learning achievement: it
must address the binding constraints to learning achievement and do so in a cost-effective manner.
• Investments in school infrastructure need to be accompanied by adequate and consistent budget provision for teachers, teaching materials, and other key educational inputs
• The provision of water and sanitation, facilities perimeter walls to ensure security and privacy, can help raise school attendance—particularly by girls
• Deworming, school feeding• Invest in Open and distance learning-for equivalence• Scale up successful local interventions• Identify and address bottlenecks
Sub-national disparities
Mandalay
Rakhine
Ayeyarwady
Bago
Chin
Magway
Sagaing
Yangon
Kayin
Tanintharyi
Mon
Shan (South)
Shan (North)
Kachin
Kayah
Shan (East)
Gender Parity Index
Girls significantly disadvantaged
Girls disadvantaged, but close to parity
Gender Parity Achieved
Boys disadvantaged, but close to parity
Boys significantly disadvantaged
Missing Data
Lao PDR
Myanmar
Thailand
Vietnam
Cambodia
Gender parity in net enrolment ratio, secondary education
Sources: EFA GMR 2008 and MMR_ DEPT and DBEs
What happens when bottlenecks are social-how does financing help?
Discrimination, perceptions and expectationsLabelling affects learning (e.g. Low castes in India Hoff and Pandey
2004)Children coming to school less clean and poor children suffer
discrimination and expectations of performance are lower (UNICEF ROSA 2009)
• Unequal allocation of tasks and privileges within the school• Stigma attached to group definition, often for benefits (e.g. dalit) or
association with disease e.g. HIV/AIDS, leprosy, arsenic (UNCEF ROSA 2009)
• Power structure of the school and system• Failure to acknowledge the needs of girls, for privacy, management of
feminine hygieneIdentities are a very powerful determinant
The need for innovation-an invitation to discuss
Financing –linked to innovation
Channels-more varied and innovative
Learning-think broadly and multisectorally
Strengthen systems in new and context-specific ways
Scale up innovations
Additional ways of measuring progress
Accountability-locally as well as internationally
9+1:completion of schooling through multi-year funding
Problem: Children do not complete their basic cycle of education, therefore any benefits to individuals, society or the economy are limited, and the right to education not realised
• a strategy to re-package education for funding and for advocacy
• Emphasises the need for continuous multi-year funding at a certain level whether domestic or external
• emphasizes in strategic terms for policy and implementation, the need to support each child through a primary cycle (now often a basic cycle of 9 years which includes lower secondary ) with an additional year of pre-primary education/early learning, known to have a significant impact on primary school persistence.
• Innovation fund for equity-focussed strategies/practices
The Education Parity Index(developed by Friedrich Huebler and Sdurston UNICEF ROSA 2008)
Features:Composite index which combines information on more
than one dimension of disparity Measures the depth of disparity i.e. the distance from the
ideal.It is an overall measure of disparity. To identify the
individual groups, it is necessary to study the underlying data
When calculated across life cycle variables, (primary NAR, secondary NAR, survival rate) the EPI can highlight the cumulative deprivation and be used to advocate for early intervention for the most disadvantaged groups
0.61 0.640.55
0.60
0.96 0.96
0.830.92 0.91 0.89
0.740.85
0.95 0.92
0.790.89
0.82
0.700.76
0.0
0.2
0.4
0.6
0.8
1.0
0.0
0.2
0.4
0.6
0.8
1.0
Afghanistan 2003 Bangladesh 2004 India 2000
Nepal 2006 Pakistan 2000-01
Female/Male Rural/Urban Poorest/Richest Average
Prim
ary
NA
R p
arity
inde
x
Primary NAR parity index
Progress on disparity-South Asia
0.55
0.79 0.810.84
0.77
0.82 0.82
0.67
0.79
0.71
0.830.78
0.72
0.5
0.6
0.7
0.8
0.9
0.5
0.6
0.7
0.8
0.9
1995 2000 2005 20101995 2000 2005 20101995 2000 2005 2010
1995 2000 2005 20101995 2000 2005 2010
Afghanistan Bangladesh India
Nepal Pakistan
Edu
catio
n pa
rity
inde
x