1 EFA Global Monitoring Report 2002 Education for All: Is the World on Track?
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7/19/2010
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Reaching the
EFA Global Monitoring Report 2 0 1 0
Reaching the marginalized
Gwang‐Jo Kim
Director, UNESCO BangkokDirector, UNESCO Bangkok
25 June 2010
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The EFA GMR at a glance
• Tracks overall progress in meeting EFA goals of countries and also performance of civil society, donors, and international agencies involved in education
• Published annually by an independent team based in UNESCO
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• Advisory board of specialists and practitioners from different regions provides guidance on the theme for each report
• Each edition adopts a central theme related to EFA:• 2002 ‐ Education for All: Is the World on Track?• 2003/04 – Gender and Education for All the leap to equality
Educatio • 2003/04 Gender and Education for All, the leap to equality
• 2005 – The Quality Imperative• 2006‐ Literacy for Life• 2007 – Strong Foundations: Early Childhood Care and Education• 2008 – Education for All: Will we make it? • 2009 – Why Governance Matters• 2010 – Reaching the Marginalized
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The EFA GMR at a glance
• Identifies good practices in EFA areas & emerging challenges
• Aims to inform and to influence education and aid policy
• Report prepared by team of research and policy analysts that
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Report prepared by team of research and policy analysts that draws upon a wide range of expertise
• Data sources: • UNESCO Institutes for Statistics (UIS) for data on students,
teachers, school performance, adult literacy and education expenditure
• commissioned studies/ background papers
Educatio • commissioned studies/ background papers
• national & household surveys, in particular for the 2010 report
• UIS data covers 204 countries
• UIS data coverage for 2010 report: school year ending 2007 compared to 1999, unless otherwise indicated
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Presentation outline
I. Progress and Challenges in meeting each EFA goal – 1999 vs. 2007 data
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II. Reaching the Marginalized
III. Financing EFA
IV. Rising to the EFA Challenge: Recommendations
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Progress & Challenges: Global & Regional
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Goal 1 – Early childhood care and education
Progress: • Enrolment in Pre‐Primary continues to rise, globally gross enrolment is now 44% from 33% in 1999; Pacific enrolment is 67%; East Asia 47%; S&W Asia 36%
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Challenges:Pre‐primary coverage in many countries still very low
Child malnutrition affects 178 million children – one in three aged 0‐5 years
Education disadvantage starts in the womb and is linked to
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Education disadvantage starts in the womb and is linked to gender health disparities (iron and iodine deficiency)
Timor Leste, Lao PDR, DPR Korea, Cambodia, Viet Nam, Myanmar, Philippines, Afghanistan, Nepal, Bhutan, India, Pakistan and Bangladesh have stunting rates of 30% or more, a sign of malnutrition
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Goal 1 – Early childhood care and education
120
100 (%)
Progress in Pre-Primary Enrolment Sub-Regional Average and Selected Asian Countries, 1999 & 2007
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80
60
40
20ross
Enr
olm
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atio 1999 2007999
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Gr
More children are getting pre-primary education but coverage still vary in the region, from nearly 100% in Thailand to under 10% in Bhutan
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Goal 2 – Universal primary education
Progress: • Continued gains with out‐of‐school numbers down 32% globally in 2007 from 1999, with a 65% drop in Asia‐Pacific (butd i i t ti d t t t th ld b
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Challenges:• Progress is uneven and pace has slowed: out‐of‐school numbers falling too slowly for 2015 goal
• Getting the millions of out of school children into school
Educatio • Getting the millions of out‐of‐school children into school
• Getting children into school is the first of many hurdles –getting children to complete a full primary cycle is a major challenge
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Out-of-school
Goal 2: Universal Primary Education
Numbers of out‐of‐school children are decliningBut 56 million children will still be out of school by 2015
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56 million
Rest of the World
South and West Asia39 million 60
80
100
120
children (millions)
East Asia and the Pacific
9
63
72 million6
84
105 million
Out-of-school children
Arab States Latin America and the Caribbean
East Asia and the PacificArab States Latin America and the Caribbean
Educatio
2008 2009 2010 2011 2012 2013 2014 2015
8 million
23 million
Sub‐Saharan Africa45 million
0
20
40
2000 2001 2002 2003 2004 2005 2006 2007
32
18
9
1999
East Asia and the Pacific
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Goal 2: Universal Primary Education
The example of Cambodia
Primary school hurdlesFor millions of children entering
The difficult journey through primary education
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100100
8282
Primary school entry age pupils
Net Intake rate In South & West Asia, 13%‐15% of pupils
drop out before completing Grade 1
gprimary school, their journey is often marked by late entry, dropout and grade repetition.
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5151
40Net cohort
completion rate
Net cohort survival to grade 5 In Bangladesh, only 55% of children reach
the last grade, 62% in Nepal, 66% in India
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Goal 3 – Youth and adult skills
Progress:• The global crisis has pushed skills up the political agenda
• More young people are getting secondary education with
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• Upper secondary enrolment in Thailand at 67% in 2007
Challenges:• Need to strengthen links between TVET provision and
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g pemployment, second chance options, and informal sector
• Raising the quality & improving relevance of technical & vocational education
• Vocational education is failing to target those who face the most acute disadvantage
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Goal 3 – Youth and adult skills
Gross Enrolment Ratio in Secondary Education
Gross Enrolment Ratio in Tertiary Education
Gross Enrolment Ratios in Secondary & Tertiary Education, 1999 & 2007
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in Secondary Education Tertiary Education
1999 2007 1999 2007
WORLD 60 66 18 26
Central Asia 85 95 18 24
East Asia 64 77 13 25
P ifi 111 105 47 53
Educatio Pacific 111 105 47 53
South & West Asia
45 52 7 11
Participation in secondary education is increasing, but progress is uneven among developing countries and within these countries
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Goal 4: Youth & Adult Literacy
Progress:• Adult literacy rates continue to rise globally to 84% in 2007
from 76% in 1994• Number of adult illiterates have been reduced from 869
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million to 759 million globally in 2007
Challenges:• 16% of the world’s adult population (759 million) still lack
basic literacy skills• On current trends, 709 million adults globally would still lack
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On current trends, 709 million adults globally would still lack basic literacy skills by 2015 ‐ the EFA target will be missed
• More than half (351 million) of adult illiterates live in South & West Asia and 108 million live in East Asia & Pacific
• 63% of illiterates in South & West Asia are women
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Indonesia 13.27
No. of Adult Illiterates in millions (Age 15+)
21.58
Goal 4: Youth & Adult Literacy
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China
India
Philippines
Viet Nam
70.58
269.81
184.21
283.85
2.33
4.79
3.75
6.03 1985 - 1994
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Bangladesh
Pakistan
Thailand
44.46 48.54
47.06
2.95
2000 - 2007
Millions
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Goals 5 – Gender Equality in Education
Progress:• Primary education expansion has gone hand‐in‐hand with greater gender parity: 97 girls are enrolled in primary schools globally, for every 100 boys
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• Bangladesh eliminated gender gap in literacy rates for 15‐24 year olds
• Thailand achieved parity in primary enrolment but disparity exists in secondary education with 110 girls for every 100 boys
Educatio Challenges:
Growing disadvantage for boys in participation and performance in schoolsOut‐of school girls are less likely ever to enroll6 out of 10 adult illiterates worldwide are women; the ratio is expected to be the same, on current trends, in 2015
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Goals 5 – Gender Equality in Education
100
Age ILLITERACY Profile in Selected Countries by Age Group & Sex, 2007
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40
60
80
Illiteracy rates (%
)
Bangladesh, femaleBangladesh, maleIndia, femaleIndia, male
The gender
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75-84 65-74 55-64 45-54 35-44 25-34 15-24Age Group
gap in literacy rates is narrowing, but not at the same pace
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Goal 6: Quality in Education
Progress:• Average Pupil/Teacher Ratios have improved but this masks national disparities
• More attention is paid to improving quality of education
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Challenges:• Gaps in school quality remain enormous between developed and developing countries based on learning achievement
Educatio tests: many children are leaving school without basic literacy
& numeracy skills• Achievement disparities outweigh enrolment inequalities• About 8.4 million primary teachers needed worldwide to replace those retiring or leaving
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Goal 6: Quality of Education
Acute teacher shortages still a problem
To achieve UPE by 2015, 18 million new teachers has to be recruited and trained globally
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9.68.4
13.6
8
10
12
14
16
2006 By 2015
Teaching staff in primary school education, by region, 2006 and projected 2015
(Million)
4 Million
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4.8
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2
4
6
South and West Asia East Asia & PacificSource:GMR (2009)
3.6 Million
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P il/T h ti b St t l l i I di (2005 06)
Goal 6: Quality of Education
National pupil/teacher ratios mask large disparities between rich-poor, rural-urban, indigenous and non-indigenous areas
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2030405060708090
100110
Pupil/Teacher ratio by State level in India (2005‐06)
India Pupil/Teacher ratio
National Average (46)
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01020
Bihar
Jharkhand
Uttar Pradesh
D & N Haveli
West B
engal
Madhya Pradesh
Rajasthan
Meghalaya
Assam
Delhi
Punjab
Haryana
Orissa
Chhattisgarh
Chandigarh
Dam
an & Diu
Maharashtra
Tripura
Gujarat
Tamil Nadu
Andhra Pradesh
Arunachal P
radesh
Goa
J & K
Manipur
Kerala
Karnataka
Puducherry
Mizoram
Uttarakhand
Lakshadw
eep
Himachal Pradesh
Sikkim
Nagaland
A & N Islands
Source: EFA Mid‐Decade Assessment, (2008) India
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700
800
scor
e Middle and low-incomeOECD Other high income
Above the TIMSS high
Goal 6: Quality of Education
In Singapore & in the Rep. of Korea , 95% of 8th grade students score above the low benchmark
The global quality divide
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100
200
300
400
500
600
MSS
mat
hem
atic
s sc
ale
s
400 or less score: have only the most basic knowledge of math
Above the TIMSS high international benchmark
In Ghana, nearly 90% of 8th grade students score below the low
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Rep
. of K
orea
Japa
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unga
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ates
Aust
ralia
Swed
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ly
Sing
apor
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rael
Bah
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Saud
i Ara
bia
Qat
ar
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sian
Fed
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aila
ndTu
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Iran,
Isl.
Rep
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ypt
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lest
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otsw
ana
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alva
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TIM
5th 10th 50th percentile 90th 95th
Aust
ralia
Sing
apor
e
Thai
land
benchmark
Japa
nR
ep. o
f Kor
ea
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II. Reaching the marginalized
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Marginalization in education
What is it?“Clearly remediable injustices around us which we want to eliminate” The idea of justice, Amartya Sen
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The Report focuses on:1. Measuring marginalization – new national data (DME
data set)2. Drivers of marginalization – causes such as poverty,
gender, language, location, disability which intersect –
Educatio and are reinforced by social attitudes3. Remedies – Policies for reaching and teaching the
marginalized
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Measuring marginalization – a new tool
Deprivation and Marginalization in Education (DME) data measures:
‘Ed i ’ l h 4 i h l
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‐covering 17‐ to 22‐year old population
DME provides a tool for:• disaggregating by group characteristics
Educatio • decomposing the ‘bottom 20%’
Beyond the numbers of years in school – looking at disparities in learning achievement
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90%
100%
d
In Pakistan, the poorest 20% of householdshave an education poverty incidence
double the national average
And, for girls from the poorest 20%of households, the proportion nearly triples
The education poverty threshold
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The wealth effect: People from the poorest householdswho are in education poverty 30%
40%
50%
60%
70%
80%
popu
lation
with less th
an 4 and
than
2 years of e
ducation
The gender effect: Girls from the poorest households who are in education poverty
Educatio
0%
10%
20%
Philipp
ines
Turkey
Vietnam
Egypt
Kenya
Congo
India
Nigeria
Yemen
Nep
al
Pakistan
Morocco
Sene
gal
Chad
Burkina Faso
Share of th
e less t
Extreme education poverty People with less than 2 years of education
Education poverty
People with less than 4years of education
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Extreme education poverty% with less than 2 years of education
(age 17-22)
Overlapping disadvantage influence years in school
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• In Pakistan, 73% or 7 out of 10 rural Sindhi girls (aged 17‐22) have less than 2 years of education compared to the country average of 31% 31%
17%
8%
25%
73%
84%
96%
97%
Nigeria
Kenya
Ghana
Pakistan
, poor, Hausa, girls
, rural, Somali, girls
, northern region, rural, girls
, rural, Sindhi, girls
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20%
31%
57%
73%
India
Group average
Country average
, poor, Uttar Pradesh, girls
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Getting left behind – drivers of marginalization
What are the causes?
Educational marginalization driven by interacting la ers of disad antage
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Crosscut by poverty and gender
Five key processes which drive marginalization:1. Poverty, vulnerability and child labour
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3. Location and livelihoods
4. Disability
5. HIV and AIDs
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Getting left behind – drivers of marginalization
1 . Poverty, vulnerability and child labour• 1.4 billion people living on less than US$1.25/day; 40% of people in South Asia fall
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Educatio • Challenge is to break the negative cycle where
poverty begets education disadvantage, which in turn perpetuates poverty
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Getting left behind – drivers of marginalization
• Ethnicity, indigenous status, caste, language – linked to cultural identity of the Experimental Impact of the
2. Group‐based disadvantagesSocial stigma can undermine test performance
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cu tu a de t ty o t egroup
• 221 million children globally with home language not used in school
• Discrimination, stigmatization and
2
3
4
Experimental Impact of the announcement of caste on solving
puzzles in India
High caste
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gsubordination reinforced by children’s school experiences (e.g. caste in India)
0
1
Caste not announced
Caste announced
Low caste
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Getting left behind – drivers of marginalization
3 . Location & livelihoods• Children living in slums, remote rural areas or conflict‐affected zones are typically among the poorest and most
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• 900 million slum dwellers with limited affordable provision
• Remote rural areas – distance to school is a major determinant of participation by ethnic monitories, e.g. Lao PDR
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• Children aged 5‐17 comprise around one‐third of the global population of forcibly displaced people
• 25 million children, or over one‐third of out‐of‐school children globally live in conflict‐affected countries
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Getting left behind – drivers of marginalization
4. Disability• 150 million disabled school‐aged children, plus those living with disabled relatives; Around 4 in 5 children with disabilities live in developing countries
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• Educational marginalization differentiated by type and severity of impairment
5. HIV and AIDs• 33 million HIV+, including 2 million children globally
Educatio • Around 15 million children under 18 have been orphaned due to AIDS
• Stigmatization and institutionalized discrimination, poverty and orphanhood, are major barriers to both access and learning
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Leveling the playing field
The learning Three broad sets of policies which can combat marginalization
The inclusive education triangleon
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•Allocating teachers equitably•Developing relevant curriculum•Recruiting & training teachers from marginalized groups
Educatio
Accessibility and affordability
Entitlements and opportunities
•Cutting direct & indirect costs•Investing in school infrastructure•Providing targeted financial incentives
•Developing poverty reduction strategies•Tackling early childhood deprivation•Providing social protection
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Reaching the marginalized in Asia‐Pacific
• Assessment of EFA progress, focusing on identifying the unreached in education and recommendations to address their plight (started in 2006)
• Collaborative work with SEAMEO on reaching the unreached
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ri – 10 projects jointly implemented by countries in Southeast Asia with technical assistance from UNESCO, UNICEF, other partners
– Education Ministers endorsed projects following a SEAMEO‐ASEAN‐UNESCO workshop
• Establishing the Forum for Asia Pacific Parliamentarians for Education
• Direct assistance to countries through the Capacity
Educatio Direct assistance to countries through the Capacity
Development for Education For All (CapEFA) funding mechanism and programme approach
• EFA advocacy through TWG on EFA, EFA coordinators meetings, publications, etc.
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Reaching the marginalized in Asia‐Pacific
Publications on EFA Assessment focusing on reaching the unreached and marginalized in education
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III. Financing Education
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Italy
Greece
United States
Japan
Austria
ODA as % of GNI
2004
20082010 target
Overall Donor performance – a mixed record
Overall aid levels rising, but projected shortfallagainst G8
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Spain
Australia
CanadaGermany
United Kingdom
Finland
Ireland
BelgiumSwitzerland
France
commitment in 2005 to increase total aid to $130B by 2010 from $80B in 2004
Collective effort data masks mixed
Educatio
France
PortugalNetherlands
Sweden
Luxembourg
Denmark
Norway
Total DAC DAC-EU countries
data masks mixed picture
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Aid to basic education – a worrying picture?
Disbursements are rising , but...Aid commitments to basic education fell by 22% in 2007, to US$4.3 billion
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8 29.5
10.412.0
9.9
12.3 12.1
007
US$
bill
ions
Total aid to basic education
Total aid to education
Educatio
3.2 3.4 3.4 4.5 5.64.0
5.54.3
3.2
8.27.6 7.9
1999 2000 2001 2002 2003 2004 2005 2006 2007
Cons
tant
20
Commitments
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Education at risk: the impact of the financial crisis‘Aftershock effects’ ‐ slower economic growth, mounting fiscal pressures and rising poverty levels
Progress in EFA goals are under threat. Protecting vulnerable populations and ensuring that the momentum is not lost are urgent
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UNESCO Study on the Impact of the Financial and Economic Crisis on the Education Sector (Dec. 2009), 12 countries: o governments protected education budgets (e.g. Thailand, Mexico)
but increases were much weaker than in pre‐crisis yearsS t i t b d t f d ti ( M li )
Educatio o Some countries cut budget for education (e.g. Mongolia)
o Growing reports of rise in absenteeism, school dropouts and increased child labour
Effects of crisis on development indicators will not be seen until at least 2 years, when data becomes available
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Aid and the financial crisis
United Kingdom: maintaining the real value of aid pledgesUnited States: to double national development assistance to $50B by 2015Sweden: making cuts to aid budget but to keep spending 1%
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Educatio
France & Germany: no clear commitments in view of weak economic forecastsJapan: increased aid budget by 13% in 2009, but still has the lowest aid‐to‐GNI ratios among OECD countries
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The multilateral architecture – needs reform
The EFA Fast Track Initiative (FTI) has made some important achievements, with – good practice (support for national planning)
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However, faces major challenges– Poor disbursement record and low political support
– No funding from private or philanthropic sources
– Conflict‐affected countries are weakly covered
Educatio Reform of FTI is necessary
– Lessons based on global health funds
– Greater political leadership and revitalized agenda in 2010
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IV. Rising to the EFA challenge: Recommendations
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Rising to the EFA challenge
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Rising to the EFA challenge: Recommendations
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
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ri 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.
Educatio 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.
0EFA Global Monitoring Report 2 0 1
Thank you!
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