International Cooperation to Achieve the Education for All Goals

October 8th, 2013

Suguru MizunoyaAssistant Professor,

Faculty of Social Science, CUHK

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- Strategies and Challenges for UNICEF and its Partners in Kenya -

Topics

1. Introduction: • EFA goals and Education Situation in Kenya

2. Partnership: • How we work together

• Corruption and SWAP

3. Who is left behind

4. Approach: Are projects right answers? What should be done under human rights approach

5. What I did not know about education development

6. What should we do? Post 2015 agenda

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Located in Eastern Africa. Bordered with Somalia, Ethiopia, South Sudan, Uganda and Tanzania.

Population: 42.7 million

GDP Per Capita: US1,776 (PPP)

1. Introduction

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Arid and Semi-Arid Land (ASAL)

EFA Goals

• Goal 1: Universal access to learning

• Goal 2: A focus on equity;

• Goal 3: Emphasis on learning outcomes;

• Goal 4: Broadening the means and the scope of basic education.

• Goal 5: Enhancing the environment for learning

• Goal 6: Strengthening partnerships by 2000

• ECDE & Primary education, Learning outcomes, Equity, Youth, and Partnership

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2. How Education Development Policies are implemented: Partnership Structure at Edu Sector Level

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EDPCG

UNESCO JICA CIDA DFID WB, NGO, etc

MOE

Emergency Cluster

GPE

Strategic Arrangement

• Constitution of Kenya 2010• Government Strategic Paper – VISION 2030• Education related Acts

– Basic Education Act 2013– University Act 2013– Teacher Service Commission Act 2013– Sports Act 2013– Kenya Institute of Curriculum Development Act 2013

• Education Policies– Nomadic Education Policy– Alternative Provision of Basic Education Policy– Gender and Education Policy– Special Needs Education Policy

• Sessional Paper (policy paper)• Strategic Plan: Kenya Education Sector Support Plan (KESSEP 2013-2017)• Programs, activities, monitoring

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Sector Level Matters

SWAP

SWAP, Politics, and Education• GoK

– Pressure groups: MPs, Civil Society, People, sometimes DPs– Deal with DPs, embassies (Israel), companies (PCs, milk - innovation or mare

business?)

• DPs– Multilateral – some are driven by HQ – Bilateral – driven by the politics of home country. e.g., DFID spends money for

Non-public actors, Impact evaluation.

• In order to access to FTI money, the former education sector plan KESSIP was developed by the WB.– Free Primary Education was the most critical political commitment of National

Rainbow Coalition which won the Presidential Election in 2002– Joint Financial Agreement (WB, DFID, CIDA and UNICEF).– “Corruption” in 2008 (46 million USD).– Joint WB, CIDA, DFID vs MOE (UNICEF was floating around quietly).– Relationship has not been fully recovered. DPs are seen as enemy by the MOE

officials (c.f., UNESCO, UNICEF, USAID).

• GPE changed its philosophy from FIT.– Fund implementation plan– Inclusive discussion– “Seed” Money

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3. Who is left behind?

• Abolition of School Fee: – Free Primary School Policy in 2003. – Free Day Secondary School Policy 2007. – Provision of capitation to Pre-schools, partially started in 2012.

• ECDE National Policy– Education, Health, Nutrition

• Nomadic Education Policy• Alternative Provision of Basic Education• Gender in Education Policy• Special Needs Education Policy• Refugee Education Policy (on-going)• Sports Act (Talent Academy)• But who is really left out?

– ECDE– Nomadic Populations– Children with disabilities

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ECDE and Devolution

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• NER of ECDE is 42% in 2009. Why so low?

• Became a part of compulsory basic education under Basic Education Act 2013.

0% 10% 20% 30% 40%

• ECDE and Youth Polythec were devolved in 2012.

• Issues: Capacity, finance, guideline, coordination

Nomadic Education

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• Huge Regional Disparity, masked by national average

• Mobile School• Low Cost Boarding School• County Level SWAP• NoKET• NACONEC• Partners :DFID & CIDA (over 11 million USD in

3 years)

…and children with disability• There is a policy: SNE policy

• Constitutional commitment: Disability representatives at county and national levels

• Organizational commitment (AusAID, UNICEF, DFID, GPE, WB etc etc)

• The 2012 4W (who, what, where, when) of EDPCG has no organization implementing any disability related program.

• Assuming 3% of children have disabilities, and 50% of them are out-of school, 1.5% of school-going age children are not attending school.

• Negligible? 96% NER=4% of OOSC. 1.5/4=38% of OOSC have disability?

• OOSCI: Only 1 report have in-depth analysis of disability

• Why systematically neglected?

– Least developing countries?

– Countries like Kenya?

• Critical issue: DATA!! (http://www.thelancet.com/journals/langlo/article/PIIS2214-109X(13)70016-0/fulltext)

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4. Human Rights and Education: Issues of program Approach

Rights stipulated in the CRC/COK

Not OK

OK OKNot OK

Programme/Investments

Education Sector Related Rights

- Are all the rights monitored regularly? - Do we know the situation at county

level?- Are the set of indicators that monitor

rights agreed among stakeholders? - Are we consistent in measuring rights

over years?

Sector Review

Priority

Programme approach has a limitation in terms of monitoring all the rights

UNICEF and MOE’s efforts towards establishing Rights Based Monitoring System

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Meriting Tool

Establishment of Education

Standards and Quality Assurance Council (ESQAC)

NIEMIS/SMSsystems

Standards Setting

Data collection

Accountability

Meriting Tool + Changes the education sector into Child-Friendly Education System

ESQAC + Data Collection =

CoK

Education Act 2013

Policies

•ECDE policy

•Nomadic education policy

•APBE policy

•SNE policy

•Etc

MOE implementation of

policies

(NESSP)

Family tree of human rights in education sector in Kenya

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Convention of the Right of the

Child

Meriting Tool

Annual CRC

report

National and County Level Analysis to make informed decisions

• Chinese Philosopher• Human nature has an innate

tendency towards goodness, but moral rightness cannot be instructed down to the last detail. This is why merely external controls always fail in improving society.

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Mèng Zǐ (B.C.372-298)

BC: Hindu, Babylonian Code, the Bible, Quran, great philosophers

BC. 0

1945: End of WWII. Establishment of UN

1989: Convention of the Rights of the Child2010: Constitution of Kenya

2013: Education Act

TodayEnglish Bill of Rights (1689)

It took a few thousands years to establish human rights as a modern legal system.

Human being had to go through Colonization, the World Wars to establish the rights-based international organization.

It is only 1989 when Convention of Rights of the Child developed and ratified.

It is only last 3 years, Kenya promulgated CoK and enacted the Basic Education Bill.

It is, to my best knowledge, the first time in the human history that Education Sector is (will be) equipped with the tool and the national systems to monitor all the human rights to actualize all

the rights for children. I call it a true innovation in the scale of human history.

The Key Partner: Head Teacher’s Association: KEPSHA

• Highly recommended, please visit these sites.

• http://www.kepsha.com/#!home/mainPage

• http://www.youtube.com/watch?v=cK1_UQCPzso

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5. What I did not know before I went to Kenya

• Development is a second name of Peace

• Emergency is a part of daily life in Kenya.– 2008 Post Election Violence

– 2011 Horn of Africa Drought

– 2012-13 Inter-community conflicts

– Election

– Periodical floods and Droughts

– Frequent Terror attackS

• Imagine how much education is disrupted.

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Disaster Risk ReductionStructure of UNICEF KCO DRR in Education

Strategy

DRR and Education

School Level

Curriculum

Child Friendly School

Peace Education

National and Sub-national Level

Emergency Preparedness and Response Plan (EPRP)

Education Cluster Capacity Development

Youth life skills and livelihood

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UNICEF Trained all the curriculum developers of Kenya Institute of Education in 2012

DRR is essential for…

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Development Communities

Humanitarian Communities

Development Communities

Humanitarian Communities

DRR

For Sustainable Development

My Recommendation for Post 2015 Agenda

• Disability

• DRR

• Peace– Nomadic education

– Second chance in education

– Youth vocational training

– Life skills

• Mainstreaming human rights in the education system (standards, accountability, capacity)

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ASANTE SANA! (Thank you!)

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Quality

• Massive increase in number of children in primary school during last decade.

• The children are attending school but very little learning is taking place.

• only three out 10 children in Class Three can read a Class Two story [in English], while slightly more than half of them can read a paragraph (UWEZO).

• http://www.uwezo.net/wp-content/uploads/2012/10/KE_2012_AnnualAssessMentReport_PolicyBrief.pdf

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