Afghanistan National EFA Review

20th – January - 2014

EFA Goals 1,2,5,6

“Zero” Draft Report

Report Outline Introduction

Country Context and Commitment to EFA National Strategies, Policies and Plans Types of Education

Challenges since 2000 and targets for 2015/2020 Overall situation of education and challenges National targets for 2015 and 2020

Progress, Findings towards the EFA Goals Yearly trends and progress (2000-2013) Challenges Analysis of qualitative questions

Conclusion and the Way Forward Agendas and Priorities for Post (2015-2020)

SUMMARY OF EFA GOALS RATINGS

Indicator # of indicator

# of indicator on track

% of indicator on track

Ratingoff/on track

Goal 1: Early Childhood Care and Education (ECCE)

6 Off track

Goal 2: Universal primary basic education (UPE)

23 3 13% Off track

Goal 5: Gender Parity and equity in education

21 0 0 Off track

Goal 6: Quality of education12 0 58% Off track

Overall EFA indicators62 3 5% Off track

IndicatorProgress over the years

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Gross Enrolment Ratio in ECCE

Total                            

Girls                           

Boys                           

% to Grade 1 who attended ECCE

Total

GirlsBoys

% of ECCE Student in private

Total

Girls

Boys

% of trained teachers in pre-school

Total

Female

MalePupil/Teacher Ratio in pre-school

TotalGirlsBoys

Public expenditure on pre-primary

Total

%

Goal 1: ECCE (Early Childhood Care and Education) it is being analized

IndicatorProgress over the years

2010 2011 2012 Status

Gross Intake RateAverage 76.61% 80.77% 83.77% On trackGirls 64.57% 68.44% 72.12% Boys 88.66% 93.11% 95.04% 

Net Intake Rate Average 57.95% 64.85% 71.12%Off trackGirls 46.85% 54.11% 60.75%Boys 69.06% 75.60% 81.49%

Gross Enrolment Ratio Average 73.82% 74.46% 78.77%Off trackGirls 61.78% 62.85% 66.89%Boys 85.86% 86.06% 90.66%

Net Enrolment Ratio

Average 60.60% 65.90% 71.80%Off trackFemale 48% 54.30% 61.19%Male 73% 77.51% 82.41%

Adjusted net enrolment ratioAverage 60.90% 66.19% 72.08%Off trackGirls 48% 54.30% 61.19%Boys 74% 78.09% 82.98%

Repetition RateAverage 4.5%On TrackGirls 4%Boys 5%

Goal 2: UPE (Universal Primary/ Basic Education)

Goal 2: UPE (Universal Primary/ Basic Education) cont’d

IndicatorProgress over the years

2010 2011 2012 Status

Dropout Rate

Total 7.46% 7.22% 7.48% Off trackGirls 7.25% 6.97% 7.38% Boys 7.66% 7.46% 7.59% 

Survival Rate to Grade 5 TotalGirlsBoys

Survival Rate to Grade 6 Total 66.55% 58.94% 64.07%Off trackGirls 63.37% 56.95% 61.84%Boys 69.73% 60.93% 66.30%

Primary Completion Rate

Total 59.23% 52.43% 57.16%Off trackGirls 54.00% 49.52% 54.27%Boys 64.46% 55.33% 60.05%

Transition RateTotal 70.66% 63.97% 67.91%Off trackGirls 71.97% 65.51% 68.65%Boys 69.36% 62.42% 67.17%

Number of teachers

TotalFemaleMale

Goal 2: UPE (Universal Primary/ Basic Education) cont’d

IndicatorProgress over the years

2010 2011 2012 Status

% of qualified teachersTotal        Girls        Boys        

Percentage of trained teachers TotalGirlsBoys

Pupil/Teacher Ratio TotalGirlsBoys

% of primary/basic schools offering complete primary

Total 44% 43% 42% GirlsBoys

% of primary schools offering instruction in local language

Total 97.66% 97.10% 95.58%On trackGirlsBoys

Duration of travel between home and school

Goal 2: UPE (Universal Primary/ Basic Education) data is being collected

IndicatorProgress over the years

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Expenditure on education as a % of GNP/GDP

Total                           

Girls                           

Boys                           

Expenditure on education as a % of total govern expenditure

TotalGirls

Boys

Expenditure on primary edu as a % of GNP/GDP

TotalGirlsBoys

Expenditure on primary edu per pupil as a % of GNP/GDP per capita

Total

Girls

Boys

Expenditure on primary edu as a % of total public expenditure on edu

Total

Girls

Boys

Goal 5: Gender parity and equality in education

IndicatorProgress over the years

2010 2011 2012 Status

Females enrolled as percentage of total enrolment

Primary  40%  40%  41%  Off trackLower S  34%  35%  35%  Upper S  30%  34%  34%  

Female teachers as percentage of total number of teachers

PrimaryLower SUpper S 30% 31% 32%Off track

% of female school headmasters/principals

PrimaryLower SUpper S

Percentage of female chief education officers at central, provincial, district

TotalProvincialDistrict

Gender Parity IndexGER 0.72 0.73 0.74Off trackNER 0.65 0.70 0.74Off track

Goal 6: Quality of education

IndicatorProgress over the years

2010 2011 2012 Status

Number and percentage distribution of teachers by academic qualification

Total        Girls        Boys        

Percentage of trained teachers TotalGirlsBoys

Pupil/Teacher Ratio

TotalGirls 41.01 53.56 54.27Off trackBoys 27.25 38.79 39.68Off track

Pupil/Class Ratio

Total 40 37 39Girls

Boys

Textbook/Pupil Ratio

Total 4.97 5.68 5.96Off trackGirls

Boys

% of schools with water sources 55% 65% 67%Off track

Goal 6: Quality of education cont’d

Indicator

Progress over the years

2010 2011 2012 Status

Percentage of schools with improved sanitation facilities

Total 63% 37% 31% Off trackGirls        

Boys       

% of pupils who have learning competencies

Total

Girls

Boys

School life expectancy

Total

Percentage of teachers who fulfilled required instructional hours

Total

Girls

Boys

Goal 1: ECCE: How well do national policies, legislation, strategies and plans cover ECCE?

ECCE is considered an integral part of the right to education within national legislation. Legal frameworks for ECCE include:

Education Law (2008) MoE is responsible for pre-school Ensure and develop pre-school based on needs of children

(Article-2) Pre-school…in public institutions are provided for free. (Article-4) Children, ages over kindergarten and lower than the school

enrollment, shall enroll in the pre-school (Article 5) Pre-school Policy 2013 (draft) (MoE) NESP-I,II, and III (improve access, establishment of pre-school unit,

unit for curriculum development, (MoE) Kindergarten and Nursery Policy and Regulation (MoLSAMD) Healthy School Initiative (MoPH)

Goal 1: ECCE: What are the sectors/agencies delivering ECCE?

Sectors/Agencies delivering ECCE include: Ministry of Education (Preschool program) Ministry of Labor, Social Affairs, Martyred and Disables

(Kindergarten and nursery) Ministry of Ershad, Haj and Awqaf (Mosque based

education) Ministry of Public Health (care, nutrition and health) Development Partners, NGOs, Private sector

Goal 1: ECCE (Early Childhood Care and Education)- Where are the GAPS?

Un-allocation of public resources Lack of a national standard curriculum Lack of pre-school teacher training programs Lack of a cost estimated action-plan Need capacity enhancement of organizational

structure- M&E Variations in quality of services provided (NGOs)

Goal 2: UPE (Universal Primary/Basic Education: Policies, legislations and strategies for Education for All

Legal frameworks for rights to education include: The Afghanistan Constitution (1382)-- five articles on education

Adopt necessary measures to foster education at all levels (Article 17)

Education is the right of all citizens of Afghanistan (Article 44) shall offer up to the B.A. free by the state (Article 44) Devise programs for fostering knowledge, culture, literature and

arts(Article 47) Devise and implement a unified educational curricula (Article 45) The citizens can establish higher, general and specialized

educational, literacy institutions (Article) Education Law (2008): The intermediate (basic) education in

Afghanistan is compulsory (Article 4)

Goal 2: UPE (Universal Primary/Basic Education: Specific measures to address barriers for the disadvantaged children

Specific policies and measures put in place to address the barriers that prevent children belonging to disadvantaged groups from accessing and successfully completing primary education include:

Education Law 2008 (article 3): The citizens have equal rights to education without any discrimination (Article 3

Draft policy on Inclusive Education and Child Friendly Schools

The CBE policy which targets enrolling children from the marginalized communities. The challenge is the integration of students from CBS into formal schools.

The GPE program which aims at providing access to education by children from hard to reach geographical areas.

Goal 2: UPE (Universal Primary/Basic Education: Strategies to mitigate opportunity costs of schooling

Efforts to mitigate the opportunity costs of attending primary schools include:

Provision of teaching and learning materials, Take home rations ( WFP) Provision of scholarships/incentives

Goal 5: Gender Equity in Education: national legislation, policies, strategies, plans and mechanisms which specifically address gender equality in education

Legal frameworks: Afghanistan is committed to achieve EFA and MDGs by 2020.

The Education Law (2008) “The citizens have equal rights to education without discrimination

(Article 3)

Education is provided free in a balanced and equitable manner, considering the number of population and Kochies residence (Article19).

Expand balanced education and to provide mandatory intermediate education throughout Afghanistan, the state shall design and implement effective programs and prepare the ground for teaching mother tongues.

Devise and implement effective programs to create and foster balanced education for women, improve education of nomads (Article 44)

Goal 5: Gender Disparities in Education

Low female enrolment at all levels (only 39% female)

Proportion of female teachers low at all levels, especially in rural areas

Only small proportion of schools are girls’ schools

Low completion rates for girls

Low transition rates for girls

Low survival rates for girls

Conclusion and the Way Forward

Most indicators are off track and a lot of effort is required if the EFA goals are to be achieved by 2015/2020

The legal framework for Education For All exists but more work needs to be done to translate policy into practice

The major challenge has been the lack of available data for the indicators, especially for the ECCE indicators

Data for most of the indicators for EFA Goal 2 is available but is still being analyzed

Data on Budget indicators and teacher education is being analyzed

Agendas and Priorities for Post (2015-2020)

To be discussed