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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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ri Published annually by an independent team based in UNESCO

• 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

Educatio

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

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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.

Educatio

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 

Educatio

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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ri • In S&W Asia, 95 girls are enrolled in primary education for every 100 boys, compared to only 84:100 in 1999

• 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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20

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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ri • More attention is paid to improving quality of education, globally and in the region 

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

Educatio

4.8

0

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)

Educatio

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

Educatio

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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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ri • ‘Education poverty’ – less than 4 years in school• ‘Extreme education poverty’ – less than 2 years in school

‐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

b d d d

Educatio 2. Group‐based disadvantages

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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ri below this absolute poverty threshold• 116 million child labourers globally• For these children and households, school fees and other costs remain a major barrier to education, particularly when shocks occur

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

Educatio

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

Educatio

• 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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ort 2010 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

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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ri New Zealand

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

ng Rep

ort 2010

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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ri populations and ensuring that the momentum is not lost are urgent priorities for governments and donors alike

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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ri Sweden: making cuts to aid budget but to keep spending 1% of GNI on aidSpain: aims to spend 0.70% of GNI on aid by 2012Italy: deep cuts in aid, from 0.20% of GNI in 2008 to 0.09% of GNI in 2011Canada: to double development assistance by 2010France & Germany: no clear commitments in view of weak

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

7/19/2010

20

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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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ri – US $491 million disbursed through the Catalytic Fund

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!

www.efareport.unesco.org

bkk.efa@unesco.org