Education for All

Yayoi Segi-VltchekProgramme Specialist

UNESCO Multi-sectoral Regional Office for Eastern Africa

IAU-UoN Workshop on Higher Education and Research for EFA 24-25 January 2013

Contents

• Six Goals of Education for All• Global EFA Progress (2012 EFA GMR)• The Kenyan Experience: EFA End Decade

Assessment - 5 Major Achievements, 8 Major Challenges, and 11 ‘Priority Action Points’

• Food for Thought: Contribution of Higher Education and Research to EFA 2015 and beyond

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Six Goals of Education for All

Goal 1: Early Childhood Care and EducationGoal 2: Universal Primary EducationGoal 3: Life Skills & Lifelong LearningGoal 4: Adult Literacy & Continuing EducationGoal 5: Gender Equity and Equality Goal 6: Quality of Education

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Progress towards EFA is stagnating

Goal 1: Early childhood care and education 171 million children under 5 were affected by moderate or

severe stunting in 2010. Less than half went to pre-school in 2010; less than 1 in 6

in low-income countries.

Goal 2: Universal primary education Number out of school stagnated at 61 million in 2010, half

live in sub-Saharan Africa. Of 100 children not in school, 47 expected never to enter. More than 4 in 10 drop out in half of poor countries. 41% in sub-Saharan Africa start 2 or more years late.

Progress towards EFA is stagnating

Goal 3: Youth and adult learning needs In poorer countries, only one half of young people

enrol in lower secondary school. 71 million adolescents are out of school, remaining

unchanged since 2007.

Goal 4: Adult literacy 775 million adults could not read or write in 2010,

two-thirds of whom are still women. Even in rich countries, 160 million adults have poor

literacy skills.

Progress towards EFA is stagnating

Goal 5: Gender parity and equality In 17 countries, there are fewer than 9 girls in primary

school for every 10 boys. Boys are disadvantaged in over half the 97 countries

that have not achieved gender parity in secondary school.

Goal 6: Quality of education Of 650 million children of primary-school age, at least

250 million could be failing to read or count. In 33 countries, less than three-quarters of primary

school teachers were trained to the national standard.

$16 billion needed for basic education in low income countries – but only $1.9 billion provided in aid in 2010.

An additional $8 billion needed to send all young people to lower secondary school.

Financing Education for All

Most poor countries have maintained or increased their education spending.These countries also need aid: In 9 Sub-Saharan African countries, donors fund more than a quarter of public spending on education. BUT donors are not keeping their promise in Dakar in 2000 to ensure no countries seriously committed to Education for All will be thwarted by a lack of resources.

There is a big funding gap:

The Kenyan Experience:Education for All

End Decade Assessment (2001-2010)

5 Major Achievements, 8 Challenges, and 11 Priority Action Points

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5 Major Achievements

• Sustained commitment to, and investment in, education and training

• Major policies, frameworks, standards and curricula in place

• Investment in the teaching force• Significant expansion, in particular in basic

education, as a result of Free Primary Education and Free Day Secondary Education

• Greater concern for quality of education9

Average 21.5 % of the public expenditure, and 7% Share of GDP

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Budget Provision to Education

GER, NER and Transition Rates in Primary Schools (2000-2010)

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Trends in GER and NER in Secondary Education (2000-2010)

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Gender Parity Index: NER and GER in Primary Education

Gender parityGender parity benchmark

Enrolment in TIVET Institutions by sex (2000-2010)

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The Teaching Force

• Number of Teachers as at 2012: 286,000 as at 2012 (Primary: 219,000 and Secondary: 67,000)

• Teacher shortage as at 2012: 38,468 teachers for primary schools and 36,574 for post-primary institutions

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Investment in the teaching force

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Moving towards quality education

• Establishment of National Assessment Center and monitoring of pupil performance through NASMLA and SACMEQ

• Provision of in-service training for teachers• Investment in school infrastructure• Provision of instructional materials• Introduction of ICT in teacher training and

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Investment in school infrastructure

18Katelembo Centre of Excellence Boys High School, Machakos County

Introducing ICT to Facilitate Learning

19State House Girls High School, Nairobi County

Monitoring Performance of Female and Male Candidates in KCPE

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8 Issues and Challenges

• Expanded vision of education and learning: from early childhood and adulthood

• Data harmonization and coordination• Significant disparities (geographical, gender,

socio-economic)• Emerging issues (HIV and AIDS, peace, refugee

education, etc.)

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8 Issues and Challenges, cont’d

• Goals that are still a challenge to monitor & measure – ECCE, Lifeskills & Literacy (data and indicators)

• Inter-sectoral and –ministerial coordination and partnership with the civil society (ECCE, life skills and Literacy)

• Implementation capacities at all levels• Governance and management issues

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An ECD teacher inspecting cleanliness of her pupils’ nails in an ECD Centre

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Keeping permanent register of Vitamin A Supplementation in an ECD Centre

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Gender variation in KCPE Performance in English Subject

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Literacy and Numeracy Rates by Province

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Emerging Issue: HIV and AIDS

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11 Priority Action Points

System-related:1.Policy Development/Review, Harmonization and Implementation2.Monitoring and Evaluation3.Resource Mobilization and Allocation4.Governance and Accountability5.Coordination and Partnerships6.Capacity Development7.Infrastructure Development

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11 Priority Action Points

Content-related:8. Curriculum Relevance and Implementation, and Instructional Materials9. Teacher / Facilitator Development and Management10. Quality and Outcomes11. ‘Reaching the Unreached’

All the Priority Action Points have informed the new Sessional Paper No. 14 and form basis of the new Five-Year National Education Sector Support Programme (NESSP) in Kenya 29

Food for Thought?Contribution of HE to Accelerating EFA

Progress and Beyond!

• Linking research and evidence with policy and planning (quantitative and qualitative)

• Institutional capacity building • Teacher and instructor development and

professionalization• Curriculum and instructional material development

and review• Emerging and cross-cutting issues (peace, HIV, etc.)• Foresight (post 2015 agenda) 30

Thank you!

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