Who are the 61 million?

Exploring what keeps kids out of school

Sarah Beardmore July 21, 2012

RESULTS International Conference

WHO ARE THE 61 MILLION?

International comparison : which countries have the most out of school children?

Sub-national comparison : which groups of children – by gender, income, location – are excluded from school?

Educational life cycle : are children out of school because they never started school, because they are delaying entry or because they have dropped out?

Exclusion within school: Are children who attend school able to participate successfully in the

learning-teaching process?

HOW DO WE MEASURE EXCLUSION?

Mill ions of children are not in school, and it is becoming increasingly clear that we will not achieve the Education for All Goals without focusing on the most marginalized.

THE RATE OF PROGRESS IS DECLINING DUE TO:

the increasing difficulty of reaching children who face the most exclusion

population growth coupled with stable or sluggish rates of increase in school partic ipation

EXCLUSION: A GROWING CHALLENGE?

Source: Data Centre (database), UNESCO Institute for Statistics, Montreal, http://www.uis.unesco.org.

FORTY-YEAR NER GROWTH PATH

PovertyRural locationOrphan status

NomadismDisability

Female gender (and rarely male gender)

Living in conflict-affected areas

DIMENSIONS OF EXCLUSION

POVERTY: The most important dimension of educational exclusion.

OOS children aged 6–11 who never participated based on lowest and highest income quintiles

UNDERSTANDING DISPARITIES: POVERTY

RURAL/URBAN: Disparit ies may be due to higher concentrations of poverty in rural areas, as well as low coverage of schools.

In Afghanistan, the attendance rates in rural areas fall by 16 percent for every mile that children must travel to school

Urban attendance rates are decreasing rapidly given that the urban areas of the world are absorbing the population growth

The most highly disadvantaged are the children of pastoralists in certain countries in Africa, including Burkina Faso, Cameroon, Cote D’Ivoire, Djibouti, Ethiopia and Somalia where school access barriers and low demand for schooling may contribute

UNDERSTANDING DISPARITIES: RURAL LOCATION

UNDERSTANDING DISPARITY: GENDER

Source: Data of DHS and MICS surveys.

Niger, 2006

Source : Data of DHS surveys.Note : The figure is based on age-specific attendance rates among children who are attending or who have ever attended school.

EDUCATIONAL EXCLUSION: THE LIFE CYCLE

On the basis of:

gender: stereotypes in materials and activities, gender-based violence, lack of latrines, classroom practice, etc.

Disability: inaccessible learning materials, lack of supports (eye glasses, wheelchairs etc.)

Minority status: mother tongue instruction; culturally relevant materials, etc.

Orphan status: stigma, etc.

EXCLUSION WITHIN SCHOOL

School fee eliminationConditional cash transfersSchool feeding programsAccess to early learning opportunities (pre-school)Reform of classroom practice and learning supportsCommunity participation

Improve the supply of education for marginalized groups

Improve demand for education and understanding of education rights

LEARN FROM WHAT WORKS

The missing millions: education and disabled children

The basic facts

• UNESCO estimate that one third of all out of school children live with a disability – this is over 20 million children

• School completion and achievement rates are far lower for disabled children than their non-disabled peers – Eg in Indonesia in 2003 88.5% of non-disabled

children were in school but only 29.2% of disabled children

Broader context• The WHO 2011 World Report on Disability found that

15% of the world’s population lives with a disability• Disabled people are disproportionately likely to be

very poor – making up over 20% of those living on less than $1.25 a day

• 80% of disabled people live in developing countries“Sustainable, equitable progress in the agreed global development agenda cannot be achieved without the inclusion of persons with disabilities. If they are not included, progress in development will further their

marginalization.” - UNDG

What does this mean in practice?

Anne Wafula Strike Shikuku Obosi

What can be done?Inclusive education:

• Accessible infrastructure and materials• Teacher training and additional support• Community awareness

Sightsavers in Mali“I am happy with the arrival of the project in UMAV. My two children were equipped with spectacles. They left the boarding school of the INAM [the National Institute of the Blind] and came back to their school. They were learning through Braille. Today they use large print and attend Faladie Socoura School, their former school. Their mother, sisters and brothers are very happy. I have bought a school table and a chair so that they can be near the blackboard. Now, my children take part to baptism, weddings, and circumcision ceremonies and feel fulfilled. '' Gaoussou TOURE, Parent of Low Vision children.

Donors and inclusive education• Most donors do not adequately consider

disabled children in their development aid.• RESULTS 2010 report on UK Department for

International Development found some good projects, but widespread neglect of the issue

United Nations Convention on the Rights of Persons with Disabilities• Article 24: Inclusive Education• Article 32: International Cooperation• Came into force in 2008• Number of ratifications: 112 nations, including

RESULTS countries Australia, Canada, Mexico, and UK. USA and Japan have signed but not ratified.

Tony BakerRESULTS International Conference

July 21st, 2012

Expulsion of Pregnant Students in Tanzaniaand

Out-of-School Children in Conflict-Affected and Fragile States


July 21st, 2012

Expulsion of Pregnant Students in Tanzania


July 21st, 2012

Poverty headcount

ratio at $1.25 a day (PPP)

World: 22%Sub-Saharan Africa: 48 %

Tanzania: 68%

World Bank eAtlas of Global Development and PovcalNet


July 21st, 2012

Girls enrollment in

primary school (% net)

World: 87%Sub-Saharan Africa: 73%

Tanzania: 98%

World Bank eAtlas of Global Development


July 21st, 2012

Ratio of female to male primary school

enrollment


Tanzania: 102%

World Bank eAtlas of Global Development


July 21st, 2012

Persistence to last grade of

primary school


Tanzania: 81%

World Bank eAtlas of Global Development and EFA GMR 2011

2003 2004 2005 2006 2007 2008 2009 20100

10,00020,00030,00040,00050,00060,00070,00080,00090,000

Tanzania: Dropouts

Primary school Secondary school

Num

ber o

f Stu

dent

s


July 21st, 2012

Basic Education Statistics in Tanzania, 2008-2010

2003 2004 2005 2006 2007 2008 2009 20100

1,000

2,000

3,000

4,000

5,000

6,000

7,000Tanzania: "Dropouts" due to Pregnancy

Primary school Secondary school

Num

ber o

f Stu

dent

s


July 21st, 2012


13th Grade12th Grade11th Grade10th Grade

9th Grade8th Grade7th Grade6th Grade5th Grade4th Grade3rd Grade2nd Grade1st Grade

0 200 400 600 800 1000 1200 1400 1600 1800 2000

Tanzania: "Drop-outs" by Grade in 2010 Due to Pregnancy

Number of Students


July 21st, 2012


2003 2004 2005 2006 2007 2008 2009 20100%

5%

10%

15%

20%

25%

Tanzania: "Dropouts" due to Pregnancy as Percentage of Total Dropouts in Secondary School

Perc

ent o

f Tot

al D

ropo

uts


July 21st, 2012


Section 4(b) of G.N. No. 295 of the National Education Act 1995 (Cap.353 R.E. 2002)

4. The expulsion of a pupil from a school may be ordered where –(a) The persistent and deliberate misbehavior of the pupil is such as to

endanger the general discipline or the good name of the school or;(b) The pupil has committed a criminal offence such as theft, malicious

injury to property, prostitution, drug abuse or an offence against morality whether or not the pupil is being or has been prosecuted for that offence;

(c) A pupil has entered into wedlock.

No legislation specifically provides for the expulsion of pregnant school girls.


July 21st, 2012

Primary school

Secondary school

Primary school

Secondary school

Primary school

Secondary school

2008 2009 2010

0

1000

2000

3000

4000

5000

6000

7000

Tanzania: "Dropouts" due to Pregnancy: Boys vs. Girls

Girls Boys

Num

ber o

f Stu

dent

s


July 21st, 2012


Section 13 of the Constitution of the United Republic of Tanzania of 1977

13.- (1) All persons are equal before the law and are entitled, without any discrimination, to protection and equality before the law.(2) No law enacted by any authority in the United Republic shall make any

provision that is discriminatory either of itself or in its effect.…

(5) For the purposes of this Article the expression “discriminate” means to satisfy the needs, rights or other requirements of different persons on the basis of

their nationality, tribe, place of origin, political opinion, colour, religion, sex or station in life such that certain categories of people are regarded as weak or inferior and are subjected to restrictions or conditions whereas persons of other categories are treated differently or are accorded opportunities or advantage outside the specified conditions or the prescribed necessary qualifications.


July 21st, 2012


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July 21st, 2012

Out-of-School Children in Conflict-Affected and Fragile

States


July 21st, 2012

38 mil (62%) of 61 mil OOS are in CAFS 23 mil (74%) of 31 mil OOS in SSA are in CAFS


July 21st, 2012

Impacts on education

Dropouts, low attendanceInterrupted education / Lost years of schoolingAmplified inequalities : Disproportionate impact on poor and girlsNo fragile or conflict affected country has yet achieved a single MDG.


July 21st, 2012

Unique contributions of conflict and fragility to negative impacts on education

Damage of school infrastructureSexual violenceRecruitment of child soldiers and abductionDisplacementDiversion of resources


July 21st, 2012

EFA GMR 2011

US Foreign Asst. (DoS, USAID) OBLIGATIONS

US Foreign Asst. (DoS, USAID)

DISBURSEMENTS

IDA GPE -

200

400

600

800

1,000

1,200

1,400

Basic Education Aid, FY10

Total basic education aidBasic education aid to CAFSBasic education aid to CAFS in SSA

US$

Mill

ions



DISBURSEMENTS

IDA GPE -

200

400

600

800

1,000

1,200

1,400



US$

Mill

ions


July 21st, 2012



DISBURSEMENTS

IDA GPE -

200

400

600

800

1,000

1,200

1,400



US$

Mill

ions


July 21st, 2012

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Who are the 61 million?

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