Transcript Slide 1

Education for All by 2015:
Will we make it?
Nicholas Burnett
Asssistant Director-General for Education, UNESCO
ADEA Biennale, Maputo, Mozambique
6 May 2008
The big questions in 2008
2000
2005
Dakar
Gender
parity
goal
2008
Midpoint
2015
 Have national governments followed up on their
commitment to EFA?
 Where are the greatest challenges?
 Are donors providing adequate support?
 What requires top policy attention?
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What has happened since Dakar 2000?
3
Progress in primary education
Sub-Saharan Africa
Primary school enrolment up:
Arab States
South/West Asia
36% in sub-Saharan Africa
22% in South and West Asia
11% in Arab States
Central Asia
Central/Eastern
Europe
East Asia/Pacific
Latin America
Caribbean
1991
1999
2005
North America
Western Europe
60 70 80 90 100
Net enrolment ratios
in primary education (%)
50
4
Strides ahead in many countries
Niger
Congo
Burkina Faso
Eritrea
Mali
Côte d'Ivoire
Burundi
Chad
Guinea
Nigeria
Ethiopia
Senegal
Ghana
Namibia
Rwanda
Gambia
Mozambique
Togo
Benin
Kenya
Swaziland
Equat. Guinea
Zimbabwe
Botswana
Lesotho
South Africa
Zambia
Cape Verde
Madagascar
Malawi
Mauritius
S. Tome/Principe
U. R. Tanzania
Seychelles
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1999
 Significant acceleration in
post-Dakar period compared
to 1990s
2005
 School fee abolition has
favoured sharp enrolment
increases in many subSaharan African countries
30
40
50
60
70
80
Net enrolment ratios (%)
90
100
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Prospects for achieving UPE by 2015
Goal achieved by 2005 (NER ≥ 97%)
63 countries
Close or in
intermediate
position
NER 80%-96%
High chance of achieving
the goal by 2015
28 countries
(5 in Africa)
Far
NER<80%
At risk of not achieving the
goal by 2015
2025:
7
countries
33 countries
(8 in Africa)
2025:
6
countries
Low chance of achieving
the goal by 2015
Serious risk of not achieving
the goal by 2015
17 countries
(13 in Africa)
8 countries
(4 in Africa)
Not included in the prospects analysis
54 countries
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C. A. R.
Chad
Niger
D. R. Congo
Côte d'Ivoire
Mali
Benin
Burkina Faso
Eritrea
Guinea
Mozambique
Togo
Cameroon
Nigeria
Burundi
Comoros
Ethiopia
Congo
Swaziland
Zambia
Cape Verde
Equat. Guinea
Madagascar
Kenya
South Africa
Senegal
U. R. Tanzania
S. Tome/Principe
Zimbabwe
Botswana
Ghana
Gabon
Uganda
Lesotho
Mauritius
Namibia
Seychelles
Rwanda
Malawi
Gambia
0,50
1999
2005
Gender disparities
still prevail
 Policies to encourage girls’ schooling
have included:
- Community mobilization
- Targeting disadvantaged areas
- Free learning materials
- Sanitation in schools
 35% of countries have achieved
gender parity in primary
education (63% globally), and
only 6% at the secondary level
0,60
0,70
0,80
0,90
Gender parity Index
in primary GER
1,00
1,10
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Decline in number of
out-of-school children
Sub-Saharan Africa
1999:
96 million
South/West Asia
East Asia/Pacific
2005: 72 million
Arab States
1999
2005
Latin America
Caribbean
Central/Eastern
Europe
North America
Western Europe
33 million in
sub-Saharan Africa
Central Asia
0
5
10
15
20
25
30
35
40
45
Out-of school children, million
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Expansion of secondary education
120
N o rth A merica
and Western
Euro pe
GER in secondary education (%)
100
C entral and
Eastern Euro pe
80
60
Latin A merica
and the
C aribbean
C entral A sia
East A sia and
the P acific
A rab States
So uth and West
A sia
40
Sub-Saharan
A frica
20
0
1999
 55% increase since 1999 in
secondary enrolments in Africa
2005
 38% GER in lower secondary,
24% in upper secondary
 Technical and vocational
education accounts for 6% of
secondary enrolments
Malawi
Advances and
disparities
Zimbabwe
Swaziland
Namibia
Seychelles
Niger
Mozambique
Burkina Faso
Rwanda
Chad
 Universalization of lower
secondary education is a policy
objective in most African countries
Uganda
Senegal
Democratic Rep. of the Congo
Mali
Zambia
Guinea
Eritrea
 10% annual increase in several
African countries but in others
participation rates below 20%
Benin
Nigeria
Ethiopia
Comoros
Lesotho
Togo
Cameroon
Ghana
Gambia
Kenya
Botswana
1999
Mauritius
2005
South Africa
0
20
40
60
80
100
120
GER in secondary education (%)
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Minimal attention to adult literacy
774 million adult illiterates
 Number of illiterate adults
South/West Asia
increased in sub-Saharan Africa
Sub-Saharan Africa
but average literacy rate rose to
59%
East Asia/Pacific
 150 million adult illiterates in
Arab States
sub-Saharan Africa
Latin
America/Caribbean
 62% are women
Central/Eastern
Europe
 Direct assessments of literacy
North America/
Western Europe
Central Asia
0
100
200
1985-1994
skills suggest even greater
1995-2004
challenge (Kenya adult literacy
300
400
500
survey)
Adult illiterates, million
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Indications of poor quality
 Survival rate to last grade improving but remains low in sub-Saharan
Africa (63%) and in South and West Asia (79%)

International and national learning assessments point to low
achievement in core subjects (language and mathematics),
especially in developing countries

Low levels of learning achievement are related to :





socio-economic background
rural residence
lack of access to textbooks in school, books at home
insufficient and inefficient instructional time
inadequate physical infrastructure and material resources
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Teacher shortages
Teaching staff has not kept
pace with enrolment increases
in sub-Saharan Africa and
South and West Asia

Sub-Saharan Africa has the highest pupil teacher ratio in
the world (45:1). Pupil/trained teachers ratios above 60
in Chad, Madagascar, Mozambique and Rwanda

Contract teachers fill gap in francophone sub-Saharan Africa and South
and West Asia. They receive lower salaries and less training than civilservant teachers
18 million new primary teachers needed by 2015,
of which 3.8 million in Africa
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EFA Development Index:
a comprehensive view of progress
Out of 129 countries:
South Africa
Dominican Rep.
Namibia
51 high achievers
Swaziland
(1 close to EFA in Africa)
Lesotho
Guatemala
53
in intermediate position
(10 in Africa)
Nicaragua
Iraq
Bangladesh
 Index pulled down by low
education quality or low adult
literacy levels
Nepal
Malawi
Mauritania
Yemen
Mozambique
1999
Ethiopia
2005
Chad
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1.0
Education Development Index
25 far from achieving EFA of which:
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


16 in sub-Saharan Africa
4 Arab States
4 in South and West Asia
1 in East Asia / Pacific
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Increases in national spending on education
El Salvador
Madagascar
1999
Nepal
2005
Benin
 50 out of 84 countries outside
North America and Western
Tajikistan
Europe increased the share.
Mozambique
Mali
 18 out of 24 in sub-Saharan Africa
Kyrgyzstan
Czech Rep.
Colombia
 5% annual increase in public
Burundi
Senegal
spending on education in sub-
Mexico
Saharan Africa and South and
Ghana
Poland
West Asia
Hungary
Malawi
Ethiopia
 Countries making significant
Swaziland
progress towards UPE have
Ukraine
Bolivia
generally increased their
Kenya
spending as a share of GNP
Morocco
Lesotho
0
2
4
6
8
10
Public expenditure
on education as a % of GNP
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Aid to education:
inadequate to achieve EFA
There has been a slowdown in the growth of aid to education since 2004 and
levels remain inadequate. Africa receives 40% of total aid to basic education
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Constant 2006 US$ billions
Low income countries
9.4
10
8.5
8.3
8
11.2
11.0
7.3
6.6
All developing countries
7.0
6
5.3
4.1
4
6.5
2
3.3
3.7
3.7
4.1
4.6
4.5
5.6
2.8
2.8
3.0
5.0
3.7
3.0
1.6
2.0
1.9
1.9
1999
2000
2001
2002
2.7
4.1
2.4
3.0
2005
2006
0
1999
2000
2001
2002
2003
Total aid to education
2004
2005
2006
2003
2004
Total aid to basic education
Total aid includes allocations from budget support and aid to level unspecified
The Way Forward
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Promoting access
To offset the cost of schooling for poor
households countries are:

Targeting poorer regions and population groups
Brazil, Burkina Faso

Abolishing school fees (10 countries in Africa since 2000)

Setting up education cash-transfer programmes
Latin American countries, Kenya, Turkey

Providing scholarships for girls
Bangladesh, Cambodia, Pakistan
Governments are also encouraging access through:

Flexible models for working children, enforced child labour legislation

Inclusive education for the disabled

Bilingual education for children from indigenous communities
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Improving learning at all levels
Four broad policy areas
 Trained and motivated teachers
Training models, professional development, incentives to work in
underserved areas, policy frameworks for contract teachers
 Effective teaching and learning strategies
Active learning, relevant curricula, HIV/AIDS education,
importance of acquiring basic skills, better assessments
 Learning time, materials and textbooks
Textbook production, unbiased learning content, free distribution
to priority areas
 Healthy and safe learning environment
Nutrition, health programmes, physical safety
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Programs for young
children and for parents
Early childhood care and education programs




offset disadvantage
improve children’s well-being
prepare them for primary school
improve student performance in
primary school
Literacy programs for youth and adults have long-term benefits




healthcare knowledge
HIV/AIDS prevention
self esteem and empowerment, widening choices
higher chance of parents sending children to school
Early childhood and literacy programs carry strong returns
but require massive scaling up
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An education compact
1. Effective national policies
2. Higher domestic spending
3. External aid
Educational
development
A model at work in Burkina Faso, Ethiopia, India, Mozambique, Tanzania, Yemen
and Zambia
POLICY PRIORITIES

Inclusion

Quality

Literacy

Capacity Development

Financing:
National commitment to increase education spending
Donors must
Focus on low-income countries and Fragile States
Continue to support countries making progress towards EFA
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The report, summary, regional overviews, statistics
and additional resources are on line at:
www.efareport.unesco.org
[email protected]
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