Transcript DP Education launch

Basics and beyond
Exploring drivers of national progress in
post-primary education Mongolia and Kenya
and education quality in Chile and Indonesia
Susan Nicolai
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Development Progress: the story so far
Providing evidence for what’s worked
and why over the past two decades
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Health
Education
Environment
Political voice
Social cohesion
Material wellbeing
Employment
Security
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Development Progress: the story so far
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Development progress education
Phase I
Phase II
Improving
Expanding basic Expanding posteducation
primary education education quality
Benin
Cambodia
Ethiopia
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UN photo/Nayan Tara
Mongolia
Kenya
Chile
Indonesia
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What has been achieved?
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School life expectancy and completion
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Mongolia’s average school life expectancy almost
doubled from 7.7 years in 1994 to 14.3 years in 2010.
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In Kenya, school life expectancy rose from 8.4 years
in 2000 to 11 years in 2009 and the secondary gross
enrolment ratio (GER) grew substantially, from 40%
in the early 2000s to 60% in 2009.
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For the last 20 years, Chile maintained almost
universal primary enrolment alongside other gains.
For example, primary completion rates rose from
83% in 1990 to 95% in 2011.
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Mongolia
In Indonesia, completion rates for lower secondary education rose from 63% to 76%
over 2002-2012, with strong gender equity and gains across urban/rural, regional and
socio-economic groups.
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Quality improvements
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Chile became one of only three OECD member countries to improve pupil reading
assessments by more than 20 points between 2000 and 2009, and improvements in
science tests were also above the OECD average between 2006 and 2009.
Chile
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Indonesia was one of only eight countries whose Programme for International Student
Assessment (PISA) reading results improved significantly over 2000-2009 (8.4%),
while also narrowing the gap between the highest and lowest performing students.
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Almost three in five Mongolian youths now enrol in university, reflecting a six-fold
increase in students between 1993 and 2010.
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Education financing
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In Mongolia, a law established that education should receive 20% of the total budget
expenditure in 1995, a target met in 2001/02. Since then the target has remained
above 15%, stabilising at a level higher than achieved in the previous decade
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Public spending on education in Kenya rose by 31% in real terms between 2003/04
and 2008/09 and, with education budgets ringfenced in the aftermath of the 2008/09
global financial crisis.
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In just over a decade Chile’s education
budget increased threefold from $907
million in 1990 to $3.07 billion by 2002.
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In Indonesia, commitment to devote 20%
of the national budget to education has
seen funding almost triple in real terms
since 2001, with spending of IDR 310.8
trillion (US $35.3bn) in 2012.
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Indonesia
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What has driven
progress?
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Mongolia
• Strong demand and high value
placed on post-primary education
• Expanded provision through
investment by the Government of
Mongolia in education
• Policy reform and reaching the
unreached
• External support through
development partners
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Kenya
• Calls for increasingly higher
levels of education
• Government policy as a
game-changer
• Financial resources
accompanying political
commitment
• Growth in community and
private sector providers
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Chile
• Emphasis on consensus in
politics and policy
• Multiple efforts at quality
reforms
• Teacher professionalisation
and conditions
• Investment and targeting of
financial resources
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Indonesia
• Strengthening the teaching
force
• Curriculum and pedagogy
reforms
• Supporting decentralisation
and school-based
management
• Increased budget and
targeted support to address
inequities
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Political dynamics and
education
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Unbalanced progress on education
• A ‘perfect storm’ of global goals and domestic incentives have
favoured a focus on access over quality
• Politicians prioritise visible outputs offering higher political returns
• It is hard for parents & communities to monitor quality
• Often easier for parents & students to opt out than push for reform
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On-going challenges
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Emerging issues
• Importance of a greater attention to political dynamics
• Focus on equity, which too often becomes entrenched in systems
• Linking inputs, including finance, to improvements in learning outcomes
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Flickr photo/World Bank Photo Collection
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