Transcript EFA Global Monitoring Report Financing ECCE: an international perspective Nicole Bella Anaïs Loizillon (UNESCO) OECD, 21 June 2010

EFA Global
Monitoring Report
Financing ECCE:
an international
perspective
Nicole Bella
Anaïs Loizillon
(UNESCO)
OECD, 21 June 2010
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EFA global Monitoring Report: Who we are?
Education for All Global Monitoring Report
 Monitoring progress towards the six EFA goal agreed to by 164
countries in 2000 in Dakar, Senegal
 Hold all parts (governments and the international community)
accountable of their commitments
 Eight editions published to date, with the 2010 Report being on the
issue of marginalization in education
 Prepared by an independent team housed at UNESCO
 Funded by eleven donors
– (Six EFA goals ranging from ECCE, universal primary education, learning needs of youth
and adults, adult literacy, gender parity and equality to quality of education, with 2015
as a deadline for achievement)
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Early childhood care and education
Education for All Global Monitoring Report
 Early childhood care and education (ECCE): first of the
EFA goals
o Expanding and improving comprehensive early childhood
care and education (ECCE), especially for the most
vulnerable and disadvantaged children
• Care dimension: child well-being and health (also part of the MDG
agenda
• Education dimension: pre-primary education
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Education for All Global Monitoring Report
Education for all begins with ECCE
 ECCE can create the foundations for a life of expanded
opportunity
o It can be a springboard for success in primary school by favouring
school readiness;
o It can offset social, economic and language-based disadvantage,
especially for vulnerable and disadvantaged children
o Yet, ECCE programmes remain neglected in many countries around
the world, suffering from public under-investment
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Education for All Global Monitoring Report
Participation in pre-primary is improving
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Education for All Global Monitoring Report
Pre-primary education: not sufficiently funded
 Pre-primary education is not given a priority in public
spending on education
o Gobally, the median share of pre-primary education on
total public spending on education was only 4.4% in 2008
o In several low-income countries (i.e. Bhutan, Comoros,
Uganda, etc.), the share was nil
o In half of OECD countries, the share was higher than 8%,
ranging from the value nil in Turkey to about 14% in
Hungary and Spain
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Education for All Global Monitoring Report
Pre-primary education: not sufficiently funded
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Education for All Global Monitoring Report
More investment in pre-primary increases participation
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Diversity of funding sources: implications for equity and
expansion
 Funding sources
Education for All Global Monitoring Report
– Public (international, national, state, local)
– Private (NGOs, religious groups, employers,
communities, households)
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Education for All Global Monitoring Report
International donors neglecting early childhood
Education for All Global Monitoring Report
Belfield (2006) – short case studies
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Innovative financing mechanisms
Education for All Global Monitoring Report
 Earmarking funds: tax to support ECCE development
(Colombia, Jamaica)
 Political commitment: national funds for ECCE (Brazil,
Colombia)
 Intersectoral councils: expand ECCE budgets (Brazil, Ghana,
Kenya)
 Public/private partnerships: block grants for seed funds
(Indonesia)
 Increasing equity: More favourable per learner funding for
poorer schools (South Africa)
 Targeting poor households: Conditional cash transfers
(Chile, Colombia, Nicaragua)
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Data challenges
Education for All Global Monitoring Report
 Quality of education financing data
 ECCE as part of a holistic environment
 Tracking for the very young (0 to age 3)
 Variety of programmes and organisation
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EFA Global
Monitoring Report
2 0 1 1
www.efareport.unesco.org
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