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Transcript of 1 Five years after Dakar: Overview of progress and challenges in EFA Nicholas Burnett EFA Global...
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Five years after Dakar: Overview of progress and
challenges in EFA
Nicholas BurnettEFA Global Monitoring Report
Ministerial Round Table on Education for AllUNESCO, 7 October 2005www.efareport.unesco.org
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• Charts progress towards the six Dakar goals agreed to by 164 countries in 2000
• Monitors international commitments to education
• Highlights effective policies and strategies, allows for comparisons between countries
• Draws attention to emerging challenges
• Analyses administrative data collected by UNESCO Institute for Statistics
• Reports on:• Overall challenges (2002)• Gender (2003/4)• Quality (2005)• Literacy (2006, launch on 9 November 2005)
(Prepared by an independent team housed at UNESCO)
The Education for All Global Monitoring Report
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Education and literacy:an imperative for development
• Rights that permit access to other rights• Human capabilities: widening choices• Gender equality: empowering the disadvantaged• Economic growth and poverty reduction: higher productivity,
higher incomes• Improved health, lower fertility and HIV/AIDS prevention• Social cohesion and participation• Sustainable development
EFA is necessary but not sufficient for achieving equitable human development
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Education and HIV/AIDS:Knowledge causes behaviour to change
0
2
4
6
8
10
12
14
16
18
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001
HIV
pre
vale
nce
(%)
No schooling
Primary
Secondary
HIV prevalence in rural Uganda (%) by education category, 1990-2001 (individuals aged
18-29)
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Education for AllDakar Goals and Millennium Development Goals
Goal 2: Achieve Universal primary education(Target 3: Completion of full primary schooling by all children by 2015)
Goal 3. Promote gender equality and empower women(Target 4: eliminate gender disparity preferably by 2005 and no later than 2015)
1. Expanding early childhood care and education
2. Universal primary education by 2015
3. Equitable access to learning and life skills programmes for young people and adults
4. 50% improvement in adult literacy rates by 2015
5. Gender parity by 2005 and gender equality by 2015
6. Improving quality of education
MDGsEFA Goals
LITERACY IS AT THE CORE
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• Globalisation and knowledge economies
• Sustained economic growth in the South
• Promises of increased aid
• Inequality worsening
The shifting EFA context
Big trends:
• Over 30 civil conflicts, all in low-income countries• Natural disasters – Indian Ocean tsunami• HIV/AIDS: child orphans, teacher shortage and
absenteeism• Fertility still high in regions with greatest EFA
challenge• Rapid expansion of secondary education
Education under stress:
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Expanding secondary education
The number of secondary school students has risen four times faster than that of primary school students since
1998Gross enrolment ration in secondary education (%)
0
20
40
60
80
100
120
World ArabStates
Central andEasternEurope
CentralAsia
East Asiaand thePacif ic
LatinAmericaand the
Caribbean
NorthAmerica
andWesternEurope
South andWest Asia
Sub-SaharanAfrica
1990
2002
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Overall progress
Countries far from meeting the goals, including 16 in sub-Saharan Africa
The EFA Development Index covers 123 countries and incorporates the four most “quantifiable” EFA
goals
28
49
46
EDI
0.95-1.00
0.80-0.94
less than 0.80
Countries have achieved the goals or are close to doing so
Countries in intermediate position.
In these countries, quality of education is an issue, especially in Latin America, and adult literacy in the Arab States.
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• Slow global progress: in the majority of countries, GER in pre-primary education is still below 50%
• Children from disadvantaged backgrounds more likely to be excluded
• Attendance rates considerably higher for urban children than those living in rural areas
• Theme of 2007 EFA Global Monitoring Report
A strong influence on future school performance, a positive impact on girls’ enrolment in
primary
Early childhood care and education
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Universal primary education• Sharp enrolment increases in Sub-Saharan Africa and South Asia
• About 100 million children still not enrolled in primary school -- 70% in Sub-Saharan Africa and South and West Asia
• 67 countries at risk of not achieving UPE by 2015 -- in 23 net enrolment ratios are declining
• Over 80 countries still charge fees
Out-of-primary school children by region (in millions), 2002
0
5
10
15
20
25
30
35
40
45
Central Asia Latin Americaand the
Caribbean
NorthAmerica and
WesternEurope
Central andEasternEurope
Arab States East Asiaand thePacif ic
South andWest Asia
Sub-SaharanAfrica
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• Considerable progress in countries with lowest gender parity index
• 94 countries will miss 2005 gender parity target
• Disparities at primary level in over 60 countries are nearly always at the expense of girls
• At secondary level, boys under represented in 56 countries
Gender Parity
Gender parity index (F/M), 2002
0.00
0.20
0.40
0.60
0.80
1.00
1.20
Sub-Saharan Africa
Arab States South/WestAsia
Central /EasternEurope
Latin America/Caribbean
Central Asia
East Asia/Pacific
N. America/ W. Europe
primary
secondary
Gender parity
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0.0 0.2 0.4 0.6 0.8 1.0 1.2
World
South/West Asia
Arab States
Sub-Saharan Africa
East Asia/Pacif ic
Centr/East. Europe
Latin America/ Caribbean
N. America/West. Europe
Central Asia
Gender parity
Gender parity index (F/M), 2002
771 million adults without literacy, 75% live in 12 countries, 64% are women
Literacy and adult learning
D. R. Congo1.2%
Morocco1.3%
Brazil1.9%
Nigeria2.9%
Bangladesh6.8%
China11.3%
India34.6%
Pakistan6.2%
Rest of the world
25.0%
Iran, Isl. Rep.1.4%
Ethiopia2.8%
Indonesia2.4%
Egypt2.2%
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Literacy: what direct testing shows
• CONVENTIONAL statistics: based on indirect assessments (official census figures rely
on self-assessments or years of schooling)
• DIRECT assessments give policy-makers a more accurate picture of needs
Several countries (eg. Brazil, Botswana, China, Lao PDR, Morocco, U.R. Tanzania) have conducted direct assessments. All show that individuals overestimate their literacy skills
• Direct assessments suggest that the global literacy challenge is much greater
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• Drop-out: in 41 out of 133 countries with data, less than two-thirds of primary school pupils reach the last grade
• Large classrooms: pupil-teacher ratios on the rise in countries where education has expanded rapidly.
• Lack of teacher training and poor teacher conditions of service hinder learning in many low-income countries.
• Instructional time: few countries reach recommended 850-1,000 hours/year
In many low-income countries more than one third of children have limited reading skills even after
four to six years in school
Education quality
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Reading scoresChanges between Sacmeq 1 and 2
Mauritius
Kenya
Average
Zanzibar (U.R. Tanzania)
ZambiaNamibia
Malawi
400
420
440
460
480
500
520
540
560
SACMEQ I 1995-1996 SACMEQ II 2000-2001
Mea
n sc
ores
in re
adin
g
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Argentina
Brazil
Chile
Indonesia
Peru
AustraliaAustria
Belgium
Canada
Czech Rep.Denmark
Finland
FranceGermany
Greece
Hungary
Ireland
Italy
JapanRep. of Korea
Mexico
Norway
PolandPortugal
Spain
SwedenUK
USA
300
350
400
450
500
550
600
0 10 000 20 000 30 000 40 000 50 000 60 000 70 000 80 000 90 000
Cumulative education expenditure per pupil (PPP US$)
Ave
rage
com
bine
d lit
erac
y sc
ore
Students in countries that invest more in education tend to have better literacy skills. In high-income states, the impact
of additional resources is less clear
National resources: finance and quality
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• 6% of GNP recommended on education spending not reached in majority of countries
• Public spending on education as share of national income increased between 1998 and 2002 in two-thirds of countries with data
• Education spending insufficient in countries where access and quality remain a top challenge (under 4% in in the majority of countries in Central Asia, South and West Asia and sub-Saharan Africa).
• Literacy typically receives less than 1% of national education budgets
• Efficiency of spending is an issue
Public spending: making education a national priority
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• 60% bilateral aid still going to post-secondary education.
• Total estimated annual external aid to education required to reach UPE of reasonable quality by 2015: $7 billion
• Bilateral and multilateral aid to basic education = $2.1 billion.
• New pledges could increase aid to $3.3 billion. A large funding gap remains.
• Aid is not going to regions where EFA challenge is greatest and countries with lowest EDI index.
• Fast Track Initiative: a key coordinating mechanism endorsed by G8 but resources so far raised are very small compared with requirements.
International commitments
The Dakar Pledge: No country seriously committed to
education will be thwarted by lack of resources
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• Strong leading role by government – political commitment at highest levels to all EFA dimensions, including literacy and ECCE
• Act on obstacles to education – especially fees
• Recognize critical role of teachers: numbers, women teachers, training, conditions of service
• Build literate societies to encourage literacy for all
• Education as a societal project – engage civil society
• Assure policy continuity over time
EFA: Policy pillars
A holistic strategy is essential: all the goals, for children, youth and adults
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• Clear frameworks: Coordinate public, private and civil society programs
• Literacy educators: Adequate pay, professional status and training
• Budget for youth and adult literacy programs: integrate literacy into education sector planning
• Curricula that build on learners’ motivations and demands
• Language policy: start in mother tongue, smooth transition to learning in regional and official languages
Literacy: A three-pronged approach
1. Universal quality basic education for girls and boys
2. Scale up youth and adult literacy programs
3. Develop rich literate environments
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Setting Priorities for Action
1. All 6 EFA goals, plus lower secondary and literate environments
2. UPE: eliminate fees, inclusion policies
3. Gender parity: renew commitment
4. Quality at all levels: teachers, school health and nutrition
5. Literacy: move up on agenda, individual skills and literate societies; a lead government responsibility
6. Public finance: continue to increase, address inefficiency
7. Aid: double to basic education, focus on need, analytical and knowledge support
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Accelerating the pace of change
• 100 million children out of school
• Girls: highly unequal chances
• Education quality too low
• 771+ million adults without literacy skills
• Rights denied
• Human potential lost
• Economic growth slowed
• Poverty persists
• Societies less participatory
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EFA Global Monitoring Report
EFA Global Monitoring Report Teamc/o UNESCO
7, place de Fontenoy75352 Paris 07
France