Леонид Клюев SSP for HPC, BDM EMEA Incubation Sales, Microsoft Russia/CIS, CEE region.
Education for Some More than Others ? A Regional Study on Education in CEE/CIS 2007.
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Transcript of Education for Some More than Others ? A Regional Study on Education in CEE/CIS 2007.
![Page 1: Education for Some More than Others ? A Regional Study on Education in CEE/CIS 2007.](https://reader035.fdocuments.net/reader035/viewer/2022062417/5514c04955034693478b474c/html5/thumbnails/1.jpg)
Education for Some More than Others ?
A Regional Study
on Education
in CEE/CIS
2007
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Why the title
‘Education for Some More than Others?’
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BACKGROUNDFollow-up to UNICEF IRC report (1998) - “Education for All ?” - which found marked increase in disparities in quantity & quality of education in CEE/CIS
How far has this trend towards ‘Education for Some More than Others’ continued?
How far have the 12 steps towards ‘Education for All’ recommended in 1998 been taken, & what additional steps are needed now?
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A COMPREHENSIVE REVIEW
1. The regional context
2. Education reforms – where are we now ?
3. Access and equity issues
4. Learning and Labour Outcomes
5. Costs, financing and governance
The report examines:
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FOCUS ON EQUITY
The report analyses equity and disparity issues in basic education – from 3 different angles :
From a Human Rights point of view
From a Social Cohesion point of view
From a longer-term Economic point of view
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Geographic Coverage
29 countries – 6 Sub-Regions
Baltic States
Caucasus
Central Asia
Central and Eastern Europe
South and Eastern Europe
Western CIS
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ArmeniaAzerbaijan
Georgia
Kazakhstan
Kyrgyzstan
Tajikistan
TurkmenistanTurkey
Uzbekistan
Albania
Bulgaria
Bosnia and Herzegovina
Belarus
Croatia
Moldova
TFYR of Macedonia
Romania
SerbiaUkraine
Montenegro
Russian Federation
CEE/CIS Region
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THE CEE/CIS CONTEXT
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CONTEXT
Economic recovery throughout the region but … fiscal difficulties in weaker economies
Increased average standard of living but … increased income inequality and rising unemployment rates
Decline in absolute poverty but persisting pockets of poverty – particularly child poverty
Prevalence of child labour (Moldova, Central Asia, SEE) – to the detriment of schooling
Steep downward trend in the population aged 0-17
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KEY FINDINGS
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KEY FINDINGS (1)
Reversal and Deterioration of Education in CEE/CIS
Almost two decades after the onset of transition …
Provision and quality of education in CEE/CIS has not improved; instead, it has deteriorated in many ways
Trends observed in 1998 towards increased disparities in education have continued.
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KEY FINDINGS (2)
2.4 million children of primary-school age (9%) out of school in the region in 2004
12 million children of secondary-school age (22%) out of school in the region in 2004
More than 14 million children entering adult life without either any kind of formal education or a school diploma
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KEY FINDINGS (3)
3 countries – Georgia, Moldova and Tajikistan - unlikely to achieve MDG 2 (universal primary education completion by 2015)
2 countries – Turkey and Tajikistan - not on track to achieve MDG 3 (elimination of gender disparities at all levels of education by 2015)
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KEY FINDINGS (4)
Family background (family income, parental education) is increasingly a determinant of inequality in enrolment and attendance – mainly at pre-school level
Ethnic groups – particularly Roma - are at great educational disadvantage with enrolment and completion rates well below those of the majority-group children (see graphs on next slides)
Children with Special Needs : number of children in institutions or receiving benefits tripled between 1990 and 2000 – from 500,000 to 1.5 million
Children out of school :
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Roma children Net Enrolment Primary Education (%)
0
20
40
60
80
100
Roma Majority
Source : OSI & TRANSMONEEE
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Figure 3.17: Educational attainment by ethnicity, Bulgaria, Hungary & Romania, 2000
0%10%20%
30%40%50%60%70%
80%90%
100%
Non-Roma
Roma Non-Roma
Roma Non-Roma
Roma
Bulgaria Hungary Romania
Higher education (complete &incomplete)
Some secondary
Primary or below
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Budget Deprivation in Tajikistan
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LEARNING OUTCOMES
More public expenditure on education produces better results up to a certain level – CEE and Baltic States (see graph on next slide)
Socio-economic background is one of the most important factors influencing learning outcomes
Between-country disparities:
Within-country disparities :
Relevance of Education:
Countries in the region do better in TIMSS and PIRLS than in PISA → source of concern
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ARM
MDA
ALBMKD
TUR
ROU
BGR
RUS
LVA
POL
SVK
LTU
CZE
EST
HUN
NOR
USA
SWE
NLD
NZL
ITASVN
1
3
5
7
9
11
13
15
17
0 250 500 750 1000 1250 1500 1750 2000 2250 2500
public expenditure on education per capita (in US$ at PPPs)
aver
age
rank
on
mea
n ac
hiev
emen
t in
2 to
6 te
sts
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LABOUR MARKET OUTCOMES
Statistics show that young workers of both sexes do benefit from staying in education system as long as possible
But focus-group discussions show that people in poorer countries are skeptical about reaping benefits of education - particularly in case of girls in Azerbaijan, Tajikistan, Turkey
High youth unemployment rates : 35.6% in SEE (2001) and 30.4% in CEE (2005)
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COSTS, FINANCING & GOVERNANCE (1)
Public expenditure on education increased but remains insufficient in most countries and tends to benefit the richest families
Reforms have been initiated but have not penetrated the classrooms – particularly in poorer and rural areas
Out-dated teaching methods, lack of relevance of curricula, poorly paid and demotivated teachers, low transition to upper-secondary education → decreasing quality + falling demand for education
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COSTS, FINANCING & GOVERNANCE (2)
Decentralization: funding burden passed to local communities and families to the detriment of equity
Student/ teacher ratios: Demographic dividend scope for efficiency gains
Private tutoring becoming more widespread (69% of secondary school students in some countries) → Danger of unethical practices, low-income families lose out
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POLICY RECOMMENDATIONS
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POLICY RECOMMENDATIONS (1)
Need to re-define the basic package of educational services that a state should provide free to its citizens
Need to increase efficiency – take better advantage of demographic dividend - make greater use of Medium Term Expenditure Frameworks
Need to improve governance of education systems – decentralization, community participation
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POLICY RECOMMENDATIONS (2)
Make use of existing frameworks – Fast Track Initiative, EU accession and affiliation processes (Stability Pact, European Neighborhood Policy) to push reforms forward
Other measures : promote early childhood approaches, child-friendly school principles, child-centered teaching methods, school fee abolition, cash transfers …etc
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IMPLICATIONS FOR UNICEF
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IMPLICATIONS FOR UNICEF
Need to make better use of field presence/experience to contribute to education reforms through evidence-based advocacy and policy dialogue
Need to expand/refine sector analysis to explore further such areas as governance, costing, financing, political economy, accountability, efficiency … using a human rights lens
Need to build capacity within UNICEF Offices and among partners to play such a new role
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UNICEF’s WORK IN CEE/CIS
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UNICEF’s WORK IN CEE/CIS
Lead donor agency for FTI in 4 countries
Lead role in ECCE reform and expansion – 12 countries initiated the development of Early Learning and Development Standards (ELDS)
Child-Friendly School approach gaining momentum – 6/15 countries involved in the development of Child Friendly School Indicators or Standards for Quality Education
Less project work – Greater involvement at policy level
Girls Education Campaign in Turkey
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Thank You