Education with Equity in Africa ECOSOC Africa regional meeting Lome, Togo 12 April 2011 Yumiko...
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Transcript of Education with Equity in Africa ECOSOC Africa regional meeting Lome, Togo 12 April 2011 Yumiko...
Education with Equity in Africa
ECOSOC Africa regional meeting
Lome, Togo
12 April 2011
Yumiko Yokozeki
UNICEF Western and Central African Regional Office
Argument for education – MDGs 2 and 3 and more
•Child right argument: basic education is children’s right.
•Health argument: basic education contributes to reduction of child and maternal mortality.
•Economic argument: basic education helps people come out of poverty.
•Governance argument: basic education cultivates good governance.
•Power of education: 2+3=8 and more
Vast disparity in access and quality – global, regional and country-wide
• Africa region has the lowest enrolment ratio (NER primary education is about 80%) with diversity.
• Estimated 31 million or more school-aged children are out of school in 52 countries.
• In many countries with lower enrolment ratios, the quality of educational supply is limited.
• Within each country, disparity is evident in economic quintiles, gender, ethnic groups/geographical areas and rural-urban data.
Sahel countries show a sharp contrast between the richest quintile and the rest.
Some post-conflict countries show the same contrast.
Other countries show a sharp contrast between the poorest quintile and the rest.
Some other countries have the bottom two quintile distinctly disadvantaged.
Primary school attendance in rural and urban children
Geographical disparity in Cameroon
Geographical disparity in Guinea
Richest 20%
Poorest 20%
Poor, rural Hausa girls
Rich, rural girls
Poor, urban boys
Poor, rural girls
Nigeria
Rural Hausa
Rich, urban boys
Urban
Rural
Urban
Rural
Rich, rural boys
C. A. R.
Chad
Bangladesh
Cameroon
Honduras
IndonesiaBolivia
Cuba
Ukraine
0
2
4
6
8
10
12
14
Aver
age
num
ber o
f yea
rs o
f sch
oolin
g
Education poverty
Extreme education poverty
3.3 years
6.4 years
3.5 years
9.7 years
0.5 years
10.3 years
2.6 years
0.3 years
BoysGirls
6.7 years
10 years
Educational marginalization- combination of economic, rural-urban, gender and ethnic factors The case
of Nigeria
Access to primary education in Cote d’Ivoire
72%National average
76.6% boys
67.1% girls
90.3% south
64.4%north
86.6%south
51.1%north
100.0% rich
84.7% rich
93.7% rich
77.8% rich
71.8% poor
46.7% poor
82.6% poor
30.9% poorAllain Mingat (2009)
Equity analysis in education: analysis of constraints and barriers and measures
Who are deprived ?
Major constraints
Measures to include these children
Some good news …• In many countries, the gap between the groups in access in primary education is narrowing.
• In Western Cape in South Africa, the learning gaps between the rich and the poor have reduced significantly (next slide).
• Ghana and Tunisia recorded the largest gains in the world in science scores in 8th grade from 2003 through 2007 and among the largest gains in mathematics score (TIMSS 2003/2007).
Western Cape narrowed the literacy inequality gap in 4 years – the bottom three quintiles caught up to the second richest.
Source: McKinsey & Co Report 2011
Conclusion
• Regional and national disparity is evident.• In-country disparity is vast and this can be better-understood by intersection of multiple factors – economic, gender, geographical region, social norms, etc.
• Equity-focused analysis – 1) identifying the determinants of deprivation and major causes of such deprivation, and 2) prioritising strategic shifts in intervention
Thank you very much for your attention