1. Sub-Regional Summary South & West Asia 1 March, 2007 8 th National EFA Coordinators’ Meeting

2. Progress & Challenges Goal #1 Most countries have ECCE strategy/policy paper Most countries have ECCE strategy/policy paper Improvement in GER for most countries Improvement in GER for most countries –More than 50% GER in all but Bhutan, Bhangladesh Coverage mostly in urban areas in majority of countries Coverage mostly in urban areas in majority of countries Public (local, natl), private, NGOs community/parent participation Public (local, natl), private, NGOs community/parent participation Gap in rural and remote areas (mountains & islands) Gap in rural and remote areas (mountains & islands)

3. Progress & Challenges Goal #2 8/8 are close to achieving universal access; completion of the primary cycle is still lagging behind 8/8 are close to achieving universal access; completion of the primary cycle is still lagging behind Need to focus on the remaining out of school children & quality issues Need to focus on the remaining out of school children & quality issues All of the countries have adopted a rights-based approach for basic education All of the countries have adopted a rights-based approach for basic education 8/8 countries provide “free” primary education in govt schools 8/8 countries provide “free” primary education in govt schools 8/8 countries provide free textbooks to all primary students in govt schools (some private also- BH, SL;ML-needy only) 8/8 countries provide free textbooks to all primary students in govt schools (some private also- BH, SL;ML-needy only) All countries have incentive programs (ie. school feeding, scholarships, stipends, free textbooks, uniforms, etc) for school children All countries have incentive programs (ie. school feeding, scholarships, stipends, free textbooks, uniforms, etc) for school children

4. Progress & Challenges Goal #2 Most countries have targeted schemes but some have a shortage of coverage & funding Most countries have targeted schemes but some have a shortage of coverage & funding Most countries have programs/schools for children with special needs & disabilities Most countries have programs/schools for children with special needs & disabilities Disparities remain between different geographical areas and social groups Disparities remain between different geographical areas and social groups Some countries have high drop-out rates in the primary cycle Some countries have high drop-out rates in the primary cycle Lack of disaggregated data on “unreached groups” (children with disabilities, child laborers, conflict- affected, multiple disparities, poverty, etc) Lack of disaggregated data on “unreached groups” (children with disabilities, child laborers, conflict- affected, multiple disparities, poverty, etc) Language policy & mother tongue issues need to be addressed in most countries Language policy & mother tongue issues need to be addressed in most countries

5. Progress & Challenges Goal #3 50% of countries integrating life skills into formal curriculum (ie. HIV/AIDS, vocational training, reproductive & sexual health, values, environment, etc) 50% of countries integrating life skills into formal curriculum (ie. HIV/AIDS, vocational training, reproductive & sexual health, values, environment, etc) All countries covering life skills in non-formal education; however, greater attention should be devoted to adequate & equitable allocation of resources and coverage of marginalized groups All countries covering life skills in non-formal education; however, greater attention should be devoted to adequate & equitable allocation of resources and coverage of marginalized groups Coverage issues for life skills programs for marginalized groups (working children, ethnic minorities, conflict-affected, migrants, IDPs, etc) in some countries Coverage issues for life skills programs for marginalized groups (working children, ethnic minorities, conflict-affected, migrants, IDPs, etc) in some countries Most countries face difficulties in coordination between different ministries and agencies Most countries face difficulties in coordination between different ministries and agencies Most countries unclear about definition of life skills and what to include Most countries unclear about definition of life skills and what to include Most countries lack data for life skills; difficulty in producing indicators Most countries lack data for life skills; difficulty in producing indicators Development partners need to give more sustained attention & resources to life skills Development partners need to give more sustained attention & resources to life skills

6. Progress & Challenges Goal #4 Based on current trends, the majority of the countries will not achieve the literacy target in 2015 Based on current trends, the majority of the countries will not achieve the literacy target in 2015 Some countries moving towards achieving “functional literacy” incorporating life skills Some countries moving towards achieving “functional literacy” incorporating life skills Gender gap exists in all countries Gender gap exists in all countries Problem of definition & measurement of literacy exists in most countries Problem of definition & measurement of literacy exists in most countries A few countries conducting functional literacy assessments; some countries plan to in the future A few countries conducting functional literacy assessments; some countries plan to in the future Geographical & social disparities: rural areas & indigenous/scheduled castes/poor have lower rates Geographical & social disparities: rural areas & indigenous/scheduled castes/poor have lower rates Development partners need to give more sustained attention & resources to literacy Development partners need to give more sustained attention & resources to literacy

7. Progress & Challenges Goal #5 5/8 countries have achieved gender parity in the primary level & 1/8 in secondary level 5/8 countries have achieved gender parity in the primary level & 1/8 in secondary level Problems in transition to higher grades for girls in all countries except Maldives (problem with boys) Problems in transition to higher grades for girls in all countries except Maldives (problem with boys) Gender disparities greater in rural areas & among disadvantaged social groups Gender disparities greater in rural areas & among disadvantaged social groups Most countries have programs targeting disadvantaged girls & social groups Most countries have programs targeting disadvantaged girls & social groups Insufficient/sustained presence of female teachers, especially in rural & difficult areas (ie. conflict-affected, remote) Insufficient/sustained presence of female teachers, especially in rural & difficult areas (ie. conflict-affected, remote) Fewer women in senior positions Fewer women in senior positions Not all countries have sufficiently addressed “gender equality” (gender-mainstreaming strategy in education, gender & social inclusion checklist, national definition, data) Not all countries have sufficiently addressed “gender equality” (gender-mainstreaming strategy in education, gender & social inclusion checklist, national definition, data)

8. Progress & Challenges Goal #6 Improving quality as main priority in most countries Improving quality as main priority in most countries Focus on reform of curricula, textbooks, teacher training & qualifications, examination, management & administration, school environment, physical facilities, T-L process Focus on reform of curricula, textbooks, teacher training & qualifications, examination, management & administration, school environment, physical facilities, T-L process Some countries have used automatic promotion to reduce repetition rates; need to monitor student achievement through school-based assessment Some countries have used automatic promotion to reduce repetition rates; need to monitor student achievement through school-based assessment All countries below 6% of GDP spending; some countries committed to increasing spending All countries below 6% of GDP spending; some countries committed to increasing spending Teachers’ salary is a major component of the recurring expenditure incurred for primary education Teachers’ salary is a major component of the recurring expenditure incurred for primary education

9. Progress & Challenges Goal #6 Increase in education spending in all countries Increase in education spending in all countries Funding is still insufficient in many countries due to expanded access; donor support needed Funding is still insufficient in many countries due to expanded access; donor support needed Problem of lack of funding for infrastructure & human resources in most countries Problem of lack of funding for infrastructure & human resources in most countries Dichotomy for need of additional teachers & need to control government education budget in some countries Dichotomy for need of additional teachers & need to control government education budget in some countries In most countries problem of teacher education & professional development; problem of low salaries In most countries problem of teacher education & professional development; problem of low salaries Variations in quality of schools among geographic areas, urban/rural Variations in quality of schools among geographic areas, urban/rural Variation in achievement tests among groups & regions Variation in achievement tests among groups & regions

10. Methodological Issues Data Sources: Data Sources: –School survey (EMIS) –Population/Household Census –Household surveys –Case Studies –Health survey –MDG assessment –Data from NGOs, CBOs, development agencies

11. Methodological Issues Disaggregation & Analysis Disaggregation & Analysis –Sex –Income –Region/district –Urban/rural –Public/Private; formal/non-formal –Social group –Disabilities

12. Coverage of Disadvantaged Groups Disabilities (most countries) Disabilities (most countries) Ethnic/linguistic minorities (some countries) Ethnic/linguistic minorities (some countries) Girls (most countries) Girls (most countries) HIV/AIDS (only some countries) HIV/AIDS (only some countries) Street Children Street Children Child Laborers Child Laborers

13. General Data Challenges for Preparing MDA National Report Lack of available data for some goals & indicators: Lack of available data for some goals & indicators: –Quality: learning achievements –Life Skills* –Literacy –ECCE –HIV/AIDS –Child labor –Inclusive education Lack of data on disadvantaged groups & from difficult areas Lack of data on disadvantaged groups & from difficult areas Lack of info/data from case studies & surveys Lack of info/data from case studies & surveys

14. General Data Challenges for Preparing MDA National Report Issues of data quality & verification Issues of data quality & verification Lack of disaggregated data for some categories Lack of disaggregated data for some categories –Religious groups –Ethnic/linguistic minorities –Children w/ special needs –Multiple disparities –Out of school children

15. General Challenges for Preparing MDA National Report Difficult to coordinate among different ministries Difficult to coordinate among different ministries Increase participation of CSOs & stakeholders Increase participation of CSOs & stakeholders Capacity building: lack of expertise for data analysis Capacity building: lack of expertise for data analysis Lack of human resources Lack of human resources Lack of analysis of existing data Lack of analysis of existing data Lack of qualitative research & difficult to verify Lack of qualitative research & difficult to verify Time constraints Time constraints

16. Recommendations to Improve MDA Reports Identify gaps & challenges and mention strategies to address them Identify gaps & challenges and mention strategies to address them Involve civil society & representatives from the excluded groups at all levels Involve civil society & representatives from the excluded groups at all levels Improve coordination at national, regional, local levels Improve coordination at national, regional, local levels Increase focus on life skills & non- formal education Increase focus on life skills & non- formal education Use information/data from multiple sources: cross validation Use information/data from multiple sources: cross validation

17. Recommendations to Improve MDA Reports Carry out surveys & case studies to fill in gaps (especially on HIV/AIDS, life skills) Carry out surveys & case studies to fill in gaps (especially on HIV/AIDS, life skills) Capacity building for data analysis & disparities analysis Capacity building for data analysis & disparities analysis Correlation analysis of disparities Correlation analysis of disparities Incorporate qualitative analysis Incorporate qualitative analysis Improve quality & consistency of monitoring Improve quality & consistency of monitoring Share experiences from the sub-region in the near future Share experiences from the sub-region in the near future

18. Good Practices & Mechanisms in the Region for Incorporating Qualitative Studies India: association of non-govt experts in respective fields with the govt (natl, sub- natl assessments); work with UNICEF field offices to identify case studies, surveys; thematic reviews by established experts in respective areas in close collaboration with national & state governments India: association of non-govt experts in respective fields with the govt (natl, sub- natl assessments); work with UNICEF field offices to identify case studies, surveys; thematic reviews by established experts in respective areas in close collaboration with national & state governments Pakistan: quality education assessment (NEAS); involvement of religious institutions Pakistan: quality education assessment (NEAS); involvement of religious institutions Bangladesh: thematic working groups; use of secondary sources (EdWatch) Bangladesh: thematic working groups; use of secondary sources (EdWatch) Iran: district & provincial monitoring Iran: district & provincial monitoring

19. Good Practices & Mechanisms in the Region for Incorporating Qualitative Studies Maldives: door to door mapping for special education Maldives: door to door mapping for special education Bhutan: studies by Education Sector Review Commission on quality of education Bhutan: studies by Education Sector Review Commission on quality of education Sri Lanka: secondary studies from agencies; agencies & institutes will support new studies; TWGs for EFA goals Sri Lanka: secondary studies from agencies; agencies & institutes will support new studies; TWGs for EFA goals Nepal: FLASH reporting, formative research on specific issues (CERID) Nepal: FLASH reporting, formative research on specific issues (CERID) CSO: mechanism for linking CSO studies with government assessment CSO: mechanism for linking CSO studies with government assessment Engage funding partners in MDA process Engage funding partners in MDA process

20. Additional Support or Technical Assistance Maldives: training for data analysis; funding for additional surveys; redevelopment of EMIS system Maldives: training for data analysis; funding for additional surveys; redevelopment of EMIS system Bangladesh: technical support for data analysis (UNESCO/UNICEF); peer review & feedback from the sub-region Bangladesh: technical support for data analysis (UNESCO/UNICEF); peer review & feedback from the sub-region Nepal: conduct surveys on appropriate learning & life skills, indigenous peoples & linguistic minorities; additional financial assistance for workshops/seminars at various stages (regional & natl level) for sharing the reports Nepal: conduct surveys on appropriate learning & life skills, indigenous peoples & linguistic minorities; additional financial assistance for workshops/seminars at various stages (regional & natl level) for sharing the reports

21. Common Issues/Themes for Sub-regional report

22. Sub-regional Advisory Group Membership: Membership: –SARC –Human Resource Development Committee Modalities Modalities –Coordinate input into sub-regional report