1. Reaching the marginalized
EFA Global Monitoring Report 2 1
Reaching the marginalized
Where do we stand?
Parliamentarian EFA Round Table

2. Contents Progress on the six EFA goals Reaching the marginalized
The Aid Compact: Falling short of commitments
Risging to the EFA Challenge
Contents

3. Progress on the six EFA goals
Chapter 1
Progress on the six EFA goals

4. Monitoring progress on the EFA goals
Summary (Global Trend)
Education disadvantage starts in the womb - Free maternal and child health care are an education imperative.
UPE - Progress is uneven and pace has slowed – out-of-school numbers falling too slowly for 2015 goal. Some higher income countries are off track (Turkey/Philippines).
Need to strengthen links between TVET provision and employment, second chance options, and informal sector.
About 759 million adults lack literacy skills today.
Gender gaps are narrowing, but there is a parity gap of 6 million
Achievement disparities outweigh enrolment inequalities.

5. Out-of-school children
Numbers of out-of-school children are declining
But still 56 million children out of school in 2015
Out-of-school
children
(millions)
Out-of-school children 20 40 60 80
100
120
2008
2009
2010
2011
2012
2013
2014
2015
105 million 4
Latin America and the Caribbean 8
Arab States
Rest of the World 6
East Asia and the Pacific 32 18 9 6 3
72 million
South and West Asia
Latin America and the Caribbean
56 million
8 million
23 million
39 million
Arab States
East Asia and the Pacific
Sub-Saharan Africa
45 million
2000
2001
2002
2003
2004
2005
2006
2007
1999

6. Comparison of South Asian Countries 1
GPI: Gender Parity Index (0 – 1) Higher, better parity
Data source: GMR 2010 UNESCO

7. Comparison of South Asian Countries 2
GPI: Gender Parity Index (0 – 1) Higher, better parity
Data source: GMR 2010 UNESCO

8. Comparison of South Asian Countries 3
GPI: Gender Parity Index (0 – 1) Higher, better parity
Data source: GMR 2010 UNESCO

9. Transition of Students in Pakistan
When there are 1,000 pupils in class 1, the number changes (comparison of student numbers)
1,000
1,000 ? ?
800
600
555
42%
432
42%
400 ?
43%
girl
219
43%
200
129
Both
Secondary
School certificate
Exam Passed
Enrolment
Enrolment
Enrolment
Enrolment
class 1
class 5
class 6
class 10
Primary
Middle and High
Source: NEC 2006 and Pakistan Education Statistics 04-05

10. Comparison of South Asian Countries 4
Data source: GMR 2010 UNESCO

11. The global quality divide
In Singapore, 95% of 8th grade students score above the low benchmark
In Ghana, nearly 90% of 8th grade students score below the low benchmark

12. Number of Illiterates in Pakistan
More than 60 millions,,,?
%/M 55
17.9
16.7
43.92
26.2
21.7
50.38
42.69
33.59
22.08
18.64 10 20 30 40 50 60
1951
1961
1972
1981
1998
2007
Literacy Rate (10+)
Illiterate Population
Source: Census Reports of Pakistan

13. South Asian Countries
GPI: Gender Parity Index (0 – 1) Higher, better parity
Data source: GMR 2010 UNESCO

14. Reaching the marginalized
Chapter 2
Reaching the marginalized
“Any distinction, exclusion, limitation or preference which…has the effect of nullifying or impairing equality of treatment” Article 1 Convention against Discrimination in Education (1960)

15. Getting left behind – drivers of marginalization
What are the causes?
Educational marginalization driven by interacting layers of disadvantage
Crosscut by poverty and gender.
Five key processes which drive marginalization:
Poverty, vulnerability and child labour
Group-based disadvantages
Location and livelihoods
Disability
HIV and AIDs

16. Measuring marginalization – a new tool
Deprivation and Marginalization in Education (DME) data measures:
‘Education poverty’ – less than 4 years at school
‘Extreme education poverty’ – less than 2 years at school
DME provides a tool for:
disaggregating by group characteristics
decomposing the ‘bottom 20%’
Beyond the numbers of years in school – looking at disparities in learning achievement

17. The education poverty threshold
And, for girls from the poorest 20%
of households, the proportion triples.
In Yemen, the poorest 20% of households
have an education poverty incidence
double the national average
100%
90%
The gender effect:
Girls from the poorest
households who are
in education poverty
80%
70%
60%
The wealth effect:
People from the
poorest households
who are in education poverty
50%
Share of the population with less than 4 and
less than 2 years of education
40%
Education poverty
People with less than 4
years of education
30%
20%
10% 0%
Extreme education poverty
People with less than 2
years of education
Turkey
Egypt
Kenya
Congo
India
Nigeria
Yemen
Nepal
Chad
Vietnam
Morocco
Senegal
Philippines
Pakistan
Burkina Faso

18. Overlapping disadvantage influence years in school
Extreme education poverty
% with less than 2 years of education (age 17-22)
Nigeria
, poor, Hausa, girls
In Kenya, 96% of rural Somali girls (aged 17-22) have less than 2 years of education.
The current primary net attendance rate for Somali girls is only 30%.
25%
97%
Kenya
, rural, Somali, girls 8%
96%
Ghana
, northern region, rural, girls
17%
84%
Pakistan
, rural, Sindhi, girls
31%
73%
India
, poor, Uttar Pradesh, girls
20%
57%
Country average
Group average

19. Leveling the playing field
The inclusive education triangle
Three broad sets of policies which can combat marginalization
The learning environment
Accessibility and affordability
Cutting direct and indirect costs
Providing targeted financial incentives
Investing in school infrastructure
Bringing classrooms closer to children
Supporting flexible provision
Coordinating and monitoring non-state provision
Learning environment
Allocating teachers equitably
Recruiting and training teachers from marginalized groups
Providing additional support to disadvantaged schools
Developing a relevant curriculum
Facilitating intercultural and bilingual education
Entitlements and opportunities
Developing poverty reduction strategies
Tackling early childhood deprivation
Enforcing anti-discrimination legislation
Providing social protection
Allocating public spending more equitably
Accessibility and affordability
Entitlements and opportunities

20. The aid compact: falling short of commitments
Chapter 3
The aid compact: falling short of commitments

21. Donor performance – a mixed record
0.0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1.0
1.1
1.2
Italy
ODA as % of GNI
Greece
Overall aid levels are rising, but projected shortfall against Gleneagles commitment (US $20 billion deficit on US$ 50 billion promise)
Financial crisis is a threat to aid budgets
Collective effort data masks mixed picture
United States
2004
Japan
2010 target
Austria
2008
New Zealand
Spain
Australia
Canada
Germany
United Kingdom
Finland
Ireland
Belgium
Switzerland
France
Portugal
Netherlands
Sweden
Luxembourg
Denmark
Norway
Total DAC
DAC-EU countries

22. The Education for All financing gap
Average annual resources needed
to finance EFA ( )
US$ 36 billion 40
Aid
shortfall
$ 11 billion 35
EFA 30
financing
gap
Additional aid to
basic education
if Gleneagles
commitments are met
In 2010 25
$ 16 billion 20
Additional
resources from
prioritization
$ 2 billion 15
$ 4 billion
$ 3 billion
Current aid to basic
education
$ 3 billion
Additional
resources from
growth 10
Estimated
current 5
resources
$ 12 billion
The EFA financing gap = 2% of bank rescue effort in the US and UK

23. Aid to basic education – a worrying picture?
Disbursements are rising , but...
Aid commitments to basic education fell by 22% in 2007, to US$4.3 billion
Total aid to education
Total aid to basic education
8.2
7.6
7.9
9.5
10.4
12.0
9.9
12.3
12.1
1999
2000
2001
2002
2003
2004
2005
2006
2007
Constant 2007 US$ billions
5.6
5.5
4.5
3.4
3.4
4.0
4.3
3.2
3.2
Commitments

24. Some key issues in aid – recurrent themes
Narrow base of donor support
Under-prioritization of basic education (France, Germany and Japan)
Chronic under-financing of conflict-affected countries (eg. DR Congo, Liberia)
Absence of innovative financing – eg. football levy
Ongoing concerns over aid effectiveness

25. Public expenditure on Education as % of GNP in Pakistan since 1995
(Source: Economic Survey ( ) – Finance Division – Government of Pakistan, Page 167, Table 11.5 and Economic Survey of Pakistan , and EFA Global Monitoring Report 2008)

26. Comaprisons: Education Budget per GDP and Government Expenditure
This refers to total aid to education that includes budget support and aid to level unspecified.
Total aid to education: 20% budget support
Basic education: 10% of budget support and 50% level unspecified
Share of education in total aid to education has fallen from 40% in 2004 to 32% in 2005
The 68 poorest countries are the low-income countries 26

27. Rising to the EFA challenge
Chapter 4
Rising to the EFA challenge

28. Rising to the EFA challenge
Set equity-based targets for all EFA goals and monitor their progress.
Identify the drivers of marginalization for specific groups and adopt integrated policies that address them.
Integrate provision by NGOs within national education systems and expand the entitlements of the marginalized.
Increase resource mobilization and strengthen equity in public spending.
Honour aid commitments and strengthen the multilateral architecture for aid to education.
Convene a high-level pledging event linked to the Millennium Development Goals summit.

29. www.efareport.unesco.org UNESCO Islamabad2 1
EFA Global Monitoring Report
UNESCO Islamabad