1. 1 Financing ECCE: an international perspective Nicole Bella Anaïs Loizillon (UNESCO) OECD, 21 June 2010 EFA Global Monitoring Report

2. Education for All Global Monitoring Report 2 EFA global Monitoring Report: Who we are?  Monitoring progress towards the six EFA goal agreed to by 164 countries in 2000 in Dakar, Senegal  Hold all parts (governments and the international community) accountable of their commitments  Eight editions published to date, with the 2010 Report being on the issue of marginalization in education  Prepared by an independent team housed at UNESCO  Funded by eleven donors –(Six EFA goals ranging from ECCE, universal primary education, learning needs of youth and adults, adult literacy, gender parity and equality to quality of education, with 2015 as a deadline for achievement)

3. Education for All Global Monitoring Report 3 Early childhood care and education  Early childhood care and education (ECCE): first of the EFA goals oExpanding and improving comprehensive early childhood care and education (ECCE), especially for the most vulnerable and disadvantaged children Care dimension: child well-being and health (also part of the MDG agenda Education dimension: pre-primary education

4. Education for All Global Monitoring Report 4 Education for all begins with ECCE  ECCE can create the foundations for a life of expanded opportunity oIt can be a springboard for success in primary school by favouring school readiness; oIt can offset social, economic and language-based disadvantage, especially for vulnerable and disadvantaged children oYet, ECCE programmes remain neglected in many countries around the world, suffering from public under-investment

5. Education for All Global Monitoring Report 5 Participation in pre-primary is improving

6. Education for All Global Monitoring Report 6 Pre-primary education: not sufficiently funded  Pre-primary education is not given a priority in public spending on education oGobally, the median share of pre-primary education on total public spending on education was only 4.4% in 2008 oIn several low-income countries (i.e. Bhutan, Comoros, Uganda, etc.), the share was nil oIn half of OECD countries, the share was higher than 8%, ranging from the value nil in Turkey to about 14% in Hungary and Spain

7. Education for All Global Monitoring Report 7 Pre-primary education: not sufficiently funded

8. Education for All Global Monitoring Report 8 More investment in pre-primary increases participation

9. Education for All Global Monitoring Report Diversity of funding sources: implications for equity and expansion  Funding sources –Public (international, national, state, local) –Private (NGOs, religious groups, employers, communities, households) 9

10. Education for All Global Monitoring Report International donors neglecting early childhood

11. Education for All Global Monitoring Report Belfield (2006) – short case studies 11

12. Education for All Global Monitoring Report Innovative financing mechanisms  Earmarking funds: tax to support ECCE development (Colombia, Jamaica)  Political commitment: national funds for ECCE (Brazil, Colombia)  Intersectoral councils: expand ECCE budgets (Brazil, Ghana, Kenya)  Public/private partnerships: block grants for seed funds (Indonesia)  Increasing equity: More favourable per learner funding for poorer schools (South Africa)  Targeting poor households: Conditional cash transfers (Chile, Colombia, Nicaragua) 12

13. Education for All Global Monitoring Report Data challenges  Quality of education financing data  ECCE as part of a holistic environment  Tracking for the very young (0 to age 3)  Variety of programmes and organisation 13

14. 14 1 www.efareport.unesco.org EFA Global Monitoring Report 2 0 1