MDA Theme: Reaching the Un-reached Equal Access to Quality Education

Analysis seeks good practices: What were the most common achievements in terms of quality and equality, if any, since the year 1990 and especially in the last 5 years? Goals and targets set by the national EFA action plan National Education Sector Development Plan What actions and benefits reached the main intended target groups? What groups benefited most from these achievements? What policies, resource inputs and contextual factors facilitated these successes? the most common achievements in terms of quality and equality, if any, since the year 1990 and especially in the last 5 years? Goals and targets set by the national EFA action plan National Education Sector Development Plan Actions and benefits reach to the main intended target groups? What groups benefited most from these achievements? What policies, resource inputs and contextual factors facilitated these successes? Are these group (the poor, ethno-linguistic minorities, learners with disabilities, remote inhabitants, etc.) also benefit much from the achievements? Which groups benefited least or not at all. What policies, resource inputs and factors facilitated and what factors obstructed the reaching the targets and resolving the issues - the inclusion of unreached groups in sharing the benefits of the past efforts with regard to this particular Goal? What still need to be achieved and what are still missing to address.

Analysis seeks to solve problems: What were the most common gaps in progress in terms of quality and equality? Do traditionally-disadvantaged groups benefit much from the achievements? Which groups benefited least or not at all? What policies, resource inputs and factors facilitated and what factors obstructed reaching the targets and resolving the issues - the inclusion of un-reached groups in sharing the benefits of the past efforts with regard to this particular Goal? What still need to be achieved and what are still missing to address? the most common achievements in terms of quality and equality, if any, since the year 1990 and especially in the last 5 years? Goals and targets set by the national EFA action plan National Education Sector Development Plan Actions and benefits reach to the main intended target groups? What groups benefited most from these achievements? What policies, resource inputs and contextual factors facilitated these successes? Are these group (the poor, ethno-linguistic minorities, learners with disabilities, remote inhabitants, etc.) also benefit much from the achievements? Which groups benefited least or not at all. What policies, resource inputs and factors facilitated and what factors obstructed the reaching the targets and resolving the issues - the inclusion of unreached groups in sharing the benefits of the past efforts with regard to this particular Goal? What still need to be achieved and what are still missing to address.

Focus on distribution of quality education across sub-national target groups Policy and Statistical Analyses of unattained goals and un-reached target groups and Disparities in access to different levels of quality education across various strata and groups in the society: Gender Persons with disabilities Religious, linguistic, racial and ethnic groups Castes, classes and other social stratifications Residents of remote areas/border regions Undocumented people, non-citizens, non-registered residents Migrants, refugees, displaced persons and their children The extremely poor

Analysis of Implementation of EFA Policy and EFA Goals Policy Cycle/ indicators ECCE UPE UBE Skills Literacy Gender Quality Governance, policy, agencies coordination Resource mobilization and allocation Courses, programs, facilities Quality & equity outcomes Impact assessment

Analysis of Differential Impact on disadvantaged and un-reached groups Who are left behind? What knowledge, skills? How to increase access? Cost-effective delivery? How to decrease disparities? Contextual indicators analysis, eg. contextual gender analysis. Early childhood Formal Basic education NFE Out-of-school youth & adults Women and girls ? People with disabilities Ethnic minorities Linguistic minorities SES, Classes, Castes Rural inhabitants Migrants and displaced persons People without legal status (birth registration, citizenship) Etc. list relevant neglected groups

Analysis: follow through stages of implementation targeted on the disadvantaged groups Policy Cycle/ indicators Women & girls CW Disabi-lities Lang-guage minorities Extre-mely poor Migrants, Refugees displaced Undocu-mented Etc. targeted policy, agencies coordination Ear-marked resource mobilization and allocation Adapted courses, programs, facilities Quality & equity outcomes Impact assessment

The Three Dimensions of Assessment x Target Groups Quantity Quality eQuality

Sources of data for assessment School-based statistics population and housing census, household surveys, labour force surveys, household income and expenditure surveys, etc. MICS Case studies, especially in areas where standard statistics are not available and inadequate (eg. gender equality, literacy, life-skills, etc) The structure and process of implementation, to identify how the policies were differently implemented with regard to the different target groups With the objective of identifying the unattained targets and un-reached target groups for each of the Six EFA Goals, the participants discussed many aspects of the process. Among them, the following are the current plans with regard to the points raised in the concept paper for the Global EFA Review 2006-2007: • In addition to the usual school-based statistics, they will use mostly the existing data collection, such as the population and housing census, various household surveys, labour force surveys, household income and expenditure surveys, etc. • National IE policies on minorities, disabled, the extremely poor, etc. • As the source of UIS data is the national statistics, the national assessment exercise will motivate and accelerate national data collection and reporting • The exercise will generate materials that may be of use to the GMR • Case studies have been conducted and more will be undertaken, especially in areas where standard statistics are not available and inadequate. • The structure and process of implementation will be examined carefully to identify how the policies were differently implemented with regard to the different target groups • Because of the composition of the participants, the discussions did not focus much on the financing aspects of the Six EFA Goals. • Timeline: end of 2006, initial outline with raw data; 2007 analytical and politically anchored reports; 2008 regional policy review

Nepal Literacy Rate by Caste, Urban-Rural Residents and Sex * Source: 2004 NLSS all ages; 2001 Population Census is 54% for population ages 6 and above

% of population age 6+ who can read letters in Nepal, NLSS 2004

Considering disparities Which children are not in school/ learning centres? What inhibits their full participation? Who should be targeted as a priority? How can we improve quality and equality?