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

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

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

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.

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

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

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

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

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

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

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

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

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

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)

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

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

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

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

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

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

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 2010 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

The Education for All financing gap Average annual resources needed to finance EFA (2009-2015) 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

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

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

Public expenditure on Education as % of GNP in Pakistan since 1995 (Source: Economic Survey (2002-2003) – Finance Division – Government of Pakistan, Page 167, Table 11.5 and Economic Survey of Pakistan 2005-06, and EFA Global Monitoring Report 2008)

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

Rising to the EFA challenge Chapter 4 Rising to the EFA challenge

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 2010 Millennium Development Goals summit.

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