M&E progress in EFA Goals Prepared by Nyi Nyi THAUNG, UIS (Bangkok) Capacity Building Workshop on Monitoring and Evaluating Progress in Education in the Pacific 27 – 31 October 2008 Nadi, FiIJI

2 Establishing monitoring mechanism: To monitor the policy cycle, it is necessary to: l Define medium and long-term goals l Set annual, medium- and long-term targets l Establish indicators of progress l Develop mechanisms to collect the necessary information to track progress

3 Some definitions l Goals are the objectives that policy makers which to achieve – often expressed in qualitative terms ie reduce poverty, increase female literacy l Targets are the quantified and time bound levels of the indicators that a country aims to achieve ie a 10% reduction in poverty or a 20 per cent increase in female literacy by 2015 l Indicators are the variables used to measure progress toward the targets

4 Moving from Goals to Targets to Indicators Example: Millennium Development Goals

5 From commitment to action l Global goals and targets are ‘translated’ into national goals and targets l National agencies draft plans and strategies for implementation (and hopefully monitoring of implementation) è Thailand created MDG+ with national targets and indicators è Nepal added a 7 th goal of Education for All to address the specific issue of education within the caste system

6 EFA Goals The six EFA goals in their entirety: 1. Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children. 2. Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality. 3. Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes. 4. Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults. 5. Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality. 6. Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

7 EFA 18 core indicators Indicator 1:Gross enrolment in early childhood development programmes, including public, private, and community programmes, expressed as a percentage of the official age- group concerned, if any, otherwise the age-group 3 to 5. Indicator 2: Percentage of new entrants to primary grade 1 who have attended some form of organized early childhood development programme. Indicator 3:Apparent (gross) intake rate: new entrants in primary grade 1 as a percentage of the population of official entry age. Indicator 4:Net intake rate: new entrants to primary grade 1 who are of the official primary school-entrance age as a percentage of the corresponding population. Indicator 5:Gross enrolment ratio. Indicator 6:Net enrolment ratio. Indicator 7:Public current expenditure on primary education a) as a percentage of GNP; and b) per pupil, as a percentage of GNP per capita. Indicator 8:Public expenditure on primary education as a percentage of total public expenditure on education. Indicator 9:Percentage of primary school teachers having the required academic qualifications.

8 Indicator 10:Percentage of primary school teachers who are certified to teach according to national standards. Indicator 11:Pupil-teacher ratio. Indicator 12:Repetition rates by grade. Indicator 13:Survival rate to grade 5 (percentage of a pupil cohort actually reaching grade 5). Indicator 14:Coefficient of efficiency (ideal number of pupil years needed for a cohort to complete the primary cycle, expressed as a percentage of the actual number of pupil-years). Indicator 15:Percentage of pupils having reached at least grade 4 of primary schooling who master a set of nationally defined basic learning competencies. Indicator 16:Literacy rate of year olds. Indicator 17:Adult literacy rate: percentage of the population aged 15+ that is literate. Indicator 18:Literacy Gender Parity Index: ratio of female to male literacy rates. EFA 18 core indicators

9 Global Monitoring Mechanism for EFA 1996: Mid-Decade Evaluation 2006: A/P Mid-Decade Assessment World Conference on EFA 1990, Jomtien, Thailand EFA 2000 Assessment World Education Forum 2000, Dakar, Senegal EFA 2015 Assessment Annual Global Monitoring Report Education for All Goals and targets set Goals and targets assessed and re-set National Action Plans prepared

10 National Monitoring Mechanisms World Conference on EFA 1990, Jomtien, Thailand World Education Forum 2000, Dakar, Senegal Annual school survey School inspection Sample surveys Research and case studies Regional for a Global level – UIS annual data collection Education for All Mid and End Decade Assessment 2005 and 2010 End -term Assessment 2015

11 Data compilation and dissemination mechanism on Education Statistics National Statistics Office EMIS, MOE National Statistics Office EMIS, MOE OECD countries Developing countries Statistics Division and Population Division UIS Website The World Bank The Regional Banks Other UN agencies Other research Institutions and Individuals Various UIS Publications Data dissemination channel Data collection channel

12 EFA Global Monitoring Reports

13 Global Monitoring-type data Primary Education: NER Comparisons across countries: the international measure

14 National Monitoring Reports

15 Primary Education: NER, by district Comparisons within countries: locating the achievements and gaps National Monitoring-type data