1. Strong foundations Aaron Benavot GMR team, UNESCO
Early childhood care and education
Aaron Benavot
GMR team, UNESCO

2. What is EFA Global Monitoring Report
Presents evidence and analysis for policy and advocacy
Prepared by an independent research team based at UNESCO Paris
Funded by nine bilateral donors, advised by an editorial board
Charts progress towards the six Education for All goals adopted at World Education Forum in Dakar in 2000 by 164 countries, multilateral agencies, NGOs (continues Jomtien agenda from 1990)
Assesses international aid and commitments to education
Highlights effective policies and practices to accelerate progress
Draws attention to emerging educational challenges

3. Six EFA goals and previous Reports
Expand and improve early childhood care & education, especially for most vulnerable and disadvantaged children 2007 Report
Ensure free and compulsory primary education of good quality for all children by and 2005 Reports
Ensure equitable access to appropriate learning and life skills programmes for all young people and adults [Monitoring NFE]
Achieve a 50 percent improvement in levels of adult literacy by 2O15, especially for women 2006 Report
Eliminate gender disparities in primary and secondary education by 2005, & achieve gender equality by /4 Report
Improve all aspects of the quality of education, including measurable improvements in learning outcomes Report

4. Education for All Dakar Goals and Millennium Development Goals
EFA Goals
Millennium Development Goals MDGs
Expanding early childhood care and education
Universal primary education by 2015
Learning and life skills programmes for youth and adults
50% increase in adult literacy rates by 2015
Gender parity by 2005 and gender equality by 2015
Improving quality of education
Eradicate extreme poverty and hunger
Achieve universal primary education
Promote gender equality and empower women
Reduce child mortality, and other health goals
The Dakar goal actually calls for a 50% increase in levels of adult literacy but this is impossible for countries that have literacy rates above 67%. This Report therefore interprets goal 4 as implying a 50% reduction in illiteracy rates, consistent witih the wording of the 1990 Jomtien conference.
No country in need should be denied international assistance

5. Presentation roadmap
General monitoring of EFA goals: Universal primary education, Quality, Gender Equality and Literacy
Early Childhood Care and Education
Agenda for the future

6. More and more children are starting school
1999
2004 80
100
120
140
Arab States
Central/East.
Europe
N. America/
West. Europe
East Asia/
Pacific
Central Asia
Sub-Saharan
Africa
Latin America/
Caribbean
South/West
Asia
Gross intake rate
in primary education (%)
Sharp increases in Grade 1 access in
Sub-Saharan Africa and South and West Asia
Abbréviations col. gauche
See page 25 – 30% in SSA, rates of expansion rapid in Ethiopia, Guinea, Madagascar, the Niger and United Republic of Tanzania.
More muted progress in Arab States except Yemen (+57%)

7. Primary school participation on the rise50 60 70 80 90
100
Sub-Saharan
Africa
Arab States
South/West
Asia
Central/Eastern
Europe
Central Asia
East Asia
Pacific
Latin America
Caribbean
N. America
West. Europe
Net enrolment ratios
in primary education (%)
1999
2004
Almost all countries with ratios below 85% in 1999 improved their situation
Abbréviations col gauche

8. 77 million children still not in school
Half in sub- Saharan Africa
One-third in India, Nigeria, Pakistan, and Ethiopia
Drop of 20 million since 1999, mainly in South Asia
The 77 million figure includes children who are not enrolled in either primary or secondary school. Previous measures cited in the report looked at out of primary school only.
Four countries are home to the largest numbers of out of school children
Notes Slide 7a
India, Nigeria, Pakistan and Ethiopia are the four countries (22.8 million OOS)
Important to note large reduction in India between 2002 and 2004

9. Out-of-school children by schooling experience
Who is out-of-school? Children in rural, poor households with uneducated mothers
Out-of-school children by schooling experience

10. Too few pupils complete primary school
In addition to increasing access, improving retention is a key to reducing out-of-school children 20 40 60 80
100
Rwanda
Burundi
Lesotho
Madagascar
Ghana
Swaziland
Benin
Niger
Togo
Eritrea
Mali
Cape Verde
Cameroon
Mauritius
Mauritania
Morocco
Saudi
Algeria
Lebanon
Oman
Kuwait
Mongolia
Azerbaijan
Tajikistan
Kazakhstan
Lao P. D.
Myanmar
Nepal
Bangladesh
Nicaragua
Ecuador
Guatemala
Colombia
Panama
Bolivia
Dominica
Costa Rica
Barbados
Belarus
Survival rates to last grade (%)
Cohort completion rates (%)
Est-il possible de retourner le graphique à la verticale??
Survival rates to last grade: the median for developing countries is below 80%
Survival rates close to or above 90% in most Arab States except Mauritania (69%) and Morocco (76%) and Yemen (67%)
LAC: less than 83% in majority of countries despite high level of access and school completion
SSA: fewer than two-thirds of students reach the last grade in a majority of countries
SWA: School retention low in several countries with data available (Bangladesh and Nepal for ex).

11. Quality: Learning assessments increasing
Ever more governments are carrying out national assessments of learning outcomes and taking part in international exercises

12. Needed: more trained teachers
Slight improvement in pupil-teacher ratios in most regions between 1999 and 2004
Only slight increase in % of trained teachers
Sub-Saharan Africa needs to recruit between 2.4 and 4 million teachers to reach UPE by 2015
Serious teacher shortages in rural areas
Too few female teachers in countries with low enrolment of girls

13. Progress towards gender parity
About two-thirds of countries out of 181 with data have achieved gender parity in primary education
Only one-third of countries have achieved parity at the secondary level
Gender parity
Primary education
0.7
0.8
0.9
1.0
1.1
GPI in GER
Sub-Saharan
Arab States
South/West
Latin America
Centr./East.
N. America/
Central Asia
East Asia/
Africa
Asia
Caribbean
Europe
West. Europe
Pacific
Gender parity
0.7
0.8
0.9
1.0
1.1
1999
2004
Secondary education
GPI in GER
Centr./East.
Sub-Saharan
Arab States
South/West
Latin America
N. America/
Central Asia
East Asia/
Africa
Asia
Caribbean
Europe
West. Europe
Pacific

14. Secondary under pressure
Participation increasing, mainly at lower secondary level
Large gaps between lower and upper secondary in some regions 30 51 73 66 86 90
101 40 80
120
Sub-Saharan Africa
South/West Asia
East Asia/Pacific
Arab States
Lat. America/
Caribbean
Central Asia
Central/East.
Europe
N. America/
West. Europe
Gross enrolment ratio 2004 (%)
Lower secondary
Total secondary
Upper secondary
The number of children out of school in the poorest 20% of household is more than triple than in the richest.
Burundi abolished primary school fees in 2005; 500,000 additional children arrived to enrol on the first day of school.
In Swaziland, which has the world’s highest prevalence of HIV and AIDS, the government allocated US$7.5 million in 2004 to orphans and other vulnerable children attending primary and secondary education. Enrolment has remained steady and dropout decreased.
Brazil’s Bolsa Familia (formerly Bolsa Escola) programme provides income support to poor families based on conditions such as school attendance. The programme reaches over 5 million children.
The Baljyothi programme in Andhra Pradesh, the state with largest number of working children in India, runs 250 schools (31,000 students) located in slums. The programme is a successful example of government-NGO collaboration.
The Gambia Girls’ Scholarship Trust Fund provides full scholarships for tuition, books and examination fees to one-third of girls in schools with low enrolment and to 10% of girls excelling in science, mathematics and technology. More than 16,000 girls are taking part.
The Educatodos programme in Honduras targets students and adults who have not completed nine years of basic education. Half a million students are enrolled in the primary school programme. Highlights are easily accessible learning centres, relevant content, flexible schedules and strong community support.In Uruguay a special inclusive education fund assists regular schools in integrating children with disabilities. Some 39,000 children have benefited.

15. Literacy remains elusive
One in five adults – 781 million – lack basic literacy skills
The vast majority live in South and West Asia, sub-Saharan Africa and East Asia
The increase since 2004 (771 million) due to previously unavailable data for Afghanistan and changes in population estimates
One in five adults
One in four adult women

16. Overall: Where do we stand?
Out of 125 countries, 47 have achieved the 4 most quantifiable goals.
Countries showing the greatest progress are in the lowest scoring group
Index excludes many countries far from goals, e.g. those in conflict
Far from EFA
(EDI below 0.80)
Intermediate position
(EDI between
0.80 and 0.94)
EFA achieved or close
0.95 and 1.00) 50 28 2 18 1 3 6 11 4 8 19 47 15 17
Sub-Saharan Africa
Arab States
Central Asia
East Asia/Pacific
South and West Asia
N. America /West. Europe
Latin America/Caribbean
Central/Eastern Europe
EDI footnote
The EFA Development Index (EDI), introduced in the 2003/4 Report, provides a summary measure of a country’s situation vis-à-vis four EFA goals: universal primary education (UPE), adult literacy, gender and quality of education. The data are insufficiently standardized to include early childhood care and education (goal 1) and the learning needs of youth and adults (goal 3). Each of the four goals is represented by a proxy indicator.[1] The EDI is a simple average of the four indicators; it varies between 0 and 1, with 1 representing EFA achievement.
[1] UPE: total primary net enrolment ratio; adult literacy: literacy rate for persons aged 15 and over; gender parity and equality: the gender-specific EFA index; quality of education: survival rate to grade 5.
Pages 64 and 65 of full report
125 countries with data – this is why other countries are missing
Total

17. EFA: A financing gap remains
Required each year to reach EFA
Aid in 2010 if 2005 pledges met
Current aid
All in
Constant 2003 US$ billions

18. Tackling disadvantage
Poverty keeps children out of school
Offsetting poverty and disadvantage
Abolish school fees
Grants and scholarships for children of marginalized groups
Better opportunities for children with disabilities; mainstreaming
Incentives and community-based efforts to overcome need for child labour
Second chances
Bridging programmes for youth and adults lacking formal schooling
Youth and adult literacy programmes
Programmes in post-conflict situations
Policies to overcome barriers to education are in place in many
countries but need to be expanded
The number of children out of school in the poorest 20% of household is more than triple than in the richest.
Burundi abolished primary school fees in 2005; 500,000 additional children arrived to enrol on the first day of school.
In Swaziland, which has the world’s highest prevalence of HIV and AIDS, the government allocated US$7.5 million in 2004 to orphans and other vulnerable children attending primary and secondary education. Enrolment has remained steady and dropout decreased.
Brazil’s Bolsa Familia (formerly Bolsa Escola) programme provides income support to poor families based on conditions such as school attendance. The programme reaches over 5 million children.
The Baljyothi programme in Andhra Pradesh, the state with largest number of working children in India, runs 250 schools (31,000 students) located in slums. The programme is a successful example of government-NGO collaboration.
The Gambia Girls’ Scholarship Trust Fund provides full scholarships for tuition, books and examination fees to one-third of girls in schools with low enrolment and to 10% of girls excelling in science, mathematics and technology. More than 16,000 girls are taking part.
The Educatodos programme in Honduras targets students and adults who have not completed nine years of basic education. Half a million students are enrolled in the primary school programme. Highlights are easily accessible learning centres, relevant content, flexible schedules and strong community support.In Uruguay a special inclusive education fund assists regular schools in integrating children with disabilities. Some 39,000 children have benefited.

19. Why the ECCE goal? Young children under threat
Failure to meet children’s basic needs today
has long term repercussions tomorrow
Child born in developing world has 40% chance of living in extreme poverty
10.5 million children die each year before age 5, most from preventable diseases
Almost one-third of children in developing countries are moderately or severely stunted
High under-5 mortality rates in sub-Saharan Africa and South/West Asia
Each day 1,800 children are infected with HIV
Children living in emergencies, conflict and post-conflict situations are highly vulnerable
High under 5 mortality rate in SSA: 176 children per 1,000 live births, 101 in South and West Asia
More than one-quarter of children under 5 in sub-Saharan Africa are moderately or severely underweight

20. ECCE Rationale: a right and strong foundations for progress
“Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children”
Rights UN Convention on the Rights of the Child
Development Poverty reduction and the MDG health and education goals
Education Future participation and achievement
Equity Reducing social inequalities
UN Convention on the Rights of the Child is the most widely ratified human rights treaty
Commits countries to guarantee survival, protection and care of children

21. Thinking comprehensively
Holistic ECCE programmes encompass:
Nutrition
Nutrition
Health and hygiene
Physical and emotional development
Social skills
Education
Physical, emotional and learning disabilities; Children in emergencies; Working children in exploitative conditions; Malnourished and undernourished children; Street children, orphans, children in institutions; Children affected by HIV/AIDS; Linguistic, ethnic, cultural minority and indigenous; Migrant and nomad children
Unregistered children

22. Country definitions of disadvantage and vulnerability
Working children in exploitative conditions
Malnourished and undernourished children
Linguistic, ethnic, cultural minorities and indigenous groups
Unregistered children
Migrant and nomad children
Children with physical, emotional or learning disabilities
Street children
Orphans, children in institutions
Children in emergencies, conflict situations
Children affected by HIV/AIDS
Children living in remote areas
Physical, emotional and learning disabilities; Children in emergencies; Working children in exploitative conditions; Malnourished and undernourished children; Street children, orphans, children in institutions; Children affected by HIV/AIDS; Linguistic, ethnic, cultural minority and indigenous; Migrant and nomad children
Unregistered children

23. Nutrition and education reinforce each other
Undernutrition in the early years has lasting consequences:
Extra iron, nutrition, deworming treatments and psycho-social stimulation have major impact on cognitive outcomes
Interventions combining nutrition and education have larger and longer-lasting impact than ones limited to nutrition alone
Participation in early childhood programmes:
improves access to primary school
improves language development
leads to lower repetition and higher marks in primary school

24. Acting early pays off
‘It is a rare public policy initiative that promotes fairness and social justice and at the same time promotes productivity in the economy and in society at large. Investing in disadvantaged young children is such a policy.’ James Heckman, Nobel prizewinner in economics
Most rigorous studies on benefits of specific programmes come from developed countries
Landmark U.S. High/Scope Perry study showed higher IQ at age 5; enhanced success at school and higher earning at age 40 of low-income African-American children
Research on programmes in India, Egypt, Colombia, Bolivia shows high returns
High/Scope Perry study carried out in the 1960s. A longitudinal study that followed participants and a control group through to age 40
Disadvantaged and vulnerable children stand to benefit most from early childhood programmes

25. ECCE provision: A diverse field
Informal care and child rearing
Organized care and education
Providers
Government (national, regional, local),
private providers (non-profit and for-profit),
international and national non-governmental organizations,
community-based organization
Informal provision
of care for children
aged 0 to 8, by
parents or extended
family, mainly at
home but sometimes
in other family or
community settings.
Primary education (age 7 up)
ECCE policies and programmes for ages 3 and up
-pre-primary education
-non-formal education
ECCE policies and programmes for ages 0 to 2
-organized care and education
-non-formal care or education
-parental leave

26. Countries classified according to % of private pre-primary enrolment
A public-private mix
Across the developing world, the private sector plays a prominent role
Region
Countries classified according to % of private pre-primary enrolment
Low
(0 to 32%)
Medium
(33 to 66%)
High
(67 to 100%)
Sub-Saharan Africa 8 7 12
Arab States 3 4 13
Central Asia
East Asia and the Pacific 5 6
South and West Asia 1 2
Latin America/Caribbean 19
North America/West. Europe 11
Central and Eastern Europe 18 0   0
Total countries 76 34 45
To countries in each category, p. 132 of the full report in English, chapter 6.

27. Programmes for the under-3s
Many countries lack programmes addressing health, nutrition, care and education needs of the under 3s, a critical period in their lives
Countries with at least one programme for children under 3 in 2005 (%)

28. Regional trends in pre-primary education
A three-fold increase in pre-primary enrolments over 30 years
Developed/transition countries
Latin America/Caribbean
East Asia/Pacific
South and West Asia
Arab States
Sub-Saharan Africa
The dotted line signifies a break in the data series (new classification). See chapter 6.
Low participation in sub-Saharan Africa, South/West Asia, and Arab States
Still need to change the years and there’s a spelling mistake – I can’t change because it’s an image – have to call fadila

29. Recovering lost ground in transition countries
Public spending cuts led to sharp enrolment declines after 1989.
Enrolment rates in pre-primary education are on the rise again in most countries, with private providers becoming important players
With a sharp decrease in government spending, enrolments fell sharply across Central Asia and in Central and Eastern Europe after They are starting to recover, with private providers becoming important players

30. Trends in pre-primary education in the Baltic States10 20 30 40 50 60 70 80 90
1989
1991
1993
1995
1997
1999
2001
2003
Net enrolment ratio (%)
Estonia
Latvia
Lithuania

31. Pre-primary trends in Eastern Europe10 20 30 40 50 60 70 80 90
1989
1991
1993
1995
1997
1999
2001
2003
Net enrolment ratio (%)
Czech
Republic
Hungary
Poland
Slovakia
Bulgaria
Romania

32. Pre-primary trends in CIS-Eastern Europe10 20 30 40 50 60 70 80 90
1989
1991
1993
1995
1997
1999
2001
2003
Net enrolment ratio (%)
Belarus
Rep.
Moldova
Russian
Fed.
Ukraine

33. Pre-primary trends in Central Europe10 20 30 40 50 60 70 80 90
1989
1991
1993
1995
1997
1999
2001
2003
Net enrolment ratio (%)
Albania
Bosnia/Herz.
Croatia
Slovenia
TFYR
Macedonia
Serbia and
Montenegro

34. Pre-primary trends in CIS-Central Asia10 20 30 40 50 60 70 80 90
1989
1991
1993
1995
1997
1999
2001
2003
Net enrolment ratio (%)
Armenia
Azerbaijan
Georgia
Kazakhstan
Kyrgyzstan
Tajikistan
Turkmenistan
Uzbekistan

35. Which factors limit ECCE attendance?
Poverty Large gaps in access between richest and poorest households
Lack of mother’s secondary education
Place of residence Rural enrolment 10 to 30 percentage points lower than urban
Lack of centre close to home
Lack of birth certificate, often reflecting marginalization
Gender disparities small, but may increase with expansion

36. Poverty limits access Higher attendance for children from20 40 60 80
Niger
D. R. Congo
U. R. Tanzania
Lao PDR
Tajikistan
Uganda
Rwanda
Senegal
Egypt
Bolivia
Myanmar
Azerbaijan
Madagascar
Sierra Leone
Philippines
Cameroon
Kenya
Nicaragua
Mongolia
Haiti
Lesotho
India
Venezuela
Viet Nam
Colombia
Trinidad/Tobago
Attendance rates (%)
Higher attendance
for children from
richer households
Attendance rates for three and four year olds.
Poorer households
Richer households

37. pre-primary education
The gender factor
Gender parity line
0.8
0.9
1.0
1.1
Arab States
Central/East.
Europe
Central Asia
East Asia/
Pacific
South/West
Asia
N. America/
West. Europe
Sub-Saharan
Africa
Latin America/
Caribbean
The gender gap in early childhood programmes is small in most countries
Programmes relieve older sisters from caring for the youngest, a common barrier to girls’ schooling
Programmes can promote different values through pedagogy, teaching and play
Most chidlren enrolled from wealthier households
GPI in GER in
pre-primary education

38. Drivers for ECCE Historical forces
Industrialization and demand for women workers
From private charity to public responsibility
More women at work outside agriculture
Strongly associated with participation in pre-school programmes
Migration and urbanization
Changing household structures
Fewer extended families
More one-parent households
Research on child development
Female labour force participation rates in 2005: 55% in East Asia, South East Asia and sub-Saharan Africa, and about 50% in Latin America and the Caribbean. Considerably lower in South Asia (35%) and the Arab States (28%).
Research in child development, in particular in neurobiology (brain development), psychology, cognitive sciences

39. Early childhood is still not a priority in many countries
Why the neglect?
Early childhood is still not a priority in many countries
Role of the family and private initiatives vs role of the state
Diversity of sector makes government coordination difficult
Child development research results not well known
Lack of rigorous studies in developing countries
Governments prioritize primary education
International aid focuses on other education levels
Difficult to coordinate multiple actors both in public and private sectors

40. Strong policies for young children: What is needed?
Top-level political endorsement
A national early childhood policy bringing together multiple stakeholders
A lead agency to coordinate early childhood policies
Integration in national development plans and poverty reduction programs
Quality: staffing, training and standards for all providers
Partnerships with NGOs, the private sector and international agencies
Financing: higher spending, targeting and more international aid

41. Quality programmes
The quality of interaction between child and carer is the single most important determinant of a successful ECCE programme
Better training and support for ECCE teachers
Continuity between pre-primary and primary
Mother tongue learning for language development
Bridges between home, early childhood activities and primary school
Working with parents directly on care, nutrition and development
Minimum standards covering all forms of provision
Gender values
Latin American countries have national quality standards for ECCE programme

42. Financing ECCE: Finding the balance
How to allocate limited resources to children most in need?
Funding is public and private
Less than 10% of public education spending goes to pre-primary
Even in OECD countries, parents’ share can run up to 60%
Universal coverage + extra support to disadvantaged children (OECD)
Income targeting
Geographical targeting (remote areas,urban slums)
Targeting specific groups: disabled, those in emergency situations
Targeting can lead to concentration of disadvantage
A universal policy with targeted spending on most disadvantaged?

43. ECCE: A low priority for donors
Almost all donors allocate to pre-primary less than 10% of what they give to primary Bilateral donors give priority to centre- based programmes for children from age 3
Si tu pouvais enlever Austria et Greece
Dans la légende, Aid to ECCE
Austria and Greece are excluded. See main report figure xx

44. Action Now!
EFA Progress is clear but more sustained efforts and a more comprehensive approach is urgently needed
Act on all goals: early childhood, literacy, gender and UPE
Act with urgency
Emphasize equity and inclusion
Increase public spending and focus it better
Increase aid and allocate it where most needed
Move ECCE up national and international agendas
Increase public financing for ECCE and target it
Upgrade the EECE workforce

45. EFA Global Monitoring Report Team
Contact Information
EFA Global Monitoring Report Team
c/o UNESCO
7, place de Fontenoy
75352 Paris 07
France

46. Education finance: A mixed picture
Number of countries where public expenditure on education as % of GNP has:
Fadila:
Decreased Increased – d majuscule, I majuscule
Decreased ( dans une autre couleur
Pour racourcir:
South/W.Asia
Lat. Am/Carrib.
N. America/W. Europe
Central/East. Europe ou E. Europe
106 countries have data for 1999 and 2004.
Public spending on education as share of GNP increased in two-thirds of 106 countries with 1999 and 2004 data, in some cases by 30% or more.
Share fell in Latin America in 12 out of 21 countries with data, and South and West Asia (three out of five with data) 41 65

47. Aid to basic education: On the increase
Total aid to basic education in low-income countries almost doubled between 2000 and 2004
Total aid to education
Total aid to basic education
Total aid to basic education sur une ligne
$1.8 billion in 2000 to $3.4 billion in 2004 in low-income countries
reaching the EFA goals will cost $11 billion.
Constant 2003 US$ billions

48. Different donors, different priorities
Five donors contribute 72% of all bilateral aid to education
Several donors give high priority to education, but not to the basic level
Au lieu de pourcentage la somme

49. The Fast Track Initiative: not yet a global compact
Twenty-three country plans have been endorsed, and a further twelve are expected by the end of 2006
So far, US$96 million has been disbursed to 11 countries
Total donor contributions amount to almost US$230 million; a further US$450 million pledged to end 2007
The Netherlands, the European Commission and the United Kingdom are responsible for 85% of future pledges