REPORT CARD GOAL 1 Early childhood care and education

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1 GOAL 1 Early childhood care and Expanding and improving comprehensive early childhood care and, especially for the most vulnerable and disadvantaged children very far from goal far from goal close to goal reached goal 2% 25% 8% 47% *of 148 with data Child mortality 39% 215 Pre-primary enrolment 184 children enrolled (212) Compulsory pre-primary in 4 by 214 % going to pre-primary school* 89% 25% 74% 2% *212 data Evolved understanding of early childhood needs + Books Cognitive stimulation Culturally Play sensitive models Learning toys Presence of parents Safe spaces Different methods to increase access Abolishing school fees (Ghana) Mobile kindergartens (Mongolia) Cash transfers (China) Making school compulsory (Mexico and Myanmar) Increased demand PubLic AwaRenEss CamPaiGns (Ghana and Thailand) Child mortality 6.3 children died before age 5 in 213 Pre-primary enrolment In one-fifth of fewer than 3% of children will be enrolled by 215 Low quality More trained teachers and carers are needed Child mortality Location Wealth Private pre-schools A child in sub-saharan Africa is over15x more likely to die before their 5th birthday than a child in a developed region Children in rural areas are 2x as likely as those in urban areas never to go to school than in (Togo, Chad and Lao PD) The gap between rich and poor attending school is 2x bigger than in (Niger, Togo, the C.A.R., Bosnia/Herzegovina and Mongolia) Children enrolled in private pre-school is increasing since 1. Pre-primary must be expanded to include all children, especially the most marginalized 2. Better data on all types of early childhood care and needed 3. At least one year of compulsory pre-primary is needed for all children More focus required

2 GOAL 2 Universal primary Ensure that by 215 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minitories have access to, and complete, free and compulsory of good quality very far from goal far from goal close to goal reached goal 9% 29% 1% 52% *of 14 with data Primary school children enrolled Now 84% 91% = 48 more Primary school completion Guinea Sierra Leone Mali Benin Ethiopia Mozambique increased primary completion by over 2 percentage points. Abolishing school fees Social protection Schools, water, electricity and health infrastructure (e.g. cash transfers for disadvantaged children) Out of school Not finishing school Barriers 58 children are still out of school Of these, 25 will never go to school 1 8 % leave school early every year The % of those reaching the last grade in school has not improved 211 South and 64% West Asia 58% sub-saharan Africa 36% of out-of-school children are in conflict affected zones Low quality $$$ Education is still not free for all Regional out-of-school children rest of world South and West Asia sub- Saharan Africa Rural/urban lower middle income 28 3x as likely never to go to school 4x as likely never to go to school Marginalized groups left behind conflict working disabled ethnic/linguistic minorities HIV rural girls The poorest are the worst off 5x less likely to complete school than the richest in Marginalization must be addressed if we are to achieve universal primary 2. Better data must be obtained to track the of the most disadvantaged Room for improvement

3 GOAL 3 Skills and lower secondary Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes very far from goal far from goal close to goal 11% 35% 9% * reached goal 45% *of 75 with data Enrolment Gross enrolment ratio increased 27% globally 71% More than doubled in sub-saharan Africa 45% made it free Better understanding of HIV/AIDS since STEP AC PIA 27 made it compulsory since Some included it into basic Out-of-school adolescents % Development of direct assessments of skills Lower secondary school % now lower secondary upper secondary 85% 212 Out-of-school adolescents declined 63 in 212 Many suspended high-stakes entry exams Lower secondary completion 1/3 of adolescents in low and middle income will not have completed lower secondary school in 215 Skill? Lack of clarity for types of skills Lower/upper secondary enrolment Working youth Second chance Number has not decreased Chronic need for greater access Wealth 97%/89% 13%/98% 98%/76% 89%/ 58% 96%/14% 81%/ 51% 5%/32% 97%/73% Since, the gap hardly changed between rich and poor transitioning from lower to upper secondary school Location Only a few substantially reduced rural-urban inequality in access to lower secondary school (notably Viet Nam, Nepal and Indonesia)

4 GOAL 4 Adult literacy and Achieving a 5% improvement in levels of adult literacy by 215, especially for women, and equitable access to basic and continuing for all adults very far from goal * far from goal close to goal reached goal 26% 19% 23% 32% *of 73 with data Since, the adult illiteracy rate fell by: Adult illiteracy rate Global trends 2 18% 14% 15 % 1 Central Asia and Central and Eastern Europe are expected to have halved their illiteracy rates by % 5 26% 38% 3% 215 More campaigns and global commitment Higher demand for literacy Literacy assessments Subjective Now Direct e? Are you literat Y At least 781 9% Read this sentence and sign your name N Women will make up 64% of illiterate adults in 215 Progress in adult literacy is mostly due to educated young people reaching adulthood adults do not have basic literacy skills no change since Better data collection New technology Better understanding of literacy skills as a scale literate illiterate Better understanding of literacy's impact on health, democracy, empowerment

5 GOAL 5 Gender parity and equality Eliminating gender disparities in primary and secondary by 25, and achieving gender equality in by 215, with a focus on ensuring girls full and equal access to and achievement in basic of good quality very far from goal far from goal close to goal reached goal *of 17 with data for primary and 157 with data for secondary.6% 1% 21% 35% 1% 7% 69% 48% Primary Secondary Gender disparities in secondary are lessening Countries with less than 9 girls enrolled for every 1 boys = 3 19 now (out of 133 ) Guaranteeing rights 4 of the 59 member states that responded make explicit reference to guaranteeing women s right to Girls completing lower secondary per 1 boys 93 per 1 boys Advocacy for girls FAir play for girls! at national and international levels Stipend schemes have increased numbers of girls enrolling in some More female teachers e.g. in Nepal 23% % (6% of these were new teachers) Child marriage and pregnancy Teacher training in gender-sensitive approaches need to be scaled up School-related gender-based violence Physical Psychological Sexual Gender equality Difficulties in defining and measuring Poorest girls still least likely to enrol In Pakistan fewer than 7 girls for every 1 boys have ever attended school Underperformance of girls in maths and boys in reading Gender disparities at expense of boys in secondary in Latin America and the Caribbean and in some poorer (especially Bangladesh, Myanmar and Rwanda) 1. Schools should be safe, inclusive and gender-sensitive, with teaching and learning that empowers students and promotes positive gender relations 2. Resources must be targeted at those communities where gender disparities are more prevalent More effort needed

6 GOAL 6 Quality of Improving all aspects of the quality of and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills Pupil to teacher ratio at primary level Pupil to trained teacher ratio at primary level *of with data *average *median Access and learning No trade-off needed 8 e.g. Kenya 62% children 6 completing 42% primary school 4 children achieving 39% the minimum 2 25% standard in maths 27 Pupil/teacher ratios At primary level, pupil/teacher ratios declined in 121 of Congo and Mali reduced their pupil/teacher ratio by 1 pupils per teacher, while doubling enrolment 212 National assessments to measure learning achievement 1,2 1,157 1, Targeted social protection programmes in Mexico, for both children and adults, aimed at disadvantaged families, helped improve learning outcomes Policy to upgrade teacher training in Nepal led to decrease in pupil/teacher ratio in primary school 26:1 in 28:1 in 213 Trained teacher shortages Learning deficits start early Material shortages In 212, in one-third of less than 75% of primary teachers were trained =? Many children are not learning the basics of textbooks and teaching materials, as well as classroom furniture Trained teachers Below 5% in Angola, Benin, Equatorial Guinea, Guinea-Bissau, Senegal and South Sudan Multilingual needs to be sustained to improve learning Urban-rural gaps improving in 8 Latin American, but 6 still lag behind in learning 1. More and better trained teachers, improved learning materials and relevant curriculum are needed 2. Learning assessments to support good quality and equitable learning outcomes are needed Must try harder

7 FINANCE Mobilize strong national and international political commitment for for all, develop national action plans and enhance significantly investment in *of with data * In, of 116 with data 18 spent 6% or more of GNP on In 212, of 142 with data 39 spent 6% or more of GNP on Increased spending on by many governments, especially poorer ones (e.g. Brazil, Ethiopia, Nepal) Strong civil society involvement has led to successes e.g. more efficient textbook distribution in the Philippines led to savings of US$1.84 Prioritizing spending $ 64% of have achieved this alongside robust levels of economic growth Transparency and accountability Civil society organizations have helped emphasize their importance Increased spending in 38 by 1% or more of national income (-212) Narrowing spending gap per student between primary and tertiary levels has been achieved in 3 primary tertiary primary 212 tertiary Cost of learning materials Government and donor funding Humanitarian appeals In 12 African, learning and teaching materials made up 56% of household budget = 1 6 EFA 2 goals Other than on primary, a large share is spent on non-efa areas of In 213, of the total funds made available for all humanitarian appeals, just 2% was for Delivery of resources More effective delivery of aid Non-traditional financing needs to be more in funding under-resourced equitable and efficient areas of (e.g. private investment, corporate sponsorship, etc.)