EFA Progress and Challenges in the Least Developed Countries Education for All Global Monitoring Report Nicholas Burnett, Director New York, 13 September 2006
The EFA Global Monitoring Report Evidence to enrich and inform debate on education policy Charts progress towards the six Education for All goals agreed to by 164 countries in 2000 and monitors international commitments to education Highlights effective policies and strategies, allows for comparisons between countries and draws attention to emerging challenges Prepared by an independent team housed at UNESCO and financed by bilateral donors. Launched in all regions Draws on a broad research base. Country administrative data collected by UNESCO Institute for Statistics; survey and household data also analysed Four editions published since 2002: Overall challenges (2002); Gender (2003/4); Quality (2005) Literacy (2006); Early childhood care and education (26 October 2006) 1
Education for All Dakar Goals and Millennium Development Goals EFA Goals 1. Expanding early childhood care and education 2. Universal primary education by 2015 LDC goal 3. Equitable access to learning and life skills programmes for young people and adults 4. 50% increase in adult literacy rates by 2015 LDC goal 5. Gender parity by 2005 and gender equality by 2015 LDC goal 6. Improving quality of education MDGs Goal 2: Achieve universal primary education LDC goal (Target 3: Completion of full primary schooling by all children by 2015) Goal 3. Promote gender equality and empower women LDC goal (Target 4: eliminate gender disparity preferably by 2005 and no later than 2015) 2
Education for All is development Education is a human right established in 1948 Education contributes to economic growth by raising productivity Education for all increases social cohesion and reduces social inequalities Education has an impact on fertility, age of marriage, population growth, health and nutrition Education is a social vaccine againsthiv/aids Education matters for poverty reduction 3
Education and HIV/AIDS: Knowledge causes behaviour to change 18 16 HIV prevalence (%) 14 12 10 8 6 4 2 0 No schooling Primary Secondary 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 HIV prevalence in rural Uganda (%) by education category, 1990-2001 (individuals aged 18-29) 4
An overall view of progress Chad Niger Burkina Faso Mali Guinea Mozambique Benin Ethiopia Yemen Eritrea Burundi Senegal Djibouti Nepal Togo Rwanda Equatorial Guinea Malawi Bangladesh Mauritania Lao PDR Cambodia Lesotho Zambia Myanmar Cape Verde Education for All Development Index, 2004 0.428 (-) 0.499 (+) 0.511 (+) 0.529 (+) 0.583 (+) 0.599 (+) 0.617 (+) 0.627 (+) 0.642 (+) 0.644 (-) 0.646 (-) 0.646 (-) 0.665 (+) 0.668 (+) 0.684 (+) 0.686 (-) 0.708 (+) 0.719 (+) 0.722 (+) 0.730 (+) 0.741 (-) 0.774 (+) 0.797 (-) 0.829 (+) 0.860 (+) 0.877 (-) 0.4 0.5 0.6 0.7 0.8 0.9 1.0 The EDI incorporates the four most quantifiable goals: UPE, gender, quality and adult literacy Index below 0.80 in most LDCs. Most unlikely to reach the goals by 2015 without dramatically stepped up efforts Policies required to expand access to ECCE and school, improve education quality and scale up adult literacy programmes The EDI increased in 18 countries and decreased in 8 countries with data 5
Afghanistan Yemen Burkina Faso Niger Burundi Central African Rep. Mauritania Djibouti Mali Uganda Ethiopia Togo Rwanda Comoros Benin Senegal Guinea Eritrea Lao PDR Cambodia Madagascar Timor-Leste Bangladesh Gambia Sudan U. R. Tanzania Lesotho Nepal Equatorial Guinea Solomon Islands Sao Tome/Principe Maldives Samoa Vanuatu Cape Verde Kiribati Tuvalu Pre-primary: minimal coverage ECCE programmes improve children s health, nutrition and cognitive development, and prepare them for primary school. Majority of LDCs characterized by extremely low coverage at the preprimary level. Disadvantaged children would benefit the most but most likely to be excluded 0 20 40 60 80 100 Gross enrolment ratio in pre-primary education 2004 (%) 6
Djibouti Niger Burkina Faso Mali Eritrea Ethiopia Chad Burundi Guinea Senegal Mozambique Rwanda Mauritania Gambia Yemen Togo Nepal Solomon Is Benin Lao PDR Equat. Guinea Lesotho Myanmar Madagascar Maldives Samoa U. R. Tanzania Cape Verde Vanuatu Bangladesh Malawi Cambodia Sao Tome/Principe 1999 2004 Universal Primary Education: in the right direction Countries making significant progress, especially those starting from a low base But in the majority of LDCs with data, the net enrolment ratio is under 80%, and in several cases below 60%. 20 40 60 80 100 Net enrolment ratio in primary education (%) 7
Ethiopia Niger Burkina Faso Mali Mozambique Chad Senegal U. R. Tanzania Guinea Burundi Rwanda Eritrea Madagascar Benin Togo Malawi Gambia Lesotho Equat. Guinea Cape Verde Sao Tome/Principe Nepal Bangladesh Maldives Myanmar Lao PDR Solomon Is Vanuatu Samoa Cambodia 3,615 1,326 1,271 1,172 1,089 657 616 604 519 Sub-Saharan Africa 518 12.9 million 390 291 272 220 180 89 52 45 9 6 0.01 6 698 404 634 119 15 2 0.27 48 South/West Asia 1.1 million East Asia/Pacific 0.8 million Out-of-school children: where they live Household poverty, rural residence and parents with minimal education characterize out-of-school children in all regions Yemen Mauritania Djibouti 117 83 861 Arab States 1.1 million 0 1,000 2,000 3,000 4,000 Out-of-school children 2004 (thousands) 8
How are primary children doing? Widening gap between primary enrolment and completion rates. Reflects accelerating grade 1 intake, poor education quality, strong selection policies into secondary and prohibitive costs for poor households 70 65 60 55 50 45 40 1991 1999 2000 2001 2002 2003 2004 Net enrolment rate in primary, in LDCs (%) Primary completion rate, in LDCs (%) 9
Quality indicators: pupil-teacher ratios Over 40 pupils to one teacher in most LDCs, a ratio above 60 in several countries. Lower pupil-teacher ratios lead to improved learning achievement Maldives Tuvalu Vanuatu Kiribati Samoa Cape Verde Sudan Myanmar Lao PDR Sao Djibouti Comoros Gambia Bhutan Nepal Senegal Lesotho Niger Togo Mauritania Guinea Eritrea Zambia Burkina Faso Uganda Timor-Leste Burundi Benin Mali Madagascar Bangladesh Cambodia U. R.Tanzania Rwanda Afghanistan Mozambique Chad Malawi Ethiopia 0 20 40 60 80 Pupil teacher ratio in primary, 2004 10
Quality: trained teachers in demand The number of additional teachers needed to increase gross enrolment ratios to 100% and to achieve a 40:1 pupil-teacher ratio is probably unreachable by 2015 in several countries Annual growth rate of teachers (%) 25 20 15 10 5 1998-2002 2015 PTR target=40:1, maintain current GER 2015 PTR target=40:1, GER=100% 0 U. R. Tanzania Guinea Benin Mozambique Senegal Burundi Eritrea Ethiopia Chad Burkina Faso Mali Niger 11
Niger Mozambique Central African Rep. Burkina Faso Burundi Rwanda Chad Afghanistan Uganda Senegal Mauritania Djibouti Mali Zambia Guinea Benin Malawi Cambodia Solomon Islands Equatorial Guinea Ethiopia Sudan Eritrea Timor-Leste Comoros Lesotho Togo Sao Tome/Principe Myanmar Vanuatu Nepal Lao PDR Gambia Yemen Bangladesh Cape Verde Maldives Samoa Kiribati Secondary education: low enrolments In a majority of countries, compulsory basic education lasts nine years. Enrolments in secondary education remain low -- more schools and teachers required to cater to primary school graduates 0 20 40 60 80 100 Gross enrolment ratio in secondary education 2004 (%) 12
More special efforts for girls The majority of LDCs have not achieved gender parity in primary education. In most cases, disparities are at the expense of girls 1.5 1.0 0.5 0.0 1999 2004 Gender parity 13 Afghanistan Chad Yemen Guinea Togo Benin Eritrea Equat. Guinea Mali Ethiopia Niger Burkina Faso Djibouti Cambodia Mozambique Senegal Burundi Lao PDR Comoros Uganda Zambia Malawi Solomon Is Gambia Mauritania Vanuatu Nepal Rwanda Sudan Myanmar Sao Tome/Principe Cape Verde Bangladesh Samoa Maldives Kiribati Lesotho Gender Parity Index in primary education, 2004
Mali Burkina Faso Chad Afghanistan Niger Guinea Benin Sierra Leone Senegal Bangladesh Ethiopia Central African Rep. Nepal Mauritania Yemen Togo Burundi Sudan Malawi Rwanda Uganda D. R. Congo Angola Zambia Lao PDR U. R. Tanzania Madagascar Cambodia Vanuatu Cape Verde Lesotho Equatorial Guinea Myanmar Maldives Samoa Total Female 0 20 40 60 80 100 The majority of adult illiterates are women Adult literacy rates in the LDCs range from under 20% to 100%. Women s literacy rates are under 40% in sixteen countries, placing a major brake on human development Adult literacy rate 2004 (%) 14
Priorities: the learning spectrum An overriding concern for gender equality and inclusion Early Childhood Universal Primary Youth and Adult Literate Care & Education Education Literacy environments National early childhood policy Health, nutrition, care and education Partnerships with private providers Reducing fees Income support to poor households Relevant curriculum Teacher training reform Scaling up of programmes National coordination Partnerships Literacy educators Relevant curricula School textbooks Local language newspapers Book publishing Public broadcasting Quality standards Learning materials Language policy Libraries Special training for carers and teachers Instructional time Inclusion and language Access to information Sanitation, safety, health and nutrition 15
Public spending: mobilizing resources Gambia Bangladesh Cambodia Niger Lao PDR Togo Zambia Benin Madagascar Nepal Mauritania Eritrea Comoros Senegal Samoa Ethiopia Uganda Burundi Djibouti Malawi Lesotho Cape Verde Maldives Kiribati Vanuatu Levels of public spending generally reflect government commitment to education In a majority of LDCs, spending is well below 6% of GNP but has increased in about half the countries with data Additional resources improve education quality, notably for teacher training and textbooks 0 2 4 6 8 10 12 Public expenditure on education as % of GNP, 2004 16
17 Aid to basic education Donors pledged at the World Education Forum in Dakar that no country in need should be denied international assistance Significant increase in aid to LDCs since 2002 but external funding for basic education needs to increase three-fold to achieve the EFA goals Aid to education Aid to basic education Constant 2003 US$ billions 9 8 7 6 5 4 3 2 1 0 8.5 7.0 5.9 5.0 4.6 4.8 2.6 1.8 2.0 1.2 1.4 1.5 1999 2000 2001 2002 2003 2004 Constant 2003 US$ billions 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0 3.3 2.1 1.3 1.4 1.5 1.6 1.6 0.8 0.7 0.7 0.5 0.5 1999 2000 2001 2002 2003 2004 All developing countries Least-developed countries All developing countries Least-developed countries
Coming up! October 26, 2006: Launch of EFA Global Monitoring Report 2007 Special Focus on Early Childhood Care and Education National and regional launches UNESCO capacity-building seminars for ECCE government practitioners Summary report, regional overviews and power point presentation Translations into UN and national languages Free distribution of Report and related resources for programming, training, and advocacy work ECCE country profiles and background papers on website and CD-ROM 18
Contact Information EFA Global Monitoring Report Team c/o UNESCO 7, place de Fontenoy 75352 Paris 07 France efareport@unesco.org www.efareport.unesco.org 19