Reaching the marginalized

1. 2 1 0 0 EFA Global Monitoring Report Reaching the marginalized Presenter Event, Date

2. Chapter 1 Education at risk: the impact of the financial crisis

3. Education at risk: the impact of the financial crisis • ‘Aftershock effects’ - slower economic growth, mounting fiscal pressures and rising poverty levels will hamper progress • Economic slowdown will limit education financing • potential loss of US$4.6 bn/year for sub-Saharan Africa in 2009/10 • per student loss of 10% at primary level • Increased aid vital for creating fiscal space – globalizing the American Recovery and Re-investment Act • International recovery efforts are failing the poorest countries • front-loading and repackaging rather than new financing • over-reliance on IMF and under-reliance on IDA • An Education for All financing summit is urgently required

4. Chapter 2 Progress on the six EFA goals

5. Goal 1 – Early childhood care and education

6. Goal 2 – Universal primary education

7. 120 100 72 million 80 3 56 million 6 60 9 40 18 8 million 20 32 23 million 0 2007 2015 2000 2001 2002 2003 2004 2005 2006 2008 2009 2010 2011 2012 2013 2014 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 105 million Latin America and the Caribbean 4 8 Arab States Rest of the World East Asia and the Pacific 6 Latin America and the Caribbean South and West Asia Arab States 39 million East Asia and the Pacific Sub-Saharan Africa 45 million 1999

8. The difficult journey through primary school • Primary school hurdles • The median first grade drop out ratein South and West Asia is 13% • In half of countries in sub-Saharan Africa one-third or more of school entrants drop out before completion • Measuring UPE • Enrolment data provide a partial insight • The net cohort completion rate provides a measure of overall progressand system efficiency The example of Nicaragua 100 100 Primary school entry age pupils 67 67 Net Intake rate 32 32 Net cohort survival to grade 5 27 Net cohort completion rate

9. Goals 3 & 4 – Youth and adult skills and Literacy

10. Goals 5 & 6 – Gender & education quality

11. 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

12. The Education for All financing gap The EFA financing gap = 2% of bank rescue effort in the US and UK 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 $ 2 billion Additional resources from prioritization $ 4 billion $ 3 billion 15 Current aid to basic education Additional resources from growth $ 3 billion 10 Estimated current 5 resources $ 12 billion 0

13. Chapter 3 Reaching the marginalized

14. Marginalization in education What is it? “Clearly remediable injustices around us which we want to eliminate” The idea of justice,Amartya Sen The Report focuses on: Measuring marginalization – new national data (DME data set) Drivers of marginalization – causes such as poverty, gender, language, location, disability which intersect – and are reinforced by social attitudes Remedies – Policies for reaching and teaching the marginalized

15. 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

16. The gender effect: The wealth effect: People from the poorest households who are in education poverty Girls from the poorest householdswho are in education poverty Education poverty Extreme education poverty People with less than 4 years of education People with less than 2 years of education 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% 80% 70% 60% 50% Share of the population with less than 4 and less than 2 years of education 40% 30% 20% 10% 0% India Chad Egypt Kenya Congo Nepal Turkey Yemen Nigeria Senegal Pakistan Vietnam Morocco Philippines Burkina Faso

17. Ukraine Cuba Rural Bolivia Urban Indonesia Honduras Urban Cameroon Bangladesh Rural Chad C. A. R. Education marginalization – inequalities within countries The case of Nigeria 14 12 10.3 years 10 years Rich, rural boys 9.7 years Rich, urban boys 10 Richest 20% Rich, rural girls Boys 8 Girls Average number of years of schooling Nigeria Poor, urban boys 6.4 years 6.7 years 6 4 Education poverty Poorest 20% 3.5 years 3.3 years Poor, rural girls 2.6 years 2 Extreme education poverty Rural Hausa Poor, rural Hausa girls 0 0.3 years 0.5 years

18. Ukraine Cuba Bolivia Indonesia Honduras Cameroon Bangladesh Chad C. A. R. Education marginalization – inequalities within countries 14 The case of Turkey 12 10 Rich, rural boys Urban Richest 20% Rich, urban boys Rural Poor, urban boys Turkey 8 Urban Average number of years of schooling Poor, Kurdish boys 6 Poorest 20% Rural Poor, rural girls Kurdish 4 Education poverty Poor, Kurdish girls 2 Extreme education poverty 0

19. Country average Group average 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%

20. 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

21. Getting left behind – drivers of marginalization

22. Getting left behind – drivers of marginalization

23. Leveling the playing field The inclusive education triangle Three broad sets of policies which can combat marginalization

24. Chapter 4 The aid compact: falling short of commitments

25. 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 • 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 Greece United States 2004 Japan 2010 target 2008 Austria New Zealand Spain Australia Canada Germany United Kingdom Finland Ireland Belgium Switzerland France Portugal Netherlands Sweden Luxembourg Denmark Norway Total DAC DAC-EU countries

26. Aid to basic education – a worrying picture? 12.3 12.1 12.0 10.4 9.9 9.5 8.2 7.9 7.6 1999 2000 2001 2002 2003 2004 2005 2006 2007 • Disbursements are rising , but... • Aid commitments to basic education fell by 22% in 2007, to US$4.3 billion Total aid to education Total aid to basic education Constant 2007 US$ billions 5.6 5.5 4.5 4.3 4.0 3.4 3.4 3.2 3.2 Commitments

27. 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 innovativefinancing – eg. football levy Ongoing concerns over aid effectiveness

28. The multilateral architecture – needs reform The Fast Track Initiative (FTI) has made some important achievements, with good practice (support for national planning) US $491 million disbursed through the Catalytic Fund However, faces major challenges Poor disbursement record and low political support No funding from private or philanthropic sources Conflict-affected countries are weakly covered Reform of FTI is necessary Lessons based on global health funds Greater political leadership and revitalized agenda in 2010

29. Chapter 5 Rising to the EFA challenge

30. 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 multilateralarchitecture for aid to education. Convene a high-level pledging event linked to the 2010 Millennium Development Goals summit.

31. 2 1 0 0 EFA Global Monitoring Report www.efareport.unesco.org