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Adult Education and Poverty Reduction BMZ Position and Funding Pratice

2. Why education matters:. ?Education is central to development. It empowers people and strengthens nations. It is a powerful ?equalizer", opening doors to all to lift themselves out of Poverty" (World Bank, DC Spring Meeting 2006)?Beyond its status as a human right and a means of self-empowerment

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Adult Education and Poverty Reduction BMZ Position and Funding Pratice

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    1. Adult Education and Poverty Reduction – BMZ Position and Funding Pratice German Ministry for Economic Cooperation and Development, Division 311 Claudia Pragua

    2. 2 Why education matters: “Education is central to development. It empowers people and strengthens nations. It is a powerful “equalizer”, opening doors to all to lift themselves out of Poverty” (World Bank, DC Spring Meeting 2006) “Beyond its status as a human right and a means of self-empowerment education promotes and support success in other sectors like health and is one of the preconditions for achieving progress there. We all know that educated citizens are more likely to demand that their rights are respected and are more likely to successfully hold their politicians accountable.” (BMZ-Position Paper, 2005)

    3. 3 Agenda: MDG and Paris Declaration German Action Programme 2015: Role of education in poverty reduction Guiding priniciples of DC: Poverty reduction, Coherence, Partnership and Results orientation Stock taking of MDG Achievement: Education Partnership and role of civil society

    4. 4 The strategy of German DC to implement the MDGs Linking two processes: Implementing the Paris Declaration on Aid Effectiveness, 2005 Focusing German development cooperation on the MDGs: Action Plan 2015

    5. 5 Main exigencies of the Paris Declaration Ownership: focus on capacity building to improve national development strategies Alignment: support and build on structures of partner countries Harmonization: strengthen coordination and harmonization with other donors and within German development cooperation Managing for results: align donor performance assessment needs with partner needs for improved accountability Mutual accountability: Support the development of monitoring mechanism in partner countries

    6. 6 Significance of the Paris Declaration: Supported by the entire donor community – bilateral and multilateral players, various NGOs and an improving number of partner countries. 12 agreed Indicators of Progress give us clear, measurable targets with which to verify success.

    7. 7 Focusing German development cooperation on the MDGs: Action Plan 2015 guided by four principles poverty reduction, Coherence, Partnership and Results orientation Poverty reduction is an important part of the german government's overall policy AP 2015 was produced 2001 with the broad involvement of civil society and the private sector.

    8. 8 AP2015: Education is specified as one of 10 priority areas for action non-formal education and adult education are often the only chance for poor people special emphasis on follwing areas of cooperation: - Quantitative and qualitative improvements to educational systems - Teacher training - Bi-lingual and mother tongue education - Education in crisis and post-conflict situations - Girls’ Education - Skills-oriented basic non-formal education

    9. 9 Education Funding: EFA Global Monitoring Report (GMR) 2006: Germany (together with France and Japan) one of the biggest donors: accounted 60 % of total bilateral aid to education Support for non-formal and adult education:approximately 2/3 of our overall support for basic education BMZ-Budget 2006: increases by nearly 8 % ( 300 Mio.Eur.) to fight global poverty Promise to raise bilateral aid for basic education up to EUR 120 million in 2007

    10. 10 Where do we stand now on the MDGs? - - Stock taking and perspectives Progress was made but less than in 1970s and 1980s changes were not suffiently pro-poor uneven progress across the world – and across the goals; huge disparities also within countries. GMR 2006: steady progress, but insufficient pace.

    11. 11 The outcome of the UN Millennium + 5 summit 2005 and the preparatory process: reinforced commitment to achieve the MDGs by 2015 commitment to adopt national strategies by 2006 commitment to improve quality of aid steps to increase quantity of aid: EU-timetable for ODA, dept release, innovative sources for financing for development, mobilizing local ressources

    12. 12 The role of the civil society key stakeholder in the MDG process (the poor are actors and not just beneficiaries) pressure group and counterpart of government institutions (assuring transpareny) economic actor (mobilisation of domestic resources) provider of social and voluntary services representation at decentralised levels

    13. 13 “The things taught in schools and colleges are not education, but the means of education” (Ralph Waldo Emerson) Thank you !

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