Reaching the marginalized

1. 2 1 0 0 EFA Global Monitoring Report Reaching the marginalized Where do we stand? Parliamentarian EFA Round Table

2. Progress on the six EFA goals • Reaching the marginalized • The Aid Compact: Falling short of commitments • Risging to the EFA Challenge Contents

3. Chapter 1 Progress on the six EFA goals

4. Monitoring progress on the EFA goals Summary (Global Trend)

5. 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

6. Comparison of South Asian Countries 1 GPI: Gender Parity Index (0 – 1) Higher, better parity Data source: GMR 2010 UNESCO

7. Comparison of South Asian Countries 2 GPI: Gender Parity Index (0 – 1) Higher, better parity Data source: GMR 2010 UNESCO

8. Comparison of South Asian Countries 3 GPI: Gender Parity Index (0 – 1) Higher, better parity Data source: GMR 2010 UNESCO

9. 1,000 555 432 219 42% 129 42% Both 43% Middle and High Primary Transition of Students in Pakistan When there are 1,000 pupils in class 1, the number changes (comparison of student numbers) 1,000 ? ? 800 600 ? 400 43% girl 200 Secondary School certificate Exam Passed Enrolment Enrolment Enrolment Enrolment class1 class5 class 6 class10 Source: NEC 2006 and Pakistan Education Statistics 04-05

10. Comparison of South Asian Countries 4 Data source: GMR 2010 UNESCO

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. Number of Illiterates in Pakistan 60 Literacy Rate (10+) 55 50.38 Illiterate Population 50 42.69 43.92 40 33.59 30 22.08 26.2 18.64 20 21.7 16.7 17.9 10 %/M 0 1951 1961 1972 1981 1998 2007 More than 60 millions,,,? Source: Census Reports of Pakistan

13. South Asian Countries GPI: Gender Parity Index (0 – 1) Higher, better parity Data source: GMR 2010 UNESCO

14. Chapter 2 Reaching the marginalized

15. 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

16. 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

17. 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 Vietnam Morocco Philippines Pakistan Burkina Faso

18. 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%

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

20. Chapter 3 The aid compact: falling short of commitments

21. 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

22. 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

23. Aid to basic education – a worrying picture? Total aid to education Total aid to basic education 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$4.3 billion Constant 2007 US$ billions 5.6 5.5 4.5 4.3 4.0 3.4 3.4 3.2 3.2 Commitments

24. 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

25. Public expenditure on Education as % of GNP in Pakistan since 1995 (Source: Economic Survey (2002-2003) – Finance Division – Government of Pakistan, Page 167, Table 11.5 and Economic Survey of Pakistan 2005-06, and EFA Global Monitoring Report 2008)

26. Comaprisons: Education Budget per GDP and Government Expenditure

27. Chapter 4 Rising to the EFA challenge

28. 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.

29. 2 1 0 0 EFA Global Monitoring Report www.efareport.unesco.orgUNESCO Islamabad