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OUTLINE OF THE PRESENTATION

OUTLINE OF THE PRESENTATION. THE DAKAR FRAMEWORK FOR ACTION: WHY THE 6 EFA GOALS ?. EFA CURRENT CONTEXT GLOBAL TREND SUB-SAHARAN AFRICAN TRENDS EAST AFRICAN TRENDS. PROGRESS TOWARDS ACHIEVING EFA GOALS IN AFRICA. EAST AFRICAN COMMUNITY (EAC) TRENDS. OUTLINE OF THE PRESENTATION.

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OUTLINE OF THE PRESENTATION

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  1. OUTLINE OF THE PRESENTATION THE DAKAR FRAMEWORK FOR ACTION: WHY THE 6 EFA GOALS ? • EFA CURRENT CONTEXT • GLOBAL TREND • SUB-SAHARAN AFRICAN TRENDS • EAST AFRICAN TRENDS PROGRESS TOWARDS ACHIEVING EFA GOALS IN AFRICA EAST AFRICAN COMMUNITY (EAC) TRENDS

  2. OUTLINE OF THE PRESENTATION • BARRIERS THAT BLOCK PROGRESS TOWARDS ACHIEVING EFA GOALS: • UNEVEN ECONOMIC GROWTH AND ECONOMIC CRISIS EFFECTS • EDUCATION NOT A NATIONAL PRIORITY • LIMITED NATIONAL BUDGET ALLOCATION TO EDUCATION ESPCIALLY BASIC EDUCATION • UNFULFILLED COMMITMENTS MADE BY DEVELOPED COUNTRIES • POOR COORDINATION OF DONORS’ INTERVENTIONS AT COUNTRY LEVEL • MISMANAGEMENT OF RESOURCES AT NATIONAL LEVELS

  3. OUTLINE OF THE PRESENTATION • BARRIERS THAT BLOCK PROGRESS TOWARDS ACHIEVING EFA GOALS: • WEAK HUIMAN RESOURCES AT NATIONAL LEVEL • POOR COORDINATION AND LIMITED CONTRIBUTION BY LOCAL PARTNERS (e;g., Private, etc.) SECTOR • PERSISTENCE OF CONFLICTS ACROSS AFRICA ADEA CONTRIBUTION LESSONS LEARNED WAY FORWARD/CONCLUSION

  4. THE DAKAR FRAMEWORK FOR ACTION: WHY THE 6 EFA GOALS ? • The vision of Jomtien remains pertinent & powerful but world education gap is still huge in the areas of pre-primary, primary, literacy, etc. • Assessments of education point to the six areas as key priorities to address • Action is urgently required and a target date is set (2015)

  5. EFA CURRENT CONTEXT/GLOBAL TRENDS • The world is off track for the Dakar commitments • Progress towards the EFA goals is too slow to meet the 2015 targets and a change in pace is required • Progress towards the EFA goals is uneven • Goal 1: Expand early child care and education (ECCE) : • 70 percent of the pre-primary school going age children are not enrolled in 2010 • Goal 2: Provide free and compulsory education for all (UPE): • There were 54 million school age children out of school in 2010 & an estimated 56 million could still be in this situation in 2015

  6. EFA CURRENT CONTEXT • Progress towards the EFA goals is uneven • Goal 3: Promote learning and like skills for young people and adults : • Learning and life skills development for young people and adult have been neglected & and an estimated 350 million of them are unskilled • Goal 4: Increase adult literacy (AL) by 50 per cent • There were 710 million illiterate people in the world in 2007 and on current trends this will increase to 752 in 2015 • Goal 5: Achieve gender parity (GP) by 2005, gender equality by 2015 • Worldwide general trends indicate that gender parity is improving and is at .9 meaning 90 girls for 100 boys • Goal 6: Improve the quality of education • General trends also indicate that educational quality is falling

  7. EAST AFRICA COMMUNITY TRENDS

  8. PROGRESS TOWARDS ACHIVING EFA GOLS IN AFRICA

  9. BARRIES THAT BLOCK PROGRESS TOWARDS ACHIVING EFA GOLS • UNEVEN ECONOMIC GROWTH AND ECONOMIC CRISIS EFFECTS • Africa as a whole averaged 4.5 per cent in 2010 • Huge between country variations (-1 per cent in Côte d’Ivoire to 7 per cent in Mozambique and Nigeria) • The 2008 economic meltdown has affected some developed countries’ level of commitment to development financing • EDUCATION NOT A NATIONAL PRIORITY IN MANY AFRICAN COUNTRIES • Education is not a national priority for many African countries • Conflicting national priorities & strategies • 35 African countries out of 54 have designed educational development plans

  10. BARRIES THAT BLOCK PROGRESS TOWARDS ACHIVING EFA GOLS • LIMITED NATIONAL BUDGET ALLOCATION TO EDUCATION ESPCIALLY LITERACY • Financing remains a key challenge in the achievement of EFA goals • The financing gap is far larger than previously assumed • SSA as a whole allocates a range of 11 to 28 per cent of its resources to education • Aggregate costing of all goals not done; individually goals’ cost assessed separately • US $16 billion financing gap for low-income countries (pre-primary, primary and literacy) that represented 1.5 % of their Gross Domestic Product (GDP) in 2005 • Factoring in lower secondary would increase the gap to US$ 24 billion

  11. BARRIES THAT BLOCK PROGRESS TOWARDS ACHIVING EFA GOLS • LIMITED NATIONAL BUDGET ALLOCATION TO EDUCATION ESPCIALLY LITERACY • Reach the marginalized requires additional financing of about US $3.7 billion per year • World Bank study done by Bruns (2003) estimated the financial gap to be US $ 3.6 billion • GMR adjusted this gap to US$ 5.6 billion for UPE • The 2007 GMR updated the estimate to US $ 11 billion • UNFULFILLED COMMITMENTS MADE BY DEVELOPED COUNTRIES (e.g., 2005 Gleneagles G8 Summit) • Aid donors need to fulfil their Gleneagles commitment and undertake the Gleneagles ‘Plus’ and commitment

  12. BARRIES THAT BLOCK PROGRESS TOWARDS ACHIVING EFA GOLS • UNFULFILLED COMMITMENTS MADE BY DEVELOPED COUNTRIES (e.g., 2005 Gleneagles G8 Summit) • Aid levels for basic education in the 46 countries covered need to rise sixfold from their current level of US$2.7 billion to US$ 16 billion • If developed countries allocate .7 % of their GDP to education this would raise over US$ billion • If a levy of .2 per cent is done on financial transactions this will raise over yearly US$ 200 billion to achieve the EFA and MDG goals

  13. BARRIES THAT BLOCK PROGRESS TOWARDS ACHIVING EFA GOLS • POOR COORDINATION OF DONORS’ INTERVENTIONS AT COUNTRY LEVEL • There is need to improve aid effectiveness by improving donor coordination at country level and avoid costly duplication of programs and activities (Paris 2005 Declaration on Aid Effectiveness) • Technical and Financial Partners’ (TFP) coordination framework exist for example in Mali and Senegal but not all TFP are members

  14. BARRIES THAT BLOCK PROGRESS TOWARDS ACHIVING EFA GOLS • MISALLOCATION AND MISMANAGEMENT OF FINANCIAL RESOURCES AT NATIONAL LEVELS • Intrasectoral and intersectoral allocation of resources not always optimal at country level • Educational funds are far from being well managed • SHORTAGE OF HUIMAN RESOURCES AT NATIONAL LEVEL (e.g., Shortage of teachers) • Shortage in two categories of resources pedagogical (teachers) and non pedagogical (planners, evaluators, statisticians, EMIS specialists and financial analysts) will curtail the hinder the achievement of EFA goals

  15. BARRIES THAT BLOCK PROGRESS TOWARDS ACHIVING EFA GOLS • SHORTAGE OF HUIMAN RESOURCES AT NATIONAL LEVEL (e.g., Shortage of teachers) • Shortage in two categories of resources pedagogical (teachers) and non pedagogical (planners, evaluators, statisticians, EMIS specialists and financial analysts) will curtail the hinder the achievement of EFA goals • SSA needs four million teachers which is an average of about 300,000 teachers per year to provide enough teachers for EFA. • This exceeds current teacher training capacity and teacher mobility has not always been a viable policy option

  16. BARRIES THAT BLOCK PROGRESS TOWARDS ACHIVING EFA GOLS • POOR COORDINATION AND LIMITED CONTRIBUTION BY LOCAL PARTNERS (e;g., Private, etc.) sector • The Private sector is not satisfactorily contributing to the financing of EFA at the national level • Establish a national partnership framework for local actors • PERSISTENCE OF CONFLICTS ACROSS AFRICA • Without peace there is no development and education. • Stop the 22 conflicts African countries are currently involved which negative effects on education at all levels

  17. ADEA CONTRIBUTION • ADEA’s key four missions contribute to the achievement of the EFA goals in Africa • A forum of policy dialogue on education in Africa • A network of policy makers, practitioners and researchers, • partnership between ministries of education and development agencies • A catalyst for education reform

  18. LESSONS LEARNED • Not all African countries will achieve all EFA goals by the target date of 2015 • Achieving all the EFA goals by the target date of 2015 is beyond the capability of an overwhelming majority of African countries • Additional financial and human resources will help many African countries get back on track regarding the achieving of the EFA goals • Building strategic alliances and partnerships and diversifying he funding sources of education will a key strategy in this regard

  19. WAY FORWARD/CONCLUSION • Get more political commitment of national governments as well as developed countries to education in general and EFA in particular • Revitalize EFA Coordination at national, regional and continental levels • Ensure that these structures meet regularly to assess the situation • Develop and implement achieving EFA monitoring national plans

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