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Financing ECCE: an international perspective

EFA Global Monitoring Report. Financing ECCE: an international perspective. Nicole Bella Anaïs Loizillon (UNESCO) OECD, 21 June 2010. EFA global Monitoring Report: Who we are?. Monitoring progress towards the six EFA goal agreed to by 164 countries in 2000 in Dakar, Senegal

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Financing ECCE: an international perspective

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  1. EFA Global Monitoring Report Financing ECCE: an international perspective Nicole Bella Anaïs Loizillon (UNESCO) OECD, 21 June 2010

  2. EFA global Monitoring Report: Who we are? Monitoring progress towards the six EFA goal agreed to by 164 countries in 2000 in Dakar, Senegal Hold all parts (governments and the international community) accountable of their commitments Eight editions published to date, with the 2010 Report being on the issue of marginalization in education Prepared by an independent team housed at UNESCO Funded by eleven donors (Six EFA goals ranging from ECCE, universal primary education, learning needs of youth and adults, adult literacy, gender parity and equality to quality of education, with 2015 as a deadline for achievement)

  3. Early childhood care and education • Early childhood care and education (ECCE): first of the EFA goals • Expanding and improving comprehensive early childhood care and education (ECCE), especially for the most vulnerable and disadvantaged children • Care dimension: child well-being and health (also part of the MDG agenda • Education dimension: pre-primary education

  4. Education for all begins with ECCE ECCE can create the foundations for a life of expanded opportunity It can be a springboard for success in primary school by favouring school readiness; It can offset social, economic and language-based disadvantage, especially for vulnerable and disadvantaged children Yet, ECCE programmes remain neglected in many countries around the world, suffering from public under-investment

  5. Participation in pre-primary is improving

  6. Pre-primary education: not sufficiently funded Pre-primary education is not given a priority in public spending on education Gobally, the median share of pre-primary education on total public spending on education was only 4.4% in 2008 In several low-income countries (i.e. Bhutan, Comoros, Uganda, etc.), the share was nil In half of OECD countries, the share was higher than 8%, ranging from the value nil in Turkey to about 14% in Hungary and Spain

  7. Pre-primary education: not sufficiently funded

  8. More investment in pre-primary increases participation

  9. Diversity of funding sources: implications for equity and expansion • Funding sources • Public (international, national, state, local) • Private (NGOs, religious groups, employers, communities, households)

  10. International donors neglecting early childhood

  11. Belfield (2006) – short case studies

  12. Innovative financing mechanisms • Earmarking funds: tax to support ECCE development (Colombia, Jamaica) • Political commitment: national funds for ECCE (Brazil, Colombia) • Intersectoral councils: expand ECCE budgets (Brazil, Ghana, Kenya) • Public/private partnerships: block grants for seed funds (Indonesia) • Increasing equity: More favourable per learner funding for poorer schools (South Africa) • Targeting poor households: Conditional cash transfers (Chile, Colombia, Nicaragua)

  13. Data challenges • Quality of education financing data • ECCE as part of a holistic environment • Tracking for the very young (0 to age 3) • Variety of programmes and organisation

  14. 2 1 0 1 EFA Global Monitoring Report www.efareport.unesco.org

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