Highlights of the EFA Mid-Decade Assessment Leotes Lugo Helin, UNESCO Bangkok

1. Reaching the Unreached: Meeting of Southeast Asian Countries to Meet the EFA Goals by 20152-4 Sept. 2008Bangkok, Thailand Highlights of the EFA Mid-Decade Assessment Leotes Lugo Helin, UNESCO Bangkok

2. UNREACHED GROUPS • constitute the last percentages of the population who have either been historically and culturally excluded, or have been pushed to difficult circumstances due to recent economic and political trends. Their participation is critical if the 2015 EFA goals are to be met. (Insular SSR) • WHERE are the unreached? • WHAT do we know about them?

3. MDA Sub-Regional Report Highlights • There is improvement in national aggregates, but wide geographical variations in EFA progress within countries remain • Programmes are in place (e.g., free primary education, expanding education infrastructure, etc.) but marginalised and disadvantaged groups continue to face obstacles • Data still missing on who are being left behind. Countries do not have specific data on who are out of school, who are not learning in school and why.

4. Learners from remote and rural communities Table 5: Urban-Rural Population Distribution, Mekong Source: national censuses consolidated in the Mekong SSR Includes those who live in remote and mountainous areas. Some communities in these areas are difficult to reach in the rainy season, and others can be reached only during the rainy season. There are still areas which the primary school system does not penetrate.

5. Ethnolinguistic minorities / indigenous groups • LAO PDR: testing of functional literacy shows non-Lao ethnic groups literacy rates were 20-25 percentage points lower than their 32 ethnic Lao counterparts. The lowest functional literacy rates were among women in some ethnic groups • MALAYSIA: 140,000 of the Orang Asli can be foundliving in or near the forests. Around 81% live below the poverty line and are disadvantaged in terms of schooling. • PHILIPPINES: Children of indigenous people have lower educational attainment, lower enrolment rates, higher repetition rates, and higher school drop-out rate • VIET NAM: Teacher language used in school is not the mother tongue of children (matrix)

6. Girls and women, especially from rural, ethnic minorities • LAO PDR: Training of more than 400 female teachers from disadvantaged ethnic groups through the Basic Education (Girls) Project (BEGP) in Lao greatly improved the Net Enrolment Rate, particularly for girls in remote ethnic communities. • Barriers: distance of schools, no road access, incomplete schools, early marriage, need to assist in domestic work, etc. • VIET NAM: In the Northwest, 82% of lower secondary students are from ethnic minority groups, around 44% of whom are girls • Barriers: lack of day-board schools in rural, mountainous, ethnic areas (matrix)

7. Underperforming boys, boys at risk of dropping out, male dropouts • MALAYSIA: While the gender parity index for primary in 2005 was 1.01, boys account for 65% of the out of school children of primary and secondary school-age cohort. “Cummulative deficiency in learning for boys” • PHILIPPINES: At the secondary level, the disparity against boys in GER and NER continues to widen. Boys tend to engage in child labour… Inability the teachers and schools to make the learning environment interesting and relevant to their specific needs, especially the adolescents. • INDONESIA: young boys taught fishing skills in fishing communities end up missing school.

8. Children from migrant families, refugees, stateless children • In MEKONG, the three major stateless populations or illegal residents are disadvantaged ethnic groups (e.g., some hill tribes, not legally recognized groups, insurgents), refugees (e.g., Karen refugees in Thailand, Cambodian refugees in Viet Nam), and economic migrants (e.g. children of migrants from Myanmar in Thailand). • Thailand in 2004 registered almost 1.3M adult migrants from Myanmar, Lao PDR, and Cambodia, and their 93,000 children under 15. But only 13,500 children under 15 from the three countries were attending Thai schools (IOM, 2005:43).

9. Learners with disabilities/special needs • MALAYSIA: difficulty in making provisions for children with special needs due to lack of information on their number, the kinds of disabling conditions that affect them, their location and the barriers they experience to full participation in ECCE. • VIET NAM: About 1 million children with disabilities, accounting for 1.18% of total population with about 700,000 primary school-age children (2005 survey) • LAO PDR: no data, no policy guidelines and budget for these groups, project implementation but not programme level, no job opportunities after schooling (matrix)

10. Children from very poor families • INDONESIA and the PHILIPPINES: lack of appreciation of the importance of education is linked to the socio-economic situation of families, e.g. parents from the lowest income quintile are often not educated and sometimes do not see the value of education. • LAO PDR: Access of the children from poor families to ECCD is very limited; Estimated GER for children of the richest quintile (43%) is more than ten times as high as for children from the lower quintiles (MICS III 2006).

11. Child Labourers • INDONESIA: about 1.50M children aged 10–14 were in the labour force and not in school. Another 1.62M were not attending school and helping at home or doing other things. About 4.18M children of junior secondary school (13-15 years old), representing 19% of the age group, were not attending school. The incidence of child labour and nonattendance in school is higher in rural areas (National Socio-economic Survey, 2003) • CAMBODIA: More that 50% of Cambodian school-aged children are involved in some form of economic activity, work an average of 22 hours a week, and account for almost 28% of household income. (World Bank, 2006) • PHILIPPINES: Around 2.12 million children, or 9.1% of the 5-17 population are working (LFS, Oct. 2004)

12. Children affected/infected by HIV and AIDS • According to UNDP, Myanmar, Cambodia and Thailand have the highest infection rates in East Asia & the Pacific, with prevalence rates of more than 1% for youth • Philippines has 0.03% prevalence rate for the population aged 15-49 years, Indonesia, 0.10%, Malaysia, 0.5% in 2005 (WHO 2006). Available data on HIV/AIDS in these countries do not reveal the proportion of children among these cases. • Thailand: 16,000 infected children in 2005 • Cambodia: an estimated 12,000 children under 15 years of age are living with HIV/AIDS

13. Children in difficult circumstances • Philippines: armed conflict in some areas have resulted to loss of lives, displacement , delays in the delivery of basic education services, and incidences of children recruited as child soldiers • Conflicts also exist in Indonesia: Aceh and Papua (Irian Jaya) • Children affected by natural disasters: Thailand, Indonesia: 2004 tsunami, Myanmar: Cyclone Nargis (matrix)

14. QUESTIONS FOR DISCUSSION • What are being done to address the learning needs of these groups? • What are the future plans to ensure their inclusion? • What are the lessons on critical factors on success and failures on reaching the unreached? • Several good practices have been cited – refer to the national MDA reports and the sub-regional reports • Refer to country matrices