Reaching the marginalized

Kevin WatkinsHigh-Level Group, Addis Ababa

24 February 2010

EFA Global Monitoring Report 2 0 1 0

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0Five themes for High-Level Group discussion

Financial crisis – ‘delayed threats’ to progress

Reviewing the EFA progress report – and looking ahead to 2015

Revisiting marginalization – measurement, drivers and responses

The EFA aid compact – the case for renewal

Looking ahead – policy lessons, strategy and reconsidering the future of the High-Level Group

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0Ambition, innovation and commitment to EFA

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0Education at risk: the impact of the financial crisis

‘Aftermath effects’ - slower economic growth, mounting fiscal pressures and rising poverty levels will hamper progress• potential loss of US$4.6 bn/year for sub-Saharan Africa in 2009/10• per student loss of 10% at primary level

Increased aid vital for creating fiscal space – globalizing the American Recovery and Re-investment Act

International recovery efforts are failing the poorest countries• front-loading and repackaging rather than new financing• over-reliance on IMF and under-reliance on IDA

Urgent need for ‘real time’ budget monitoring and review of financing effects

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0Monitoring progress on the EFA goals

1. Education disadvantage starts in the womb - Free maternal and child health care are an education imperative.

2. UPE - Progress is uneven and pace has slowed – out-of-school numbers falling too slowly for 2015 goal. Some higher income countries are off track (Turkey/Philippines).

3. Need to strengthen links between TVET provision and employment, second chance options, and informal sector.

4. About 759 million adults lack literacy skills today.

5. Gender gaps are narrowing, but there is a parity gap of 6 million

6. Quality concerns - achievement disparities outweigh enrolment inequalities.

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2008 2009 2010 2011 2012 2013 2014 2015

56 million

8 million

23 million

Rest of the World

South and West Asia39 million

Sub-Saharan Africa45 million

0

20

40

60

80

100

120

Out-of-school children (millions)

East Asia and the Pacific

2000 2001 2002 2003 2004 2005 2006 2007

32

18

9

63

72 million

1999

6

84

105 million

Out-of-school children

Arab States Latin America and the Caribbean

Out-of-school numbers – declining too slowly

East Asia and the PacificArab States Latin America and the Caribbean

Current projections - 56 million children out of school in 2015, and real numbers could be much higher

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100

200

300

400

500

600

700

800

Korea

, Rep

. of

Singa

pore

Swed

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nisia

Egyp

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Salva

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Saud

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Ghana

TIM

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Above the TIMSS highinternational benchmark

Below the TIMSS lowinternational benchmark

Median

90th percentile

Global inequalities in access are reinforced by learning inequalities

Median achievement in many developing countries is below international ‘low performance’ absolute learning benchmarks

Absolute levels of achievement are also low in many poor countries

The quality challenge

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Reaching the marginalized

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0Marginalization in education

What is it? “Clearly remediable injustices around us which we want to

eliminate” The idea of justice, Amartya Sen

The Report focuses on:1. Measuring marginalization – new national data

(DME data set)2. Drivers of marginalization – causes such as poverty,

gender, language, location, disability which intersect – and are reinforced by social attitudes

3. Remedies – Integrated policies for reaching and teaching the marginalized

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The wealth effect: People from the poorest householdswho are in education poverty

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Phili

ppin

es

Turk

ey

Viet

nam

Egyp

t

Keny

aCo

ngo

Indi

a

Nig

eria

Yem

en

Nep

al

Paki

stan

Mor

occo

Sene

gal

Chad

Burk

ina

Faso

Shar

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the

popu

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ith le

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and

less

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ears

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Extreme education poverty People with less than 2 years of education

Education poverty

People with less than 4years of education

The gender effect: Girls from the poorest households who are in education poverty

In Yemen, the poorest 20% of householdshave an education poverty incidence

double the national average

And, for girls from the poorest 20%of households, the proportion triples.

The education poverty threshold

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Richest 20%

Poorest 20%

Poor, rural Hausa girls

Rich, rural girls

Poor, urban boys

Poor, rural girls

Nigeria

Rural Hausa

Rich, urban boys

Urban

Rural

Urban

Rural

Rich, rural boys

Somalia

Chad

Bangladesh

Cameroon

Honduras

IndonesiaBolivia

Cuba

Ukraine

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2

4

6

8

10

12

14

Aver

age

num

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Education poverty

Extreme education poverty

3.3 years

6.4 years

3.5 years

9.7 years

0.5 years

10.3 years

2.6 years

0.3 years

BoysGirls

6.7 years

10 years

Education marginalization – inequalities within countries

Nigeria

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0Getting left behind – drivers of marginalization

What are the causes? Educational marginalization is driven by interacting layers

of disadvantage

Five key interactions1. Poverty, vulnerability and child labour2. Group-based disadvantages (ethnic and linguistic

minorities, indigenous people, caste)3. Location and livelihoods (pastoralists, slum dwellers,

conflict areas)4. Disability5. HIV and AIDs

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0Leveling the playing field

The learning environment

Accessibility and affordability

Entitlements and opportunities

The inclusive education triangle

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The aid compact: falling short of commitments

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0Aid to basic education – a worrying picture?

Disbursements are rising, but basic education commitments fell by 22% in 2007, to US$4.3 billion

Mounting pressure on bilateral aid budgets and Gleneagles commitments

Mixed record on aid effectiveness and Paris Agenda Conflict-affected countries getting bypassed Fast Track reform critical for renewal of multilateral

architecture - Strengthen developing country participation through more

inclusive governance - Greater flexibility in country-level delivery mechanisms

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0The Education for All financing gap

The EFA financing gap = 2% of bank rescue effort in the US and UK

Additional aid tobasic educationif Gleneaglescommitments are metIn 2010

Current aid to basiceducation

Aidshortfall

$ 11 billion

Estimated current resources$ 12 billion

Additionalresources fromprioritization

EFAfinancing

gap

$ 16 billion

0

5

10

15

20

25

30

35

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$ 3 billion

$ 4 billion

Average annual resources needed to finance EFA (2009-2015)

US$ 36 billion

Additionalresources fromgrowth

$ 3 billion

$ 2 billion

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Rising to the EFA challenge

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0 Put marginalization at the heart of the EFA agenda - equity-based targets and monitoring

Develop integrated strategies that go beyond the school (e.g. education-health-social protection)

Strengthen the focus on quality and teacher support Increase resource mobilization for education and

strengthen equity in public spending Turn political spotlight on ‘forgotten goals’ – literacy

and early childhood

Looking ahead – national governments

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0The international partnership

Close the financing gap – bilateral aid, new donors, innovative finance

Respond to fiscal pressures – front-load concessional support through IDA (and FTI?)

Focus on conflict affected countries Address the credibility of the HLG

• Remember the remit – ‘small and flexible’; ‘a lever for political commitment…and resource mobilisation’; ‘hold the global community to account’.

• Seizing the political moment - focus on well-defined strategic goals for MDG summit, G8 and G20

• Strengthening the message through joined-up communications

www.efareport.unesco.org

EFA Global Monitoring Report 2 0 1