Nicholas BurnettAsssistant Director-General for Education, UNESCO

ADEA Biennale, Maputo, Mozambique6 May 2008

Education for All by 2015:Will we make it?

2

The big questions in 2008

Gender parity goal

2000 2005 2008

2015MidpointDakar

Have national governments followed up on their commitment to EFA?

Where are the greatest challenges?

Are donors providing adequate support?

What requires top policy attention?

3What has happened since Dakar 2000?

4

Progress in primary education

50 70 90

Sub-Saharan Africa

Arab States

South/West Asia

Central Asia

Central/EasternEurope

East Asia/Pacific

Latin AmericaCaribbean

North AmericaWestern Europe

Net enrolment ratios in primary education (%)

60 80 100

1991

1999

2005

Primary school enrolment up:

36% in sub-Saharan Africa 22% in South and West Asia 11% in Arab States

5

Strides ahead in many countries

20 30 40 50 60 70 80 90 100

NigerCongo

Burkina FasoEritrea

MaliCôte d'Ivoire

BurundiChad

GuineaNigeria

EthiopiaSenegal

GhanaNamibiaRwandaGambia

MozambiqueTogoBeninKenya

SwazilandEquat. Guinea

ZimbabweBotswana

LesothoSouth Africa

ZambiaCape Verde

MadagascarMalawi

MauritiusS. Tome/Principe

U. R. TanzaniaSeychelles

Net enrolment ratios (%)

1999

2005

School fee abolition has favoured sharp enrolment increases in many sub-Saharan African countries

Significant acceleration in post-Dakar period compared to 1990s

6

Prospects for achieving UPE by 2015

Goal achieved by 2005 (NER ≥ 97%)63 countries

Close or in intermediate positionNER 80%-96%

High chance of achieving the goal by 2015

28 countries(5 in Africa)

At risk of not achieving the goal by 2015

33 countries(8 in Africa)

FarNER<80%

Low chance of achieving the goal by 2015

17 countries(13 in Africa)

Serious risk of not achieving the goal by 2015

8 countries(4 in Africa)

Not included in the prospects analysis54 countries

2025:6

countries

2025:7

countries

7

0,50 0,60 0,70 0,80 0,90 1,00 1,10

C. A. R.ChadNiger

D. R. CongoCôte d'Ivoire

MaliBenin

Burkina FasoEritreaGuinea

MozambiqueTogo

CameroonNigeria

BurundiComorosEthiopia

CongoSwaziland

ZambiaCape Verde

Equat. GuineaMadagascar

KenyaSouth Africa

SenegalU. R. Tanzania

S. Tome/PrincipeZimbabweBotswana

GhanaGabon

UgandaLesothoMauritiusNamibia

SeychellesRwandaMalawi

Gambia

Gender parity Index in primary GER

1999

2005Gender disparities

still prevail

35% of countries have achieved

gender parity in primary

education (63% globally), and only

6% at the secondary level

Policies to encourage girls’ schooling have included:

- Community mobilization

- Targeting disadvantaged areas

- Free learning materials

- Sanitation in schools

8

Decline in number of out-of-school children

0 5 10 15 20 25 30 35 40 45

Central Asia

North AmericaWestern Europe

Central/EasternEurope

Latin AmericaCaribbean

Arab States

East Asia/Pacific

South/West Asia

Sub-Saharan Africa

Out-of school children, million

1999

2005

33 million in sub-Saharan Africa

1999: 96 million

2005: 72 million

Sub-Saharan Africa

South and West Asia

Arab States

East Asia and the Pacific

Latin America and the

Caribbean

Central and Eastern Europe

Central Asia

North America and Western

Europe

0

20

40

60

80

100

120

1999 2005

GE

R in

sec

on

dar

y ed

uca

tio

n (

%)

Expansion of secondary education

55% increase since 1999 in secondary enrolments in Africa

38% GER in lower secondary, 24% in upper secondary

Technical and vocational education accounts for 6% of secondary enrolments

10

0 20 40 60 80 100 120

Malawi

Zimbabwe

Swaziland

Namibia

Seychelles

Niger

Mozambique

Burkina Faso

Rwanda

Chad

Uganda

Senegal

Democratic Rep. of the Congo

Mali

Zambia

Guinea

Eritrea

Benin

Nigeria

Ethiopia

Comoros

Lesotho

Togo

Cameroon

Ghana

Gambia

Kenya

Botswana

Mauritius

South Africa

GER in secondary education (%)

1999

2005

Advances and disparities

Universalization of lower secondary education is a policy objective in most African countries

10% annual increase in several African countries but in others participation rates below 20%

11

Minimal attention to adult literacy

Number of illiterate adults

increased in sub-Saharan Africa

but average literacy rate rose to

59%

150 million adult illiterates in

sub-Saharan Africa

62% are women

Direct assessments of literacy

skills suggest even greater

challenge (Kenya adult literacy

survey)

774 million adult illiterates

0 100 200 300 400 500

Central Asia

North America/Western Europe

Central/EasternEurope

LatinAmerica/Caribbean

Arab States

East Asia/Pacific

Sub-Saharan Africa

South/West Asia

Adult illiterates, million

1985-1994

1995-2004

12

Indications of poor quality

International and national learning assessments point to low

achievement in core subjects (language and mathematics),

especially in developing countries

Low levels of learning achievement are related to :

socio-economic background rural residence lack of access to textbooks in school, books at home insufficient and inefficient instructional time inadequate physical infrastructure and material resources

Survival rate to last grade improving but remains low in sub-Saharan

Africa (63%) and in South and West Asia (79%)

13

Teacher shortages

Contract teachers fill gap in francophone sub-Saharan Africa and South and West Asia. They receive lower salaries and less training than civil-servant teachers

Teaching staff has not kept pace with enrolment increases in sub-Saharan Africa and South

and West Asia

18 million new primary teachers needed by 2015, of which 3.8 million in Africa

Sub-Saharan Africa has the highest pupil teacher ratio in the world (45:1). Pupil/trained teachers ratios above 60 in Chad, Madagascar, Mozambique and Rwanda

14

EFA Development Index: a comprehensive view of progress

Out of 129 countries:

51 high achievers(1 close to EFA in Africa)

0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0

South Africa

Dominican Rep.

Namibia

Swaziland

Lesotho

Guatemala

Nicaragua

Iraq

Bangladesh

Nepal

Malawi

Mauritania

Yemen

Mozambique

Ethiopia

Chad

Education Development Index

53 in intermediate position(10 in Africa)

25 far from achieving EFA of which: 16 in sub-Saharan Africa 4 Arab States 4 in South and West Asia 1 in East Asia / Pacific

Index pulled down by low education quality or low adult literacy levels

1999

2005

15

Increases in national spending on education

50 out of 84 countries outside

North America and Western

Europe increased the share. 18 out of 24 in sub-Saharan Africa

5% annual increase in public

spending on education in sub-

Saharan Africa and South and

West Asia

Countries making significant

progress towards UPE have

generally increased their

spending as a share of GNP

0 2 4 6 8 10

El Salvador

Madagascar

Nepal

Benin

Tajikistan

Mozambique

Mali

Kyrgyzstan

Czech Rep.

Colombia

Burundi

Senegal

Mexico

Ghana

Poland

Hungary

Malawi

Ethiopia

Swaziland

Ukraine

Bolivia

Kenya

Morocco

Lesotho

Public expenditure on education as a % of GNP

1999

2005

3.3 3.7 3.7 4.1 4.6 4.55.6

2.0 1.9 1.92.7

4.12.4 3.0

7.36.6

7.0

8.3

9.4

11.0

8.5

11.2

2.8 2.8 3.0 3.0

4.1

5.3

3.7

5.0

6.5

1.60

2

4

6

8

10

12

1999 2000 2001 2002 2003 2004 2005 2006 1999 2000 2001 2002 2003 2004 2005 2006

Total aid to education Total aid to basic education

Con

stan

t 20

06 U

S$ b

illio

ns

Low income countries

All developing countries

Aid to education:inadequate to achieve EFA

There has been a slowdown in the growth of aid to education since 2004 and levels remain inadequate. Africa receives 40% of total aid to basic education

Total aid includes allocations from budget support and aid to level unspecified

17The Way Forward

18

Promoting access

Targeting poorer regions and population groups

Brazil, Burkina Faso

Abolishing school fees (10 countries in Africa since 2000)

Setting up education cash-transfer programmes

Latin American countries, Kenya, Turkey

Providing scholarships for girls

Bangladesh, Cambodia, Pakistan

Governments are also encouraging access through:

Flexible models for working children, enforced child labour legislation

Inclusive education for the disabled

Bilingual education for children from indigenous communities

To offset the cost of schooling for poor households countries are:

19

Improving learning at all levels

Four broad policy areas

Trained and motivated teachersTraining models, professional development, incentives to work in

underserved areas, policy frameworks for contract teachers

Healthy and safe learning environmentNutrition, health programmes, physical safety

Learning time, materials and textbooksTextbook production, unbiased learning content, free distribution

to priority areas

Effective teaching and learning strategiesActive learning, relevant curricula, HIV/AIDS education,

importance of acquiring basic skills, better assessments

20

Programs for young children and for parents

Early childhood care and education programs

offset disadvantage improve children’s well-being prepare them for primary school improve student performance in

primary school

healthcare knowledge HIV/AIDS prevention self esteem and empowerment, widening choices higher chance of parents sending children to school

Literacy programs for youth and adults have long-term benefits

Early childhood and literacy programs carry strong returns but require massive scaling up

21

An education compact

A model at work in Burkina Faso, Ethiopia, India, Mozambique, Tanzania, Yemen and Zambia

1. Effective national policies2. Higher domestic spending3. External aid

Educationaldevelopment

POLICY PRIORITIES

Inclusion Quality Literacy Capacity Development Financing:

National commitment to increase education spending

Donors must

Focus on low-income countries and Fragile States

Continue to support countries making progress towards EFA

22

The report, summary, regional overviews, statistics

and additional resources are on line at:

www.efareport.unesco.org

efareport@unesco.org