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From Jomtien to Dakar and Bevond

Introduction andExecutive SummaryIn Jomtien we affirmed our commit- and that structures exist to mediate rapid progress toward EFA - is

ment to "meet the basic learning social conflict. an attainable goal. But we must

needs of all." We did this because we Even if the world had remained recognize that:

believe in the power of education to static, achieving the EFA targets

improve people's lives: higher levels of would have been challenging. But the Strong political commitment is the

education are associated with a wide world was not static; it experienced cornerstone of success: commitment

range of indicators of well-being, unprecedented changes between 1990 keeps education high on a country's

including better health, reduced fertil- and 2000, both positive and negative, political agenda, helps develop sound

ity, decreased household vulnerability many of which contributed to the sectoral policies, promotes efficient

to shocks, greater civic participation growing number of out-of-school resource utilization, pushes through

and increased social mobility. Finally, children. These include large scale difficult and sometimes contentious

and perhaps most importantly, we political and economic transition, fast policies, and helps build the institu-

affirmed our commitment to population growth, the devastation of tional capacity necessary for effectiveEducation for All (EFA) because we the HIV/AIDS epidemic, economic program implementation.

believe that education is a good in crises, man-made and natural disasters, Quality is as important as quantity:

itself, a basic human right, freeing the and the widening of the digital expanding access to basic education

spirit from the chains of ignorance. divide. is a central tenet of EFA, but access

Providing universal basic education The World Bank has provided is not enough. A country's educa-

has proved more difficult than we assistance to countries working tion quality is related to its long-

assessed it would be in 1990. As our towards EFA. Lending for education term economic growth.

Year 2000 target date passes, 125 mil- has increased substantially and it is Partnerships are key: governments

lion primary school age children are better targeted to key areas such as are the principle financiers and gen-still not in school and adult illiteracy early childhood education, school erally the main providers of basic

is still a significant problem in many health, adult literacy, and skills devel- education in the vast majority of

countries. Too many children are opment. Human development issues developing countries, but often needexcluded because of povertv, policy, feature prominently in our dialogue partners to help them.

and politics. The very poor. girls, sick with clients and other partners Countries make better progress

and malnourished children. ethnic through such instruments as the when they have developed a sector

minorities, and people displaced by Country Assistance Strategy, the policy framework: education poli-

war are most likely to be excluded Comprehensive Development cy is most effective when it is com-from school. At the same time, the Framework, the Poverty Reduction prehensive and holistic.

imperative for education grows Strategy Paper, and the Heavily Inefficient utilization of educa-stronger by the day, economic growth Indebted Poor Countries Initiative. tion resources constrains progress:

increasingly depends on knowledge There are many success stories. But core education finance issues have

and information. WVe are also recog- they are not enough. We must all do implications for sector equity. effec-

nizing that social and political more to attack the multiple forces - tiveness and efficiency;

progress depends on ensuring that that are excluding so many from Safety nets are important: support-

people are enfranchised, that they see accessing basic education. The suc- ive programs are needed to keepa clear path to improving their lives, cesses show that EFA - or at least children in school during national

EDUCATION FOR ALL:

crises, or during crises in the tinue to push for a global consen- Framework: better coordinatinghome that throw families into sus on the centrality of education its work with government andpoverty, such as a catastrophic ill- for economic and social develop- other donors and to help tieness or loss of employment; ment and for poverty reduction; health, nutrition, education, andSuccess in education requires a * Purposeful partnerships: the Bank income earning programs togeth-growing economy: a growing econ- will work with its partners to er into a coherent poverty allevia-omy creates jobs and opportunities ensure that countries with credi- tion strategy using the CDF;that provide an incentive for people ble plans for achieving EFA are Poverty Reduction Strategy Paperto acquire education and creates a tax not thwarted by a lack of external and Heavily Indebted Poorbase for government to raise the rev- resources; Countries Initiative; supportingenue required for educational * Scaling up education operations: countries that are willing to useimprovements. A growing economy the Bank will intensify its efforts these new instruments to linkneeds a responsive and adaptable to help countries to (i) identify economic and educational policyeducation system capable of provid- their priority actions; (ii) finance to advance the cause of EFA.ing the skills to promote productivity. those priorities and (iii) imple-

ment the related activities; * Leverage stronger partnershipsThe World Bank is committed to * Fast-track action plans: the Bank on core topics: improving girls edu-assisting countries whose programs will partner with other players to cation, providing basic education forbuild on these key lessons of the advocate for a fast-track action plan the poorest, addressing the spreaddecade. In doing so it will seek to: for all countries that are committed and impact of HIV/AIDS, and

to achieving EFA goals much soon- bridging the digital divide.* Place human development on the er than the 2015 timeline.

global agenda The World Bank is committed to- Education at the center of devel- * Use new approaches strategically: working towards these targets as aopment: the World Bank will con- * Comprehensive Development global priority.

From Jomtien to Dakar and Beyond

Education for All

The World Conference on Education for Population Activities (UNFPA) Increased acquisition by individualsFor All (WCEFA), held in Jomtien, also became a partner in this endeav- and families of the knowledge, skillsThailand, in March, 1990, was an or. The convenors and WCEFA par- and values required for better livinghistoric initiative intended to stimu- ticipants agreed on targets to be and sound and sustainable develop-late international commitment to a reached by the end of the century. ment, made available through allnew and broader vision of basic edu- These following six targets were education channels including thecation: to "meet the basic learning adopted by 155 governments, 33 mass media, other forms of modernneeds of all, to equip people with the intergovernmental bodies, and 125 and traditional communication, andknowledge, skills, values and attitudes non-governmental organizations: social action, with effectivenessthey need to live in dignity, to contin- * The expansion of early childhood assessed in terms of behavioralue learning, to improve their own care and development activities, change.lives and to contribute to the develop- including family and community The 1990 Jomtien meeting set thement of their communities and interventions, especially for poor, context for a renewed effort by all thenations." The stimulus for the World disadvantaged and disabled children; WCEFA convenors and participantsConference was the fact that some * Universal access to, and completion to push toward the goal of EFA.105 million children between six and of, primary education (or whatevereleven years of age were not in school higher level of education is consid- To monitor and promote progressin 1985, the majority of them girls, ered as "basic") by the year 2000; towards the EFA goals theand economic recession and financial Improvement in learning achieve- International Consultative Forum oncriscs in many developing countries ment such that an agreed percent- Education for All was established.\vcre eroding hard-earned increases in age of an appropriate age cohort This Forum nurtured key initiativesschool enrollment and literacy rates (e.g. 80 percent of 14 year-olds) over the past decade, including:achieved in the 1970s. Prospects were attains or surpasses a defined level * The 1993 Summit of the Ninethat the number of out-of-school of learning achievement; High-Population Countrieschildren would almost double to 200 * Reduction of the adult illiteracy rate (Bangladesh, Brazil, China, Egypt,million by 2000. Given the centrality (the appropriate age group to be India, Indonesia. MvIexico, Nigeriaof education to countries' economic determined in each country) to and Pakistan), which addressedand social growth, this did not bode around one-half of its 1990 level by EFA goals for countries accounting 3well for world development. the year 2000, with sufficient for more than half the world's pop-

lFour agencies of the United emphasis on female literacy to signif- ulation and 7 5 percent of its illiter-\ations system took the lead in con- icantly reduce the disparity between ates at the start of the decade.

intg and sponsoring the World male and female illiteracy rates; * The Mlid-Decade \Meeting of theionfercnce: United Nations * Expanded provision of basic educa- International Consultative Forum

lducational, Scientific, and Cultural tion and training in other essential on Education for All, whereOrganization (UNESCO), the United skills required by youth and adults, progress towards the EFA goalsNations Children's Fund (UNICEF), with program effectiveness assessed midway through the decade wasthe United Nations Development in terms of behavioral changes and assessed.1'rogram lUNDP), and the World impacts on health. employment and * Country assessments to measurelBank. Later, the United Nations Fund productivity; and. progress.

EDUCATION FOR ALL

* Regional and country-level meet- UNFPA, and the World Bank) agreed wider group. After a decade of work-ings on EFA to report on the assess- to support the EFA priority areas, ing towards these goals, the reality is

ments. each acting within its mandate, special that there is still a long way to go, a d

* Preparation of the Dakar World responsibilities, and the decisions of a need for improved co-ordination IEducation Forum, April 2000. its governing bodies. Although indi- co-operation at country, regional and

vidually each agency has embraced global levels.

The convenors of the EFA initiative and pursued these goals, there is still

(UNDP, UNESCO, UNICEF, much to be done collectively by a

4

From Jomtien to Dakar and Bevond

1990-2000:From Jomtien to Dakar-The World in ActionDespite the best efforts of countriesDespitethe bentern rtiona com untithes Change in size of 6-14 year old cohort, 1990 to 2000and the international commumty, the By World Bank region (percent)world did not achieve its EFA targets.In 1990, as many as 100 million chil- Europe and Central Asiadren aged t to 11 were not in school; : 1990-2000 % increaseby 200() this number had grown to Middle East and No. Africa125 million. Even if the world hadremained static, achieving the EFA Latin America and Caribtargets would have been challenging. East Asia and PacificBut the world was not static; it experi- South Asiaenced unprecedented changes between Sub-Saharan Africa1990 and 2000, both positive and neg-ative, many of which contributed tothe growing number of out-of-schoolchildren. -Six of the most significantphenomena which affected education the South Asia and East Asia and After conflict. Thirty-three coun-and to w hich the World Bank Pacific regions, the increase in the tries are currently on the Bank's list ofrespondeci were: fast population number of children was around 15 per- conflict-affected countries, at differentgrowth; the emergence of new countries cent - 40 million children during the stages of conflict and recovery Theand new economies; the economic decade. On the positive side, declining Bank's early reconstruction activitiescrises; human conflict and natural fertility during the decade means that in these countries have increasinglydisasters: the spread of HIV/AIDS; the size of the 6 tol4 year-old cohort focused on rebuilding people's livesand the widening of the digital divide. will stabilize in the coming decade in and livelihoods, prioritizing health

many countries, and, depending on the and education services. EducationFast Population pace of the reduction in fertility. decline programs frequently involve informalGrowth in some. or work training for young people who

have missed out on schooling. In addi-Durine !` !to 0()( period, the Human Conflict and tion, Bank projects are beginning tonumhcr, i' .uiJrcn aged 6 to 14 Natural Disasters finance Education for Peace initia-increasec by more than 23 percent in tives, such as a new rural educationthe Sub-Saharan .\frica region. So high Between 1990 and 2000. the world project in Colombia that supports tol-has bcen the Africa population growth suffered from a wide range of man- erance and peaceful resolution of con-that most .\frican countries have had made and natural disasters: wars, flicts through reforms in school gover-difficultv keeping enrollments constant earthquakes. and floods. Where disas- nance, pedagogical practices and cur-in proportional terms, and some coun- ters occurred, they demolished educa- riculum. Post-conflict lending fortries have lower primary school tion infrastructure and devastated education represented 4 percent ofanrollment rates todav than in 1980. In human lives. total reconstruction lending, which

EDUCATION FOR ALL:

itself amounted to US$5.5 billion. tim to earthquakes and floods, and in the hard won development gains of

World Bank (concessional) financ- some areas of Mexico City schools suf- the past four decades. The impact of

ing for education in conflict-affected fered from the 1985 earthquake. In HIV/AIDS on education has a num-

sub-Saharan African countries for the assisting Mexico, the Bank financed the ber of dimensions. First, HIV/AIDS

1990-2002 period is set at US$606 reconstruction of school buildings to forces millions of children out of

million. One example: the Bank's meet earthquake standards and the school and into work. As adults

reconstruction program in Sierra retrofitting of a significant portion of become sick and die, households face

Leone targets returning refugees and the school facilities that were at risk. a double squeeze. Their needs

internally displaced people. It is esti- While the Bank has a long-standing increase, while their ability to meet

mated that approximately 15 percent practice of responding to disasters - those needs is diminished. In Africa

of the US$25 million demand-driven between 1980 and 2000 the Bank alone, eleven million children are now

Community Reintegration Project will financed disaster-related projects for orphaned by HIV/AIDS; most of

fund the rebuilding of educational approximately US$20 billion in 56 these orphans will suffer permanently

infrastructure and reestablishing of countries in all regions - it has recent- as a result of withdrawal from school,

services for returning populations. ly taken action to assist countries in early entry into the world of work,

Globally, the Bank has established a managing risk and to prevent or miti- and declining nutritional intake.

Post-Conflict Fund to pathfind Bank gate losses from disasters through the Second, HIV/AIDS threatens to rein-

activities in these areas. Over 20 con- creation in 1998 of the Disaster force gender disparities in education,

flict-affected countries have received Management Facility. The DMF pro- since girls in affected households are

50 grants from this US$20 million vides operational support, promotes more likely than boys to remain at

fund, prioritizing the rehabilitation of capacity-building, and establishes home, nursing sick relatives and per-

communities that take back both partnerships with the international forming tasks that were previously theinternally displaced and refugee popu- and scientific community working on responsibility of other family mem-

lations. Many of these grants are disaster issues. It has provided sup- bers. Third, HIV/AIDS is devastat-

channeled through UN agencies and port to projects responding to: forest ing the teaching profession; for exam-

NGOs working on education and fires in Brazil; floods and earthquake ple, more than 30 percent of teachers

related issues. reconstruction in Turkey; earthquake in Malawi and Zambia are already

Earthquakes, floods, and hurri- reconstruction in India; hurricane dis- infected, with major implications forcanes. More than 95 percent of all aster prevention in the Caribbean; planning the future supply of teach-

deaths caused by disasters occur in disaster prevention and mitigation in ers. Fourth, HIV/AIDS is affecting

developing countries. Losses due to Central America, disaster prevention the quality of teaching, as a result of

natural disasters are 20 times greater (as in Mexico; and El Nifio-related prolonged absenteeism amongst sick

a percent of GDP) in developing coun- effects in Africa, East Asia, and staff, and a widespread sense of help-

tries than in industrialized countries. In Latin America. lessness and low morale generated by

1999 alone, approximately 160 world the spread of the virus. Learning out-

natural disasters resulted in at least Spread of HIV/AIDS comes are further affected by low

67,350 fatalities and millions of people attendance rates amongst children.

were displaced. The events included The HIV/AIDS pandemic poses one and the diversion of resources to

storms, hurricanes, cyclones, tornadoes, of the gravest challenges to human health expenditures, and away from

typhoons, earthquakes, floods, land- development in Africa, Asia, Eastern vital education investments at the

slides and heat waves. The damage Europe and the Caribbean. Because household and national level.

costs from these disasters could reach HIV/AIDS predominantly kills eco- Between 1986 and 1996, the 'orld

more than US$20 billion. Disasters nomicallv active 'prime age' adults, it Bank responded to this crisis by

often destroy schools due to construc- carries especially serious consequences financing 60 projects in 41 countries

tion practices or location. For example, for child welfare and development. for total commitments of US$D52

in Turkev and Colombia a large portion Nowhere is this more so than in edu- million; by 2000, this figure had risen

of the stock of school buildings fell vic- cation, where it is reversing many of to US$890 million. While the princi-

From Jomtien to Dakar and Bevond

pal means of addressing HIV/AIDS 3 countries, the World Bank continuesremains within the health sector, to be the largest provider of financial Box 1: World Bank Support toWorld Bank supported education and advisory assistance for education Transition Economiesprojects have played a key role in in the region. The World Bank, how-addressing some of its underlying ever, works very closely with partner In the first half of the 1990s, education

loans were extended to Romania andcauses: poverty, a lack of knowledge organizations, particularly the Hungary for education reform efforts,and gender inequalities, as well as European Training Foundation (of initially for basic/secondary education,through school health programs. Even the European Union) and the Open and later for higher education. Now aif a vaccine is discovered or therapies Society Institute (commonly known as first education project in Bulgaria has

been appraised. In the second half of thewhich are affordable for developing the Soros Foundation), both of which 1990s, education loans/credits thatcountries are developed, HIV/AIDS are active throughout the region, and focussed on rehabilitation were approvedprevention strategies will still depend expects also to work closely with the for Albania, Bosnia-Herzegovina, and

FYR Macedonia. In both Albania andheavily on persuading people to alter Asia Development Bank in countries Bosnia-Herzegovina, lending operationsbehavior through formal and non-for- in Central Asia that are members of that shift the focus of Bank support tomal health education programs for the ADB. institutional reform and development areyouth and adults. Where political in an advanced stage of preparation. Insouprth for adultsuchproras.hs ben e Cris isi the Russian Federation, an initial educa-

tion innovation project was approved instrong, as in Senegal, Thailand and the mid-1990s, and a pilot project toUganda, the further spread of the During the past decade many coun- reform education finance and provision

virus has been checked. triesain Africa, EasTern Europe and in three oblasts is currently under prepa-virus has been checked. tries in Africa, Eastern Europe and ration. In Moldova, an initial education

Asia experienced major economic reform and development project wasEmergence of New upheaval. The social impact of these approved in the second half of theCountries and New economic effects were transmitted 1990s, as were initial projects in theEconomies through several channels: increased Caucasus countries of Armenia and

Azerbaijan; an Adaptable Program Loanunder- and unemployment, reduced for reform and development of general

By the year 2000 there were 20 per- labor market income, increased prices, education in the Republic of Georgia iscent more countries in the world than and lower net government transfers. expected to be approved by the Board inin 1990. 'Most of these new countries The East Asia crisis exemplifies the Le and Innovation Loan a

arose from the breakup of larger impact of these crises on education. approved in the late-1990s forgeopolitical entities, principally the The ferocity and pace at which the Azerbaijan, and dialogue is underway onformer Soviet Union and the former crisis spread throughout East Asia, possible Bank lending and non-lending

Yugoslavia., While the education svs- sending previouslv boomingassistance to Uzbekistan. In the Baltics,Yugoslavia. While the education sys- sending previously booming an education project that provides assis-tems in these countries had provided economies into recession almost tance to the Latvians to focus on qualityrelatively complete coverage of basic overnight, was unprecedented. With improvements as well as to improve theeducation, reforms were needed to other donors, the Bank steppedin to energy efficiency of their school build-d-ings has become effective, and inmeet their changed political and eco- provide significant assistance to miti- Lithuania a project is under preparationnomic environment. gate the social risk of the crisis. One that will assist the country in its efforts

For most of the countries in the important program was a US$693 to reform secondary education as well asEurope and Central Asiaregon,the millionprogramto deal with the costly energy inefficien-

Europe and Central Asia region, the million program designed to keep cy of their school buildings throughWorld Bank is providing a first edu- children from dropping out of school school consolidation and rehabilitation ofcation loan to new borrowers. With a in Indonesia. selected schools. While the Bank hadportfolio of lX proj'ects in 13 coun- lent to Turkey for technical education

during the 1970s and 1980s, only in 1998tries amounting to total lending of did the Bank have the opportunity to

approximately US$1 billion, and with lend to Turkey for basic education,projects in an advanced stage of which it is doing through an Adaptablepreparation in 5 more countries and Program Loan.

repeater projects under preparation in

ED UCATION FOR ALL:

* There is an average of 1 Internet

Box 2: Indonesia's Back to School Program user per 5,000 persons in AfricanIndonesia's economic crisis, which began in 1997, led to reduced incomes and increased countries compared to 1 user per 6prices, threatening low income households' ability to provide for their children's educa-tion. To avoid the decline in primary and junior secondary school enrollments among persons in Europe and Norththe poor that occurred during the economic downturn, the World Bank in partnership America.with ADB, UNICEF, and AusAid supported the Indonesian government with loanstotalling US$381 million for the Back-to-School Program. While finance for information tech-

The Back-to-School Program has a single objective: to assist primary, junior secondary nology is an element of most educa-and senior secondary schools to maintain both enrollments and school quality at pre- tion projects, increasingly the Bank'scrisis levels by: role in assisting clients prepare for the

* Providing scholarships to the poorest students knowledge economy is through its* Providing school grants to schools in the poorest communities; knowledge services. For example, the* Informing parents and communities of the importance of keeping children in Education and Technology Thematic

school, through a national media campaign Group provides knowledge manage-* Training local government officials, civil society, and head teachers to participate ment, technical assistance, and train-

m administering the program; and* Establishing an independent monitoring authority to ensure transparency in the ing resources and services for World

selection of recipients and the flow of funds. Bank staff and client country partners

In both the 1998/1999 and 1999/2000 school years, the Back-to-School Program provided4 million scholarships and 130,000 block grants, and 98 percent of the awards reached tar- education technology. The Worldgeted children and schools. The program is widely recognized by villagers and parents and Links for Development (WorLD)is helping to keep children in school. Local education authorities, head teachers and program provides Internet connectivi-national surveys all report that enrollment has increased since 1997, and gross enrollment progra ides fnternetcnecrates have remained high at around 108 percent at the primary level, 75 percent at the jun- ty and traing for teachers, teacherior secondary level and 48 percent at the senior secondary level. The program also repre- trainers and students in developingsents a breakthrough for Indonesia in community participation and involvement by civil countries in the use of technology insociety in school matters. District, sub-district and school comnmiittees, set up to allocate education, and links students andthe scholarships and grants and consisting of at least 50 percent non-civil servants, have teachers in secondary schools inbeen instrumental in bringing the communities closer to the schools.

developing countries with schools in

industrialized countries for collabora-

Widening of the eases, to name but a few. However, tive learning via the Internet. The

Digital Divide the knowledge revolution also brings World Bank Institute (WBI), thewith it a threat of a widening gap capacity-building arm of the World

The exponential rise of communica- between developed and developing Bank. is increasingly using distance

tions technologies has exacerbated the countries, with disparities in access to education techniques to deliver its

divide between low- and high-income knowledge and information reinforc- training programs; it also sponsors the

_ countries. With increasing globaliza- ing existing disparities in capital and Global Knowledge Partnership (GKP)tion and the rapid pace of technologi- other resources. which is an informal partnership of

cal change, knowledge has become a public. private and not-for-profit

critical determinant of competitive- The number of radios per 1.000 organizations, committed to sharingness. Countries that are able to seize inhabitants is about 37 in Nepal, information, experiences and

the opportunities being created by 250 in Ghana and Nlalawi, 350 in resources on the effective use of

innovations in science, communica- Chile and more than 1300 in knowledge and information as tools of

tions and computing technologies may OECD countries. sustainable, equitable development.

be able to "leapfrog" outdated tech- The number of personal computers

nologies in areas such as telecommu- per 1,000 inhabitants ranges from

nications, power generation. food pro- less than 1 in Burkina Faso, to 37 in

duction, and in services such as pre- South Africa, 45 in Chile, 216 inventive health and treatment of dis- Singapore. and 408 in Switzerland.

Fromr Jomtien to Dakar and Bevond

The six developments of the 1 990s

Box 3: World Links for Development impacted strongly on education andhave forced a fundamental rethinking

The objective of the World Links for Development (WorLD) Program is to harness of EFA, its role, goals and means asinformation and communications technologies (ICT) to open a world of collaborativelearning for thousands of teachers and students around the globe. This is achieved part of the end of the decade review.through linking secondary schools via e-mail and the Internet, and providing intensive Clearly EFA can no longer be attainedtraining to teachers, trainers and students in order to: through business as usual, with the

usual players. Even if all of the firm* expand educational opportunities and improve learning outcomes;* build national capacity to apply ICT for economic and social development; and commitments made in 1990 had been* facilitate cultural understanding across nations and among the leaders of met, efforts during the 90's would

tomorrow, have proved inadequate.

Currently, the WorLD Program is operational in fifteen economies: Brazil, Colombia,Paraguay, Chile, Ghana, West Bank/Gaza, Mauritania, Mozainbique, Peru, Senegal,South Africa, Turkey, Uganda, Zimbabwe, and Sri Lanka. Approximately 40,000developing country teachers and students, 65 percent of whom are from outside thecapital cities, are now participating in the Program and collaborating with their coun-terparts from more than 25 partner countries around the world.Recently completed projects include: Flora and Fauna of Peru; Women and Tradition;International Refugees; Wetlands and Water Quality; Literature of the Americas;Insects Around the World; Global Art Project. A recently completed external evalua-tion of the first full year of program implementation indicates very high satisfactionamong participants, strong impact on students' job skills, significant increase in studentand teacher motivation, and perceived positive impact on students' academic achieve-ment. Currently, demand for the Program far outstrips available resources.

Source: World Bank WorLD

EDUCATION' FOR ALL:

World Bank Contributionto EFA 1990-2000The World Bank committed itself to population countries has been espe-

support country programs pursuing cially high, with the bulk of it being World Bank Lendingthe WCEFA targets. As a further advanced through the Bank's for Educationindication of its commitment, the International Development Agency -Share of BasicBank also announced specific institu- (IDA) which lends on concessional, Fr86-90tional targets it would meet over the low-interest terms. At the end of

decade. These included doubling the 1999, for instance, the Bank's ongoingsize of its education lending, increas- lending support to education totaled -

ing technical assistance and lending US$1,400 million in India, US$808specifically for basic education, and million in China. US$637 million in

leveraging partnerships around these Pakistan and US$229 million inendeavors. Subsequently, at the 1995 Bangladesh. The programs being - 'Fourth World Conference on Women financed include many innovative ini-in Beijing, the Bank again emphasized tiatives aimed at expanding access to Yearly Lending Average: $91 8.7 millionits commitment to EFA by announc- improved quality basic education anding that it would lend annually about are increasingly implemented in part- FY99-99US$900 million specifically for girls' nerships with other donors.education. By the end of the decade, Increased support to EFA targets. /

the Bank had met all its institutional As a participant in the WCEFA, the AlldwEFA-related commitments, in spite of World Bank committed to the EFA 5w6ofthis a huge amount remains to be targets described in the Framework 56%done to achieve EFA goals. The chal- for Action.

lenge now, is for the Bank to redoubleits efforts. * Basic education for all: The Bank Yearly Lending Average: $1910.8 billion

has also successfully met its institu-The Bank's Contribution tional commitment to increase its

lending support for basic education. ly, with the largest share of the

Doubling lendingfor education. In As a share of its total lending, sup- lending supporting basic educationabsolute terms, World Bank lending port to basic education has initiatives provided through IDA onfor education increased from an annu- increased. Between 1986 and 1990, concessional terms.al average of U'S$919 million for the around 27, percent of the Bank's Expanded Early Childhoodperiod 1986-1990 to US$1.911 billion education lending supported basic Development (ECD): Worldfor the period 1991-1999. During the education initiatives. During the Bank lending for ECD increasedEFA decade (1991 through 1999), an decade of EFA, support to basic dramatically in the 199 0s, reachingaverage of 8 percent of the Bank's education rose dramatically, averag- nearly US$700 million in support ofnew lending has been directed to edu- ing 44 percent of total lending over 12 ongoing projects. In addition,

cation, nearly double the 3 percent the previous 1 0-year period. And in another US$400 million supportedthat the Bank allocated to education in absolute amounts. support for basic EFA activities in 29 projects in thethe decade preceding EF.A.I Notably, education increased from US$248 education and health sectors. Aneducation support to the nine high- million annually to US$841 annual- important new partnership on child

From Jomtien to Dakar and Beyond

Box 4: Partnerships in Support of Basic Education in India

India's District Primary Education Program (DPEP) aims to school children, reduced primary dropout rates and narrowed thebuild national, state, district and sub-district level managerial gender gap in learning achievement.and professional capacity to support the sustainable development DPEP districts have received funding for a variety of strate-of primary education in districts in which female literacy rates gies to improve girls' education: creation of early childhood edu-are lower than the national average. It provides special support to cation centers which free older female siblings to attend school;district-based initiatives to improve primary education access, concerted efforts to increase the proportion of female teachers;reduce dropout rates, and increase learning achievement. In community awareness campaigns to increase demand for girls'doing so, it targets interventions to female and scheduled education; support for women's empowerment groups; improve-caste/tribe children, as well as to children with mild to moderate ments in school infrastructure, including provision of water-disabilities. The World Bank's involvement in elementary educa- points and girls' toilets; creation of Village Educationtion in India began in 1993 with support to 17 districts in one Committees with female representation to promote girls' educa-state (Uttar Pradesh). Since then the Bank's elementary educa- tion; reviews of textbooks and curricula to identify and remedytion portfolio has expanded to US$1.4 billion and funds project gender bias; continuous in-service training of teachers with sup-activities in 226 districts in 15 states. The DPEP is also support- port for in-school professional development; and provision ofed by partners: with UNICEF (US$10 million), the European reading materials and libraries in schools.Union (US$175 million equivalent), DFID (US$194 millionequivalent) and the Government of Netherlands (US$25.8 nil-lion). DPEP has increased access for over 5 million primary

development in Yemen has been education projects financed in the actively addressed. One example isforged with UNICEF (see Box 5). late 1990s, up from 40 percent a Senegal's Pilot Literacy program. InOne reason for this increased atten- decade before. an effort to combat illiteracy in gen-tion to ECD is the work of the - Adult literacy: Adult literacy, not eral, reduce female illiteracy in par-Bank's early childhood development much evident in Bank-supported ticular, and to promote sustainablegroup, which collaborates with projects previously, is now more literacy through the use of printedmany partners in linking science,research and practice to demon-strate the high pay off from early Box 5: Child Development Project-A World Bank-UNICEF Partnershipinvestment in children. Project in the Republic of YemenLearning achievement: Banklending for basic education has Recognizing the urgent need to address the low health and nutritional status of children

(10 in 100 die before their fifth birthday), their poor nutritional intake (1 in 3 are mal-shifted in content and focus to place nourished) and the low enrollment rate of girls in basic schools (only 40 percent aremore emphasis on raising children's enrolled), the Government of Yemen in partnership with UNICEF and IDA has pro-learning achievement. More proj- posed a Child Development Project to provide essential services in health and education.

The Child Development Project's key strategy is the involvement of beneficiaries inects support quality enhancing order to ensure institutional and financial sustainability and help maintain quality ofinputs to education: better quality services. The strategy, which was already being piloted successfully by UNICEF intextbooks and instructional materi- Yemen and elsewhere, brings together essential services such as health units, water sys- -als, expansion and enhancement of tems, and basic schools inside the communities. This coordinated approach in a target-

ed geographic area builds synergy and heightens the impact of the individual interven-pre- and in-service teacher training tions. Communities participate in assessing their needs and also contribute to theprograms, and less support for civil establishment and running of these services. Communities receive support from theworks and equipment. There is also Government's local offices, which are also strengthened. The project will build on thisincreasing emphasis on enhancing approach and help scale-up operations in the most disadvantaged Governorates,

impacting some 50 percent of all children in the country.the ability of the child to learn, The Child Development Project represents an important development in inter-through school health and nutrition agency collaboration. It is IDA's most comprehensive partnership with UNICEF inprograms. Moreover, the share of preparing, financing, and implementing a project. With the community-based

approach and UNICEF's involvement, it is expected that this project will provideeductio proect suportngativ innovative and effective interventions to address major human development problems

ities related to the measurement of facing Yemen.learning achievement has increasedsteadily, reaching 70 percent of

EDUCATION FOR ALL.

distance education activities and 32

Box 6: Meeting the Needs of Colombia's Youth: The Colombia Youth education technologies activities, anDevelopment Project increase of 18 percent and 78 per-

cent, respectively. Projects in LatinThe lives of youth in Colombia are a reflection of the tremendous social and economic mericaian lth Cribbeanupheaval of past decades, characterized by massive rural-to-urban migration, high rates America and the Canbbeanof unemployment, disintegration of traditional forms of social cohesion, and an accounted for one third of these.increase in violence. The Bank is providing support to the Government through aLearning and Innovation Loan (LIL) for trial programs designed to address the prob- Girls' education. The Bank haslems of low-income youth. The main objective of the project is to test and evaluatealternative multisectoral, community-based, participatory approaches to developing and accorded high prority to improvigdelivering services, and to provide activities for low-income youth in order to improve girls' educational opportunities in itsschool retention and increase reinsertion rates for school dropouts, increase the employ- client countries, since girls comprise ament rate of older youth, increase youth participation in community activities, and large proportion of the out-of-schoolbring about a reduction in juvenile delinquency and intrafamily and community la tion a f spe difficulviolence. population and face speaal difficulties

The range of youth issues being addressed in the service integration schemes are (i) in gaining access to education. Tolearning outcomes: strengthening collaboration among schools, other service providers, focus its support and monitor progressand comnrmunities; putting in place support systems for students with learning and per- towards its girls' education objectives,sonal difficulties; and promoting parent education; (ii) school-to-work transition: joborientation and placement and employment information services; (iii) health promo- the Bank identified 31 countries, nowtion: promotion of healthy lifestyles; and (iv) social capital reinforcement: conflict reso- known as the 31 Girls' Educationlution skills, cultural and recreational activities, life-skill activities, and interventions Target Countries, for special attentionaimed at strengthening community relations.

By monitoring this service integration scheme, it is hoped that strategies can be due to their significant gender dispari-honed and improved, and particularly effective approaches identified. It is expected ties in basic education. The priority thethat the lessons learned from this trial will inform the expansion of this approach Bank has accorded to girls' educationnation-wide. has paid off. At the beginning of 2000,

the Bank's education portfolio included

64 projects with specific interventionsmaterial in local languages, the gov- decade. Innovative programs pilot-ernment of Senegal has adopted an ing initiatives aimed at keeping lening girls' edation,

outsourcing approach by calling on troubled adolescents in school, pro- lendmg r USr86 mililonn

a wide-range of development part- viding them with Job-related skills, Moreover, the bulk of lending for girls'

ners (NGOs, community and reli- reducing youth and intra-familial -

gious groups and private sector violence, and reducing adolescent educatin suppots beterdesigne anmore finely targeted interventions at

firms) to implement functional lit- pregnancy are ongoing in countries

eracy programs for 10-39 year-olds. such as Colombia and El Salvador. the basic education level.

The aim is to reduce illiteracy rates Use of all educational channels:

in this age group from 55 percent in Projects supporting educational use

1995 to 25 percent in 2005, and a of technology have increased

reduce in female illiteracy from 66 sharply, particularly in recent years.

percent to 30 percent. Programs are World Bank lending for distance

exceeding the goals: there has been education has grown by 18 percent

a steady five percent annual increase over the past two years, while edu-

in enrollments and there are cation technology investments have

approximately five applicants for increased by 32 percent. At the end

every one who is accepted. of FY97, 62 education projects

Essential skills training: New and financed 50 distance education

interesting initiatives on life skills activities and 18 education technol-

education for youth have also ogy activities. By the end of FY99,

become a feature of the Bank's that number had increased to 82

lending portfolio over the past education projects supporting 59

.From Jomtien to Dakar and Beyond

Although the Bank operates fore- (i) improving the world wide collec-

most as a lending institution, it has tion of statistics by helping support Wox 7: The World Bank's 31increasingly provided support for the establishment of the new Girls' Education Target CountriesEFA through its knowledge services UNESCO Institute of Statistics Improving girls' educational opportuni-and grants facilities. It has invested (US$1.3 million to date); (ii) improv- ties is critical to achieving the EFA tar-heavily in upgrading its technical ing countries' evaluation and assess- gets. Currently, the majority of out-of-assistance capacity and in disseminat- ment svstems, by helping developing school children are girls, and it is widely

* . . . ~~~~~~~~~~~~~~~~~~~~recognized that there are special chal-ing knowledge and global experience countries to participate in World recgne that*her a ireasial chal-lentges to be faced in increasing girls'through knowledge management. Education Indicators (US$920,000 to enrollment rates. For these reasons, theWebsites and other information tech- date), helping developing countries Bank is committed to giving special sup-nologies provide policy makers around into TIMSS-R (US$2.58 million to port to girls' education. Although the

Bank had made progress on girls' educa-the globe with the most up-to-date date) and EFA assessment Bon, an internlreve indicatedutattion, an internal review indicated thatinformation about "good practice" on (US$250,000); (iii) encouraging inno- more needed to be done. Early in 1997,education topics as diverse as girls' vative approaches to delivery of edu- the Bank identified 31 client countries ineducation, early childhood develop- cation - e.g. grants to WorldLinks which gender disparities in basic educa-

tion access were especially large. Thement, economics of education, educa- (US$670,000) and Africa Virtual majority of these countries appearedtion quality, and school health. This University (US$2.72 million); (iv) unlikely to meet the EFA goal of univer-information is derived not only from supporting target efforts to improve sal basic education. The Bank now tar-Bank work, but also from that of girls' access - e.g. grants to FAWE gets additional resources and special9 technical assistance for girls' educationcountry governments, other donors, (US$1.76 million) (v) supporting tar- in these countries. It actively works toand NGOs. geted efforts to improve education indude girls' education initiatives in all

The World Bank has also greatly quality in Africa with UNSIA (US$1 education projects supported in theseexpanded grant support for the educa- million), ADEA (US$970,000); and tcorunptroes. It also montors these oTh 31

tion sector, largely through the School Health (US$490,000). Girls' Education Target Countries are:Development Grant Facility (DGF).

Each year the World Bank awards The World Bank Africa: Angola, Benin, Burkina Faso,grants to external recipients, funded Contributes Much Less Cameroon, Chad, C6te d'lvoire, Eritrea,from its own IBRD investment earn- Than Governments Ethiopia, Ghana, Guinea, Malawi, Mali,

ings, which support high priority Niger, Nigeria, Mozambique, Senegal,i-gs, Sierra Leone, Togo, Uganda, Zambia;

global and regional development ini- The Bank has delivered fully on the South Asia: Bangladesh, India, Nepal,

tiatives. These limited funds are chan- institutional commitments it made at Pakistan; Middle East and North Africa:neled through a single window to the WCEFA. Indeed, it has exceeded Morocco, Yemen; East Asia: Lao PDR,

Papua New Guinea; Central Asia:enable the Bank to prioritize award and expanded on these commitments Turkey; Latin America: Bolivia,requests in a strategic manner and to manyfold. Important as this support Guatemala.

support global/regional initiatives that is, education is principally a country -

cannot be funded adequately through responsibility. The Bank is only one of l 3

country lending operations alone. The many external partners in education

DGF and its predecessor SGP and, a relatively small player on the tion spending, while governments areSpecial Grants Program) have been world's education stage. While the the major players and financiers in

an important source of support for Bank allocates more than 8 percent of education. Governments formulate

EFA-related endeavors and have pro- its lending to education, this amount and implement education policies andvided more than US$17 million in translates into only about 1.5 percent contribute 74 percent of total educa-

grant support for initiatives directly of total education spending in the tion spending. The policy base andrelated to the EFA targets: this has developing world. By comparison. pri- financial backing necessary for achiev-leveraged more than US$12 billion in vate sector spending including com- ing EFA therefore, rests soundly withmatching grants for these activities. munity contributions, accounts for governments. Ultimately countries

Grant support given to date includes: approximately 23 percent of educa- themselves determine educational

EDUCATION FOR ALL:

Figure 2 progress. Yet, with its global steps towards achieving EFA shouldSources of Education Financing experience, cutting-edge techni- build on mechanisms for enhancing

in Developing Countries cal assistance, and capacity to national and global partnerships in

Private leverage other partners and education development.(inPuding tommunibes) S donors, the Bank is singularly

23% 4%bSi ng well-positioned to assist coun-

tries to pursue sound education

policies in partnership with oth-

ers. This implies that further

Financing3%

(includingWorld Bank

1.5%)

From Jomtien to Dakar and Bevond

Moving Forward on EFA

It is now widely acknowledged that avoidance or mitigation of risk should A Core Lesson: Strongglobal progress towards the EFA tar- result in EFA targets being reached. Political Commitment isgets was less than hoped for in the Attaining EFA is not impossible, the Cornerstone of19 90s. Many countries encountered but it will require renewed global Successlarge and unanticipated stumbling and national commitment of

blocks that were difficult to overcome. knowledge and financial support Strong public commitment to theFor them, the need for vigorous lead- extending beyond the walls of principles of universal education isership on education, active policy ministries of education. central to moving the EFA agendameasures, and effective investment in As a provider of both technical and forward in any country. It is this com-education remains a high priority. At investment assistance for education mitment that puts education high on athe same time, other countries have globally, the World Bank has learned country's political agenda, developsmade remarkable progress, in many much from the experience of its client sound sectoral policies, promotes effi-cases by pursuing innovative reform countries. It has distilled at least eight cient resource utilization, pushespolicies. For these countries, continued core lessons from the past decade, through difficult and sometimes con-implementation of effective policies, which can help renew the final push tentious policies, and builds the insti-improvements in resource use, and the towards EFA. tutional capacity necessary for effec-

Figure 3: Girls' Basic Education Gross Enrollment Rates and per capita GNP

*Molowio

o * Vietnam * Niaragequa ZLmhabwe Azerbrasn

U o (ambdio * Kyrgyz Republic * Congo Albania .*Togo *Loo, PDR

C) O Rwondn * Taiikisian Mongoli TIndiajk*tn

t7 ~~~~~~~ ~~Nepal * enya *Zomoio co ZNigerioa BanglWlesh Ang 7(on

Maoo gascar * Anmoroa~~~~~~~~~~~~~~~~~~~~ad

Tonzama~~ ~ ~ 3h *oio Senegal*(de'lor

E) 0 DR, Cong * 3enin_Eo Mozambique* Guinea-Bissau* Pakistan

Burundi * Ch AR-Sierra Leone

0 * ~~~~~~~~~~~~~Ymn-Guinea7 o * Ethiopia * Burkina Fase

CO o* Illi

* NigerCN

0 S 0 100 l S0 200 250 300 350 400 450 S00 550 600 650 700 750 aooGNP Per Capita (I 9971

EDUCATION FOR ALL:

tive program implementation. With opinion, Botswana chose to focus A Core Lesson: Qualitycommitment, considerable progress human resource development efforts iS as Important ascan be made towards universal educa- on secondary and tertiary education Quantitytion, even in the poorest countries first and then worked backwards to

where resource constraints are severe. lower levels. This strategy was select- Expanding access to basic education isPolitical commitment has fostered ed because graduates of these higher a central tenet of EFA, but access is

major gains in EFA even in some of levels would then be relied upon to not enough. A country's educationthe world's poorest countries. Figure 3 promote human development at the quality is related to its long-term eco-illustrates this clearly: girls' basic edu- lower levels. Government was also nomic growth. Children need tocation gross enrollment rates are plot- prepared to invest heavily in human acquire a range of skills, attitudes andted against countries' per capita GNP, resource development even in times of behaviors that are consistent withwhich is an indicator of its relative economic austerity. In 1984, Botswana their development as persons andwealth. The relationship between reached a GER of 102 percent and by which enhance full participation innational wealth and female education, 1999, the proportion of trained pri- their communities, economies andwhile positive, is weak. In some coun- mary school teachers had risen from nations. The skills schools developtries, girls' gross enrollment rates are 62 percent in 1976 to 92 percent. include not only such basic skills as40 or 50 percentage points higher than Another example comes from Chile, a literacy and numeracy, but alsothose of countries with similar wealth, middle income country whose politi- "learning to learn", self-confidencewhile at the same time, levels of girls' cal commitment following the election and self-esteem, and the ability to getschool enrollments can be the same for of a democratic government was to along with others. All available evi-countries of widely differing wealth. improve the quality of education for dence indicates that improvements inThe implication is that better econom- all. As a consequence, special funds education quality contribute to greateric conditions do not, in and of them- were targeted to the poorest schools to efficiency: children who attendselves, broaden educational opportuni- improve quality and access to infor- schools of better quality learn more.ties. Strong political commitment to mation through the Internet. repeat less often, stay in school longer,universal basic education is at the Strong and persistent political com- and drop out less.heart of progress. mitment manifests itself in sustained Many countries are now beginning

At independence in 1966, Botswana sectoral policy strategies, effective to establish svstems for assessing theirwas one of the poorest countries in capacity to implement public pro- education quality. For example, inthe world and had a GER of 65 per- grams, robust national and sub- Latin America national tests for mon-cent. It had no full-fledged Ministry national education information sys- itoring how well students learn wereof Education; there were only nine tems. rigorous institutional learning initially adopted in Brazil, Chile,

secondary schools, about 251 primary mechanisms (research, evaluation, and Colombia, Costa Rica, Mexico andschools, and fewer than 10 nationals policy analysis) and broader sharing of several Caribbean countries and, inwith an undergraduate degree. information. India's District Primary the last few years, have been a featureVirtually all senior professional posi- Education Program. China's imple- of nearly all countries. In Africa,tions were held by expatriates. Since mentation of the Compulsory Zambia, Zimbabwe, Mauritius,independence, Botswana has focused Education Law and the Outlinefor Tanzania and Namibia completedon increasing the number of teaching Reform and Development of Education assessments of English at the primaryand non-teaching staff within the Law, and Brazil's decision to under- level as part of a Southern AfricanMinistry of Education. Like the more take a national assessment system, all Consortium for the TMonitoring ofrecent UPE policy decisions in share these elements of political com- Educational Quality (SACNIEQ)Uganda and Nialawi, Botswana's poli- mitment, and each country has pro- exercise in 1995; a second SACNIEQcy was the product of a clearly articu- gressed towards EFA. exercise covering both English and

lated political will at a time wvhen mathematics will include these coun-many thought it was an unattainable tries and nine others. In Asia. China,goal. Against much international Cambodia. V'ietnam, the Philippines,

From Jomtien to Dakar and Beyond

Pakistan, Nepal, Bangladesh and Lao ments allocate 10 to 15 percent of increasingly clear that, without signif-

PDR have undertaken national assess- national budgets to education, and in icant reallocation from other sectors or

ments. Internationally, 40 countries some countries this share is higher. increased support from civil society,

are participating in common assess- For example, with no army and only a provision of "free" education at all

ments of mathematics and science small police force, and a constitutional levels is not possible.

achievement in basic education, requirement that a minimum of 6

including 21 countries in the develop- percent of GDP be spent on educa- Reallocationfrom other sectors. A

ing world. tion, Costa Rica is able to devote 23 few countries simply need to spend

percent of its national budget to edu- more on education to achieve theirA Core Lesson: cation. Constitutions of most coun- goals; countries with high human

Governments Cannot tries newly independent in the latter development indicators spend 50 per-

Deliver on EFA Alone - half of the 20th century established cent more on education than those

Partnerships Are Key education as both a right and an obli- with only medium human develop-

gation for their citizens, and therefore ment indicators. Military spendingGovernments are the principal finan- to be provided free. As long as enroll- and subsidies to public sector enter-

ciers and generally the main providers ments were low at all levels, free edu- prises can be reduced and savings

of basic education in the vast majority cation was affordable. Over the past allocated to finance future shortfalls inof developing countries. Most govern- two decades, however, it has become education budgets. For example, in

Box 8: International Finance Corporation (IFC) and Edinvest

For more than 35 years, the World Bank has been providing gov- In 1995, 1996 and 1997, IFC approved one investment in privateernments of developing countries with financial and technical education. Then in 1998, IFC's investment activity increased insupport for educational growth and improvement. The World response to rapid growth in client demand, especially in Africa.Bank group support to education through the private sector has Thus far all IFC investments involve independent private schoolsbeen increased through the International Finance Corporation or universities, some of them for-profit, others not. IFC educa-(IFC). Some of the benefits that private provision (and IFC tion investments in Africa have included projects in Kenya,financing) can contribute toward the balanced development of Uganda, Senegal, The Gambia, Guinea and C6te d'Ivoire-alleducation: low income countries. In addition the World Bank has teamed up

with the IFC and the private sector to establish Edlnvest-an on-* Supplement limited governmental capacity: fiscal considera- line education investment information facility (http://www.world-

tions make it difficult for most governments-even those bank.org/edinvest) on private participation in education. Thewhose philosophies might push them in this direction-to World Bank Group's EdInvest initiative strives to promote andbe the sole provider of "free" education to all who seek it at facilitate private sector investment in education entities in devel-every level; oping and transition economies. The Edlnvest initiative consists

* Expand educational opportunities: large private school sys- of a conference series, bolstered by a sophisticated and powerfultems already exist in many countries, in many cases technology tool, the Edlnvest electronic forum. The Internet siteextending educational opportunities to those who are less hosts a directory of education investment opportunities. Edlnvest -well-off; private financing and provision can expand the will also provides users with additional features that facilitate 17number of student places, especially at secondary and terti- education investment such as country education market reports,ary levels; news updates, information on relevant conferences, case studies,

* Target public subsidies better: subsidies to education are communication tools and access to specialists.not always well targeted, with the richest households gain-ing the largest share of subsidies; private financing canallow better targeting of public resources to the poor; andIFC financing of secondary and higher education can facil-itate the redirecting of government subsidies to the poor,and

* Increase efficiency and innovation: private financing can bemore efficient than the public sector when quality is main-tained at a lower unit cost. It can increase the potential forinnovation in education, especially in the presence of com-petitive pressures.

EDUCATION FOR ALL:

India, government subsidies to the development funds, and ensuring the independent schools for their chil-power industry were 1 percent of good health and nutrition of children. dren. These same interests oftenGDP in the mid-1990s, enough to In many countries, private expendi- result in tertiary level subsidiesfinance the DPEP (District Primary tures on education are sizable. inequitably benefiting higher incomeEducation Program) for more than 20 Globally, close to 20 percent of educa- families more often than lower incomeyears. Privatization reforms could also tion expenditures are contributed by families. Inefficiencies and inequitiesrelease government resources to the households. In many East Asian can be avoided when decisions areeducation sector, in many countries. countries for example, parents and rooted in comprehensive education

households finance nearly half of total policy frameworks. Many developingCivil society engagement. education expenditures even in gov- countries such as Egypt (see Box 9 ).Engagement of civil society at large is ernment schools. In all these ways, and the Dominican Republic areneeded for EFA. Experience shows family expenditures for schooling beginning to develop such sound,that civil society is ready to act when complement government expendi- comprehensive education sector policythe central government is unable to, as tures, forging a partnership between frameworks. In the Dominicanin the case of Lebanon and El the two. Again, this partnership Republic, the Basic EducationSalvador. where sectarian and commu- should be such that children who can- Development Project supports a sharenity schools arose to fill gaps that not get adequate family support are of the government's development andemerged during civil wars. In addi- not further disadvantaged in school. investment program for basic educa-tion, new legal frameworks that allow tion as reflected in its basic educationfor greater diversity in education pro- A Core Lesson: strategy. Selected activities are target-vision are important, since non-gov- Countries Make Better ed to children from low-income fami-ernment schools - including religious, Progress When They lies in underserved areas. The objec-NGO-run, community financed, and Have Developed Sector tives of the program are to improvefor-profit institutions - offer a huge Policy Frameworks the quality of basic education,potential for expanding both educa- increase enrollment and completiontional access and quality. Private Education policy is most effective rates, particularly among childrenschools enroll about 10 percent of when it is comprehensive. The distri- from low-income families, andbasic education students internation- bution of public expenditures across strengthen technical and resourceally. NGOs also provide opportuni- basic, secondary, vocational and terti- management capabilities forties, particularly in rural areas. For ary education is a concern in all coun- basic education.example, in Bangladesh, BRAC's tries, including developing countries.(Bangladesh Rural Advancement While each sub-sector is a necessary A Core Lesson:Committee) rural non-formal schools component of an effective education Inefficient Utilization ofoffer primary school opportunities for system, common practice in many Education Resourcesover one million school-age children. countries is to treat them as independ- Constrains ProgressWith well-thought equity-related ent, with each the domain of a differ-policies in place these experiences ent ministry and with even some sup- How much a society decides to spendcould add to societal efforts for access, ported by multiple ministries (e.g. on education, who is responsible forquality and equity in education. early child development programs paying, how resources are allocated

offered by ministries of social affairs, across education levels and, withinThe Role of Families. Families create vocational training centers operated levels, across categories of expendi-an environment conducive to learning by ministries of labor, university ture - these are core education financeby reinforcing the importance of edu- scholarships awarded by the military). issues, with implications for sectorcation, by supporting the teachers' Personal interests and a lack of trans- equity, effectiveness and efficiency.role and providing, in many cases, parency often result in inadequateuniforms, transportation and learning public support to basic education, Level of effort. The public effort tomaterials, contributing to school particularly wvhen elites patronize support education in some developing

From Jomtien to Dakar and Beyond

countries is weak, and could be consid- that non-salary recurrent costs of

ered under-investment, while in other education need to be factored into Box 9: A Comprehensivecountries adequate effort is transformed public expenditure plans. These are Development Framework forinto inefficient and unproductive often costs related to improving the Education and Training in Egyptexpenditures. There is no one "correct" quality of education: textbooks, teach- Since 1996, the Egyptian government hasshare of GNP that should be allocated ing/learning materials, in-service been working in partnership with theto education. However, public expendi- teacher training and upgrading, and World Bank to develop a comprehensivetures on education amounted to school bulilding operation and astrategy for education and training

*mainte-. designed to prepare a workforce capableapproximately 6 percent of GNP in nance. Improved efficiency in expen- of making and keeping Egypt interna-OECD countries in 1998. Some coun- ditures on salary recurrent costs frees tionally competitive in a global economytries, with strong social policies - up resources for essential non-salary in the 21st century To match the new

requirements of employers and to attractincluding Canada and the Nordic recurrent expenditures, and even for private investment, especially interna-countries - afforded higher amounts, immediate investment needs. tional investors needed for job creation,with public expenditures for education Two important lessons for improv- the workforce of the future will need areaching more than 7 percent of GNP. ing efficiency are that (i) rigorous whole new spectrum of knowledge and

skills to deal with technology and theIn contrast, many developing coun- examination of the costs and effects globalization of knowledge. It will need

tries contribute lower levels. In 1997, of sector policies requires adequate citizens who are increasingly highly edu-for instance, public expenditures for information about both costs and cated, broadly skilled, adaptable, moti-education in 12 African countries, effects, and (*-) undertaking reforms vated and able to deal with continuous

change. This means something must bemost with low enrollment rates at the to improve efficiency in resource uti- done at every level of education throughbasic level, amounted to less than 3 lization requires political commitment both the public and private sectors. Anpercent of GNP, and in seven coun- to review and act on the information. holstic approach to education and train-

ing, and concurrent investment in thetries - Burkina Faso, Chad, Eritrea, Many countries are undertaking whole pyramid of basic education, sec-Guinea, Madagascar, Nigeria and detailed reviews of public expendi- ondary education, higher education andSudan - this figure was less than 2 tures in the education sector, and are training is needed. Major reform ispercent of GNP. Public expenditures establishing expenditure monitoring already underway in basic education with

financial and technical support from theon education have also declined Sig- systems to better capture Information World Bank and European Unionnificantlv in several countries: in about the flow of funds to education. through a basic Education EnhancementM\adagascar, Sudan and Zambia. Other countries have found ineffi- Program (EEP). Building on the progressexpenditures in 1997 were less than ciencies in their systems when achieved in the EEP, the Bank approved

a Secondary Education Enhancementhalf the levels in 1980. detailed analysis is undertaken. With Project (SEEP) in 1999. In tertiary edu-

information to assess the productivity cation, the government, with technicalEficiency. Some countries appear to of the education system, national and support from the World Bank, estab-

lished a national Higher Educationachieve more than others with similar sub-national governments will be bet- Enhancement Program (HEEP)levels of public effort. For example, ter placed to make decisions that Commission consisting of prominentNlalawi's success in expanding educa- improve efficiency of public expendi- members of the society including busi- 19tional coverage (see Figure 3) was tures. ness leaders and parliamentarians, inachieved with public expenditures addition to the academic community.

averaging around 3.5 percent of GNPin the mid-1990s, while a country

with a similar GNP at that time,

Yemen. achieved a basic gross enroll-

ment rate only slightly above 40 per-

cent wvith 5.1 percent of GNP.

Greater efficiency arises from morestrategic use of sector resources. One

lesson learned over the past decade is

EDUCATION FOR ALL.

A Core Lesson: Market economies and international Information technology. InformationEducation Must markets. Over 80 percent of the technology has reduced communica-Adapt Quickly to world's population now live in coun- tion distances, expanded access toNew Economic, tries where market economies prevail. knowledge and created a "digitalTechnological and Rapid change is a feature of such divide" between developed and devel-Social Challenges markets which reward enterprise, risk- oping nations. Education systems are

taking, agility and flexibility. The being transformed in many countries

Today's world is one of rapid change emergence of the global marketplace to respond to this information revolu-where new priorities and challenges has accelerated the pace of this change tion. In this dynamic context, the

are continually emerging. It is a world and intensified the race to accommo- acquisition, creation, adaptation andin which education is becoming ever date and adapt to new changes. dissemination of knowledge need tomore central in determining both Employers, now facing global com- be explicitly built into a country'scountries' and individuals' futures. petitors, require production processes overall development strategy. FormalThese factors were recognized and that are much faster, higher quality education and lifelong learning are at

clearly acknowledged at the Jomtien outputs produced more reliably, con- the core of this strategy. A country'sConference in 1990. Yet, no one was tinuous innovation, and the ability to capacity to take advantage of thequite prepared for the magnitude, deliver products at competitive costs. knowledge economy depends on howscope and speed of change that was Knowledge and skills are increasingly quickly it can become a "learningto occur in the following decade in replacing raw materials and labor as economy". Learning means not onlythe universalization of market the input most crucial for success. using new technologies to access glob-economies, reduction in trade barni- Better educated workers are needed al knowledge, it also means usingers, and the spread of information who are adaptable, able to work in them to communicate with other peo-technologies. Countries' abilities to teams, have problem-solving skills, ple about innovation. In the "learningseize the opportunities these changes and have learned how to learn. The economy", individuals, firms, andpresent rest in no small part on the educational attainment of the labor countries will be able to create wealtheducational opportunities they pro- force has enabled rapid growth in in proportion to their capacity to learn,ide for their youth. some countries, as with the computer and share innovation. This requires

software industry of India. fundamental shifts in formal educa-

tion systems, where the focus needs tobe on teaching people how to learn, as

opposed to transmitting facts. This

Box 10: Effective Public Expenditure Reform in Mauritania also requires a renewed emphasis onlife long learning to foster the virtuous

During the past years, Mauritania has made concerted efforts to improve the overall circle of discovery, dissemination, andlevel of education and skills of its population, especially that of women. With the sup- emergence of shared understandings.port of three IDA financed education projects, the government has expanded educa-

2( l tional opportunities, trained more teachers and improved school curricula. As a result, Closing the digital divide will be nec-total gross enrollment ratios at the primary level have almost doubled, increasing from essary if EFA is to have meaning in47 percent in 1990/91 to 86 percent in 1998/99. Enrollments at the secondary level the third millennium.also increased with girls reaching 41 percent of the total. The number of students intechnical education doubled with girls representing about one third of the total.

The main factors underlying Mauritania's achievements are sustained political and A Core Lesson:budgetary commitments to the education sector. Within the education budget, priority Education must behas been given to the basic education sub-sector which takes up 50 percent of the total. Cushioned DuringAnother important aspect that has contributed to this progress is the partnership in Cieducational financing that exists between the government and communities particularly Crisesin the construction of schools. With IDA support, the government initiated schoolconstruction where communities finance 30 percent of the total costs either in cash or Economic crises have underlined thein kind.

importance of cushioning educationand other social sector spending from

From Jomtten to Dakar and Bevond

such external shocks. Without cush- been considerably greater. Recovery text of a growing economy educationioning, levels of human capital fall, would undoubtedly have been more offers the poor an important key toespecially among the poor who protracted. The lesson is that a coun- formal labor market access andbecome unable to cover the costs of try's economic recovery from an eco- improved income-earning opportuni-schooling, health and food. This nomic crisis will be slower unless ties. A growing economy also providesdeepens persistent and chronic pover- budgetary support for the sector is government with a potential tax basety and delays economic recovery. maintained and shorter-term meas- on which to the raise the revenueSocial unrest and dissent often also ures are introduced to help poorer required to make needed improve-increase. children remain in school. ments in school infrastructure, the

The experiences of Latin American Countries with clear strategies, quality of the teaching force, teachingcountries in the regional crisis of the national plans and attendant policies materials, and equipment. Conversely,early 1 980s confirms this effect. are also more successful at addressing a growing economy needs to be sup-Between the 1950s/60s and other crises. No education system can ported by a responsive and adaptable1970s/80s, the average annual anticipate every crisis it will education system capable of providingincrease in years of schooling in 18 encounter, but it can do much to miti- the skills to promote productivity.Latin American countries fell from gate risks. Natural and man-made dis- The two need to expand in tandem. A1.9 years to 1.2 years. Worsening eco- asters affect all countries, but the growing economy will be slowednomic conditions in the 1970s and effects differ widely. HIV/AIDS, for down by an unresponsive education1980s - short-term GDP shocks, example, has swept through much of and training system, while a robustvolatility, and adverse trade shocks - Africa and East Asia, with devastating education system will lose its momen-

appear to account for much of this effects on the workforce, families and tum in a sluggish economy.decline. Budgetary support for educa- children. But its effects have beention declined significantly over this mitigated in countries that took early

period. Simulation models suggest action to acknowledge the problemthat gross secondary enrollment in and introduce HIV/AIDS education

Mexico would have been 11 percent- activities and prevention techniques,age points higher in 1991 if the econ- requiring joint efforts between educa-

omy had grown, rather than declined, tion and health ministries.

during the 19 80s, even if only at halfthe rate of the 1970s. A Core Lesson:

In Asia. as noted previously, a Education Expansiondownward economic spiral deeply Needs To Beaffected families' abilities to support Supported By Atheir children's schooling and the gov- Growing Economyernment's abilitv to finance education.

Even with the Back to School Education plays a crucial role in eco- 21

P'rogram in place, the proportion of nomic development. Education helps

poor children out of school in to increase people's productivity,Indonesia rose from 14 to 25 percent which should ultimately be reflected

between 1997 and 1998. in their wages and in their nation'sIn both these cases, education economic growth rate. However, the

enrollments dropped considerably, association between education and

even when additional resources and economic growth is not unidirectional.

incentives were put in place to miti- A growing economy generates job

gate this. If these measures had not opportunities for people and thus pro-been taken, the impact of the crisis on vides them with an important incen-education and the poor would have tive to acquire education. In the con-

EDUCATION FOR ALL:

Core Lessons and TheirImplications for EFA Core Lessons Implicationsfor EFA

Strong political commitment is the Placing EFA at the forefront ofThe lessons learned over the past cornerstone of success national and international developmentdecade have strong implications forthcade final pushtronEF inpath s com Quality is as important as quantity Ensuring quality inputs to education andthe final push to EFA in the coming mauigteqaiyo uptyears. These are summarized in the

following table, and discussed further Governments cannot deliver on EFA National and international partnerships

in the next section, where the Bank's alone

role in the future is sketched out.Countries make better progress when Ensuring basic EFA requires a holistic

they have developed sector policy approach to the education sectorframeworks

Inefficient utilization of education National commitments to transparency

resources constrains progress and accountability in education

expenditure

Education must adapt to new economic, Adaptable, and flexible educationtechnological and social challenges structures and thinking "outside the box"

Education must be cushioned during Government and partners committingeconomic crises to ensuring a minimum base for education

Education expansion needs to be Good governance and sound nationalsupported by a growing economy policies (e.g. labor market, tax policy)

From jomrien to Dakar and Bevond

The World Bank: Adaptingto Meet the New ChallengesThe World Bank's mission is to fight be the agenda of ministries of educa- The Bank will seek to scale up thepoverty with passion and professional- tion alone. It must move higher up in impact of its education operations.ism. Both research and practical expe- the agenda of heads of state, min- The World Bank will intensify itsrience identify education as a corner- istries of finance, non-government efforts to help countries (i) identi-stone for human development. In the organizations, trade unions, the pri- fy their priority actions within anext decade, the World Bank will vate sector, foundations, bi- and mul- holistic approach to the developmentincorporate the lessons from the EFA tilateral international development of the whole education system,Decade and, working with a wider agencies, sub-national governments, using the Comprehensivearray of partners, will seek to help civil society and citizens in all walks Development Framework (CDF)

countries achieve quality education for of life. and Poverty Reduction Strategyall, in at least three ways. (PRS) as major tools; (ii) finance

Education needs purposeful partner- those priorities through existingOne: Placing Human ships. The World Bank will work and new lending instruments,Development on the with its partners to ensure that including sector investment pro-

Global Agenda countries with credible plans for grams (see Box 11), Learning and

achieving EFA are not thwarted Innovation Loans and AdaptableEducation is central to development. by a lack of external resources. Program Loans (see Box I 1); andOver the next decade, the World Meeting this challenge will require a (iii) implement the related activi-Bank will continue to push for a new and very different set of ties through partnerships using sec-global consensus on the centrality alliances. Five international multilat- tor wide approaches as appropriate.of education for economic and erals convened the Jomtien confer-social development and for poverty ence and have continued to lead EFA A high impact EFA implementationreduction. Education is fundamental activities over the past decade. While effort willfocus on a select group of

to productivity and competitiveness, this international participation is sig- countries. The World Bank willand creates a demand for improved nificant and necessary, it is not suffi- advocate the development of a com-social conditions; it is a powerful tool cient for success. Success is hard won, prehensive, fast-track action plan for

for reducing inequality, and as such is achieved country by country, and all countries that are committed torecognized as a human right; further- requires the participation. of all possi- achieving EFA goals much sooner that 23

more, it is valuable in itself. A pro- ble partners: governments, the private the 201 5 timeline. In a fresh and for-ductive and growing economy sector, civil society and the interna- ward-looking partnership, regional andrequires a productive human environ- tional community. After Dakar, the global players could build the supportment. with rising skill levels, safe EFA movement must move forward and necessary internal commitment forworking conditions. healthy workers at the country, regional and global funding such a process. Under such awho live in decent housing in safe level. It must be more imaginative demand-driven process and within a

neighborhoods, a sense of opportuni- and risk-taking in its partnerships. global framework, the road for achiev-ty, assimilation of underemployed cit- and must involve local communities, ing EFA bv countries can be detailed.

izens into the productive workforce. ministers of finance, global firms, the barriers analyzed and the partner-

and low levels of pollution. Achieving and NGOs. ships built, giving momentum for thequality education for all can no longer overall EFA effort.

ED UCATION FOR ALL.

Poor Countries initiative) greatly facill-

Box I 1: Learning from Lending tate establishment of closer linkages

between education sector frameworksWith the widespread requirements for the inclusion of monitorable indicators of and macroeconomic frameworks. Theaccomplishment within Bank and IDA supported education projects, the opportunityfor learning through lending is at an all-time high. In addition, new types of lending very way in which the developmentinstruments provide even greater opportunities. These instruments are called "adapt- agenda must be pursued under theseable lending instruments," and include Learning and Innovation Loans (LILs) and various initiatives promotes and com-Adaptable Prograrn Loans (APLs). Common to these instruments are: strong country pels consideration of the linkages andownership and conmmitment to the program, broad participation in program design andimplementation, local accountability for resource use, flexibility in program financing interplay among different sector strate-so programs can respond to changing economic and social conditions, and improved gies and investment strategies. Forcapacity to undertake more comprehensive and effective monitoring and evaluation. example, they should have the effect of

Adaptable Program Loans (APL) support large-scale support for phased, but sustained, increasing dialogue and coordinationimplementation of long term development programs. Through APLs, countries can obtain between a country's ministries ofBank commitment for very significant, long-term reform measures. Future tranches of finance and education, and therebvmoney are assured providing countries meet the target objectives they themselvesestablish for each of the distinct phases of the APL. The broad objectives of the long- tighten the links between the country'sterm reform are clear, and agreed upon with the Bank and any other supporting macroeconomic framework and itsdonors, at the commencement of the APL. Program details for activities in the early education development strategy.years are usually also well-defined. Program details for later phases, however, usually The World Bank will supportremain vague until earlier phases near their completion. This allows countries the flexi-bility to modify and adjust their programs as new information and lessons of experi- countries that are willing to useence emerge from ongoing activities. It also permits programs to be more readily adapt- these new instruments to link eco-ed to changing economic and social conditions. nomic and educational policy, such

Turkey is one country that has recently negotiated an APL with the World Bank. The as the 73 IDA countries coveredAPL is providing financing of US$600 million for two overlapping phases which are under Poverty Reduction Strategiessupporting the Turkish Government's comprehensive investment program to achieve and the Heavily Indebted Poorthe objectives of its new basic education strategy. Central to the strategy is the expan- Countries Initiative.sion of basic coverage and the elimination of disparities in girls' and boys' basic educa- The Comprehensive Developmenttion enrollments. The timing of the two phases and the processing of subsequentfinancing for the Program is dependent upon the actual pace of implementation of the Framework (CDF) is a multi-sectoralactivities which the APLs are financing. approach designed to assist countries

in considering and integrating all theLearning and Innovation Loans (LILs) hold special promise as vehicles for learning. They elements of development - social,are designed to support short-term, small-scale programs to build institutional capacity,pilot promising development initiatives, and try out new and innovative approaches structural, human. governance, envi-and models so as to assess their potential effectiveness. LILs help Ministries pilot ronmental, economic and financial.reforms and interventions on a small-scale, and identify and rectify barriers and unin- By focusing more on progress and thetended consequences before going to scale. The maximum value of a LIL is US$5 mil-lion. To date several LILs, amounting to almost US$45 million, are supporting diverse interrelationships among these variouspilot programs and innovations in the education sector - from pre-service teacher train- elements, the CDF is expected toing in Guinea, to adult literacy in C6te d'Ivoire, to sector reform in Azerbaijan to improve poverty reduction efforts andvouth development in Colombia.

enhance development effectiveness.

Through the CDF, the relationships

between education and other sectors

of a country's economy will be high-

Two: Using New launched several associated initiatives lighted.Approaches to support countries' efforts to adopt The CDF principles are based in aStrategically and implement broader policy frame- development process in which there is

works. Three strategies ownership by the country, partnership

To focus international attention on the (Comprehensive Development with all stakeholders - government.poorest countries and those most Framework, Povertv Reduction civil society, assistance agencies. andhighly indebted. the kVorld Bank has Strategy, and the Heavily Indebted the private sector - a long-term vision

From Jomtien to Dakar and Beyond

of needs and solutions, and equal con- requires that countries enhance their support country ownership of thesideration of structural, social, macro- monitoring and evaluation capacity. PRS process, build skills amongeconomic and financial concerns. Poverty Reduction Strategies (PRS) national PRS teams, connect nationalCDFs inform policy integration and are country-based strategies to devel- specialists to useful learning resources,serve as a basis for donor consultation op sectoral policy frameworks that are and help coordinate development

and negotiation. As such, they demand consistent with, and supported by, partners' support for country-tailored

strong political ownership and commit- countries' macroeconomic conditions learning strategies and capacity build-

ment, better informed policy decisions and frameworks and that are informed ing efforts associated with CDF and

rooted in broader sectoral and macro- by sectoral evidence. In developing PRS processes. New skills develop-

economic frameworks, improved effi- this approach and drawing on global ment will focus on poverty analysis,

clency in the allocation and utilization experiences rich in good practices, assessment of governance structuresof public resources, and the flexibility there has been an ongoing process to and developing new strategies for

and capacity to cope with changing rethink education issues in the context identifying and evaluating the inter-economic circumstances. of poverty reduction. Universal access sectoral linkages and policy responses

As of March 2000, the Bank had to basic education is central to poverty that have the greatest impact on

begun piloting the CDF approach alleviation efforts and PRSs are poverty reduction. In addition, thewith twelve interested clients - designed to help policy makers identi- program will include sessions on the

Bolivia, Cote d'Ivoire, Dominican fy precisely where the obstacles to development of country learningRepublic, Eritrea, Ethiopia, Ghana, universal provision lie in their system. agendas that will support the nextKyrgyz Republic, Morocco, Romania, The Bank's training arm, the World step plans for each country's povertyUganda, Vietnam, and West Bank Institute, jointly with the reduction strategy.

Bank/Gaza - and will assess its effec- International Monetary Fund (IMF), Figure 4 illustrates the frameworktiveness and the need for further are organizing a learning program on of the education PRSP toolkit, anrefinement and improvements in the the CDF and PRS principles and instrument to assist decision makers

approach. The CDF generally processes. The program is designed to with comprehensive analysis of policy

Figure 4 PRSP Decision Tree for the Education Toolkit

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ED UCATION FOR ALL:

options and potential bottlenecks in a strengthening of the link between to primary education, gender gaps inthe structure and functioning of the debt relief and poverty reduction. enrollment and achievement persist.whole education system. This is The reasons are many and complex,potentially a powerful policy formula- Three: Leveraging but equity considerations and the hightion tool which if well utilized, can Stronger Partnerships economic and social benefits associat-help accelerate progress towards EFA on Core Topics ed with girls' education ensure thatgoals. The objective of this toolkit is the Bank and others will work toto guide the design of the education The World Bank will aim for reduce the gender gap. The Bankcomponent of a Poverty Reduction more, and stronger, partnerships will continue to target its resourcesStrategy Paper (PRSP). It recognizes around four issues that are crucial in and assistance to the World Bank'sthe importance of education both as a helping countries make progress in 31 Girls' Education Targetdimension of poverty, broadly providing general access to quality Countries, and will continue to sup-defined, and as a key determinant of education and that impact on the port a multi-agency partnership toincome poverty. It is intended to pro- achievement of EFA goals. promote girls' education that has beenvide a simple model which can be established by the World Bank,applied across many countries and Girls' Education. Increasing girls' UNICEF, British DFID and thewhich will, for any given low-income access to education is one of the most Rockefeller Foundation.country, help to identify a number of important for achieving EFA. Despitekey policy instruments that ought to the progress made in expanding accessbe included in the country's PRSP.

The Heavily Indebted Poor Countries(HIPC) initiative, launched by the Box 12: Broadening Support for Bolivia's Development AgendaWXorld Bank and the IMvF in 1996, and

Bolivia is the first country in Latin America to become eligible for debt relief under theenhanced in 1999, aims at eliminating enhanced HIPC Initiative. Over the past decade, Bolivia's macroeconomic performanceunsustainable debt in the world's has improved dramatically. But, despite a real average growth rate of about 4 percentpoorest, most heavily indebted coun- during the 1990s, Bolivia's performance remains below potential. About 70 percent oftries. The HIPC initiative aims to help its population still live in poverty.

Bolivia will receive debt relief support under the enhanced HIPC Initiative to sup-remove the bottlenecks to develop- port a Poverty Reduction Strategy, which it is currently developing with broad partici-ment and increase the poorest coun- pation and representation from all facets of society. To facilitate this representation,tries' capacities to provide for needed Bolivia is organizing a National Dialogue which will take place in the first half of 2000.increases and/or rationalizations in The National Dialogue will feed into the country's Poverty Reduction Strategy Paper

(PRSP). The PRSP will outline the strategy to be followed in reducing poverty andsocial sector investments. This initia- contain a comprehensive set of indicators against which progress in the fight againsttive could release very significant lev- poverty will be measured. The overall approach set out in the PRSP will also be consid-els of resources for investment in edu- ered by the World Bank and IMF for broad endorsement and as a context for future

assistance to Bolivia.cation and other social sectors, espe- Under the enhanced HIPC initiative, debt service payments are likely to be lowered2o cially since the preparation of a PRS is on the order of 1.2 percent of GDP during the first few years. This means that some

a prerequisite to HIPC assistance. The US$90 million per year is likely to be released to support additional expenditures in theenhanced HIPC framework will result social sectors. How this money is utilized will be largely determined by the National

Dialogue, but education initiatives will undoubtedly receive considerable support.in deeper, broader, and faster debt Meanwhile, ongoing efforts under the CDF are taking a more integrated approach torelief The main features of the the development of the education sector, in devising a sector policy framework and inenhanced framework include: lower improving collaboration between donors. To these ends, some US$5 million in Bankdebt-sustainabilitv thresholds to pro- lending has been reallocated from the ongoing Bank-sponsored Basic Education ReformProject to support a much-needed reform of tertiary education. The tertiary reformvide a greater safety cushion and measures are being locally determined by a technical team comprising government, urn-increased prospects for a permanent versity and other local representatives. This team can, however, seek technical adviceexit from unsustainable debt; faster and feedback on their proposals from Bank experts in this area. Other donors are pro-debt relief starting from the decision viding additional resources for the Basic Education Reform Project.

point: floating completion points: and

From Jomtien to Dak?ar and Beyond

Basic Educationfor the Poorest.

Education attainment in perhaps half Box 13: The FRESH Start Partnership (Focusing Resources on Effectiveof the 48 sub-Saharan African coun- School Health)

tries and a few South Asian countriesEnsuring that children are healthy and able to learn is an essential component of aneffective education system. This is especially relevant to efforts to achieve education for

torically to achieve sustainable eco- all in the most deprived areas. Increased enrollment, with reduced absenteeism andnomic growth and poverty reduction. drop-out, bring more of the poorest and most disadvantaged children to school, manyThere continues to be an urgent need of whom are girls. These children are often the least healthy and most malnourished,

and have the most to gain educationally from improved health. In addition, effectiveschool health programs, developed as part of community partnerships, provide one of

mechanisms to accelerate basic enroll- the most cost-effective ways to reach adolescents and the broader community with mes-ments. The Bank will continue to sages about HIV/AIDS prevention and to promote healthy practices.intensify its support for basic educa- Good health and nutrition are essential for learning. Improving the health and learn-

ing of school children through school-based health and nutrition programs is not a newtion for the poorest by building on concept. Many countries have school health programs, and UNESCO, UNICEF, thesuccessful global experiences which World Health Organization and the World Bank have decades of experience. Thesehave generated lessons on effective common experiences suggest an opportunity for concerted action by a partnership of

agencies to broaden the scope of school health programs and make them more effective.strategies for acceleratmg the achieve- Effective school health programs will contribute to the development of effective, child-ment of EFA. They include productive friendly schools and thus to the promotion of education for all.partnerships such as the Association for This interagency initiative has identified a core group of activities, each already rec-

the Development of Education in ornmended by the participating agencies, that captures the best practices from programAfrica (ADEA) and the Forum for experiences.African Women Educationalists * Effective education sector policies on health issues such as tobacco, reproductive

(FAWE), community and NGO partic- health, and HIV/AIDSipation such as EDUCO (El Salvador), * Provision of safe water and sanitation in all schools

* Skills based health education that targets HIV/AIDS, good nutrition and hygienethe Bangladesh Rural Advancement * School based health and nutrition services that deliver safe, simple and familiarCommittee (BRAC), and the FRESH interventions, such as deworrning and good nutritionStart partnership for effective school

health. Focusing initially on delivering all these components in all schools will allow concertedaction by all partners, and will ensure consistent advice to country programs and proj-ects. Because of the focused and collaborative nature of this approach, it will increase

HIV/AIDS. The rapid spread of the number of countries able to implement school health components of child-friendly

HIV/AIDS is a serious threat to school reforms, and help ensure that these programs go to scale. The focused actionsdevelopment and educational develop- are seen as a starting point to which other interventions may be added, as appropriate.

The actions also contribute to existing initiatives and promote new sorts of partner-ment. The World Bank has recently ships. They are an essential component of the "health promoting schools" initiative ofadopted a new strategy - Intensifying WHO and of global efforts by UNICEF, UNESCO and the World Bank to makeAction Against HIV/AIDS: schools effective academically as well as healthy, hygienic and safe. This provides anResponding to a Development Crisis - unprecedented opportunity for new partnership across sectors and traditional bound-and it will work actively to stimulate aries, such as the private sector support from SmithKline Beecham. Overall, the inter- -

agency action is perceived as Focusing Resources on Effective School Health, and giv-and supplement implementation of ing a FRESH Start to improving the quality and equity of education.this strategy Where appropriate, theWorld Bank will include HIV/AIDS middle income clients through its education, and particularly the vision

aareness and prevention activities in own WBI programs and the Bank- of a more vital and efficient education,the education projects it supports. We supported education projects of its be kept uppermost on both nationalwill also make efforts to retrofit Bank- clients. In this world of rapid change and international development agen-

supported education proj'ects with and technological development, the das. The transformation of the humanHIV/A.IDS components. digital divide is growing, with poten- capital base in developing countries is

The Digital Divide. The World tiallv grave consequences for economic fundamental in transforming theirarowth in some of the poorer develop- economies and positioning them toBank wtll extend access to informa- i

tion echnlogis to ts lw an ing countries. It is imperative that compete in the global market,

ED UCATION. FOR ALL,

Box 14: The World Bank's Strategic Plan for Intensifying Action AgainstHIV/AIDS in Africa

In response to the unprecedented spread of HIV/AIDS, and the serious threat it presentsto development, in sub-Saharan Africa, the World Bank has developed a Strategic Plan forIntensifying Action Against HIV/AIDS in Africa. This plan builds upon the importantpartnerships of the World Bank with African countries, UNAIDS, the private sector, anddonor agencies. This Strategic Plan supports a framework for action agreed upon byUNAIDS. In pursuing this plan, the Bank will marshal resources and technical support toensure that HIV/AIDS activities are mainstreamed in its work in all sectors. It supportsadvocacy, policy research, programs for prevention, care and treatrnent, and the develop-ment of sound information and databases for decision making.

The Strategic Plan builds upon ongoing Bank work on HIV/AIDS which began in1986. Since then, the Bank has committed over US$950 million through over 80 proj-ects worldwide. Three large-scale, freestanding HIV/AIDS projects are currently ongo-ing in sub-Saharan Africa, in Kenya, Uganda and Zimbabwe.

The Bank encourages and supports governments in integrating HIV/AIDS initiativesin school and training curricula. Information about HIV/AIDS, how it is transmitted,and how it is prevented can be easily integrated into curricula for students at all educationlevels. However, strong political commitment is required to follow through on this. TheBank also gives priority to the expansion of girls' education, in part because it is so centralin reducing the spread of this epidemic. Young women are disproportionately infectedand affected. Yet, with even a few years of formal education, they will make sounder deci-sions about their sexual health and sexual practices, and be more likely to use preventivemeasures against HIV/AIDS and other sexually transmitted diseases. A formal educationalso increases young women's eaming power and economic independence, making it lesslikely that they might ever have to resort to commercial sex work for economnic survival.The emphasis on girls' education is also important because HIV/AIDS often adverselyaffects their schooling opportunities. Girls are frequently pulled out of school to care forHIV/AIDS infected relatives or to assume family responsibilities if their parents die.

Final Word Committed as we are, the WorldBank. like any other single player in

The long-term goal in education is this arena, cannot alone achieve thenothing less than to ensure everyone goals we are all aiming for. All thecompletes a basic education of ade- stakeholders - governments, the pri-quate quality, acquires foundation vate sector, civil society and develop-skills - literacv, numeracy, reasoning ment agencies like the Bank - have toand social skills such as teamwork - work together, if we are to achieve theand has further opportunities to learn EFA goals this time around.advanced skills. Specific international Accordingly, The World Bank istargets have been agreed for universal committed to working with all ourprimary education, adult literacy and partners towards thesegender parity in basic education targets as a global priority.through the EFA initiative and theOECD's international developmentgoals.

Selected World Bank Education Websites

The following is a list of a few education-related websites availablewithin the World Bank.

World Bank External Websitehttp://www.worldbank.org

Development Education Programhttp://www.worldbank.org/depweb/

Educational Attainment and Enrollments throughout the Worldhttp://www.worldbank.org/research/projects/edattain/edpintro.htm

EdStatshttp://ddg-as4/edstats/

Education Investment Exchangehttp://www.worldbank.org/edirivest

World Bank Education Datahttp://www.worldbank.org/data/databytopic/databytopic.html#e

World Links for Development (WorLD)http://www.worldbank.org/worldlinks/

Early Childhood Development (ECD)http://www.worldbank.org/children/

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