Reaching the marginalized

1. 2 1 0 0 EFA Global Monitoring Report Reaching the marginalized Kevin Watkins High-Level Group, Addis Ababa 24 February 2010

2. Five themes for High-Level Group discussion Financial crisis – ‘delayed threats’ to progress Reviewing the EFA progress report – and looking ahead to 2015 Revisiting marginalization – measurement, drivers and responses The EFA aid compact – the case for renewal Looking ahead – policy lessons, strategy and reconsidering the future of the High-Level Group

3. Ambition, innovation and commitment to EFA

4. Education at risk: the impact of the financial crisis • ‘Aftermath effects’ - slower economic growth, mounting fiscal pressures and rising poverty levels will hamper progress • potential loss of US$4.6 bn/year for sub-Saharan Africa in 2009/10 • per student loss of 10% at primary level • Increased aid vital for creating fiscal space – globalizing the American Recovery and Re-investment Act • International recovery efforts are failing the poorest countries • front-loading and repackaging rather than new financing • over-reliance on IMF and under-reliance on IDA • Urgent need for ‘real time’ budget monitoring and review of financing effects

5. Monitoring progress on the EFA goals

6. 120 100 72 million 80 3 56 million 6 60 9 40 18 8 million 20 32 23 million 0 2007 2015 2000 2001 2002 2003 2004 2005 2006 2008 2009 2010 2011 2012 2013 2014 Out-of-school numbers – declining too slowly • Current projections - 56 million children out of school in 2015, and real numbers could be much higher Out-of-school children (millions) Out-of-school children 105 million Latin America and the Caribbean 4 8 Arab States Rest of the World East Asia and the Pacific 6 Latin America and the Caribbean South and West Asia Arab States 39 million East Asia and the Pacific Sub-Saharan Africa 45 million 1999

7. The quality challenge 800 Above the TIMSS high international benchmark 700 Median 90th percentile 600 500 TIMSS mathematics scale score 400 300 200 100 Below the TIMSS low international benchmark 0 Egypt Ghana Tunisia Sweden Singapore El Salvador Saudi Arabia Korea, Rep. of

8. Reaching the marginalized

9. Marginalization in education What is it? “Clearly remediable injustices around us which we want to eliminate”The idea of justice,Amartya Sen The Report focuses on: Measuring marginalization – new national data (DME data set) Drivers of marginalization – causes such as poverty, gender, language, location, disability which intersect – and are reinforced by social attitudes Remedies – Integrated policies for reaching and teaching the marginalized

10. The gender effect: The wealth effect: People from the poorest households who are in education poverty Girls from the poorest householdswho are in education poverty Education poverty Extreme education poverty People with less than 4 years of education People with less than 2 years of education The education poverty threshold And, for girls from the poorest 20% of households, the proportion triples. In Yemen, the poorest 20% of households have an education poverty incidence double the national average 100% 90% 80% 70% 60% 50% Share of the population with less than 4 and less than 2 years of education 40% 30% 20% 10% 0% India Chad Egypt Kenya Congo Nepal Turkey Yemen Nigeria Senegal Pakistan Vietnam Morocco Philippines Burkina Faso

11. Ukraine Cuba Rural Bolivia Urban Indonesia Honduras Urban Cameroon Bangladesh Rural Chad Somalia Education marginalization – inequalities within countries Nigeria 14 12 10.3 years 10 years Rich, rural boys 9.7 years Rich, urban boys 10 Richest 20% Rich, rural girls Boys 8 Girls Average number of years of schooling Nigeria Poor, urban boys 6.4 years 6.7 years 6 4 Education poverty Poorest 20% 3.5 years 3.3 years Poor, rural girls 2.6 years 2 Extreme education poverty Rural Hausa Poor, rural Hausa girls 0 0.3 years 0.5 years

12. Getting left behind – drivers of marginalization What are the causes? Educational marginalization is driven by interacting layers of disadvantage Five key interactions Poverty, vulnerability and child labour Group-based disadvantages (ethnic and linguistic minorities, indigenous people, caste) Location and livelihoods (pastoralists, slum dwellers, conflict areas) Disability HIV and AIDs

13. Leveling the playing field The inclusive education triangle

14. The aid compact: falling short of commitments

15. Aid to basic education – a worrying picture? • Disbursements are rising, but basic education commitments fell by 22% in 2007, to US$4.3 billion • Mounting pressure on bilateral aid budgets and Gleneagles commitments • Mixed record on aid effectiveness and Paris Agenda • Conflict-affected countries getting bypassed • Fast Track reform critical for renewal of multilateral architecture • - Strengthen developing country participation through more inclusive governance • - Greater flexibility in country-level delivery mechanisms

16. The Education for All financing gap The EFA financing gap = 2% of bank rescue effort in the US and UK Average annual resources needed to finance EFA (2009-2015) US$36 billion 40 Aid shortfall $ 11 billion 35 EFA 30 financing gap Additional aid to basic education if Gleneagles commitments are met In 2010 25 $ 16 billion 20 $ 2 billion Additional resources from prioritization $ 4 billion $ 3 billion 15 Current aid to basic education Additional resources from growth $ 3 billion 10 Estimated current 5 resources $ 12 billion 0

17. Rising to the EFA challenge

18. Put marginalization at the heart of the EFA agenda - equity-based targets and monitoring Develop integrated strategies that go beyond the school (e.g. education-health-social protection) Strengthen the focus on quality and teacher support Increase resource mobilization for education and strengthen equity in public spending Turn political spotlight on ‘forgotten goals’ – literacy and early childhood Looking ahead – national governments

19. The international partnership Close the financing gap – bilateral aid, new donors, innovative finance Respond to fiscal pressures – front-load concessional support through IDA (and FTI?) Focus on conflict affected countries Address the credibility of the HLG Remember the remit – ‘small and flexible’; ‘a lever for political commitment…and resource mobilisation’; ‘hold the global community to account’. Seizing the political moment - focus on well-defined strategic goals for MDG summit, G8 and G20 Strengthening the message through joined-up communications

20. 2 1 0 0 EFA Global Monitoring Report www.efareport.unesco.org