Education for All Dakar Goals
and Millennium Development Goals

Achieving
Education for All:
Progress andChallenges

EFA Goals

MDGs

1. Expand and improve comprehensive
early childhood care and education

1. Eradicate extreme poverty
and hunger

Nicholas Burnett

4. 50% increase in adult literacy rates by2015

2. Universal primary education by 2015
3. Learning and life skills programmes foryouth and adults

Director

5. Gender parity by 2005 and genderequality by 2015

EFA Global Monitoring ReportTeam

6. Improving quality of education

MP Forum on EFA
Tokyo
February 8, 2007Prepared by an independent, multidisciplinary team based at UNESCO Paris

Funded by eleven bilateral donors and UNESCO

Charts progress toward the six EFA goals adopted by 164 countries in 2000

Assesses aid to education

Highlights effective policies and practices to accelerate progress
Draws attention to emerging challenges
Five previous reports since 2002:
 Overall trends
 Gender parity and equality
 Quality of education
 Literacy
 Early childhood care and education

4.

Reduce child mortality, andother health goals

2

EFA: Where do we stand?

Evidence and analysis for policy and action in basic education

3. Promote gender equality andempower women

No country in need should be denied international assistance

About the EFA Report

2. Achieve universal primaryeducation

Out of 125 countries, 47 have achieved the EFA goals.
Countries showing the greatest progress are in the lowest scoring group
Excludes many countries far from goals, e.g. those in conflict

Far from EFA(EDI below 0.80)

Intermediate position(EDI between
0.80 and 0.94)

EFA achieved or close(EDI between
0.95 and 1.00)

194811261143

Latin America/Caribbean

1218176Central/Eastern Europe

2155047

Sub-Saharan Africa
Arab States
Central Asia
East Asia/Pacific2South and West Asia

3N. America /West. EuropeTotal

3284

1

Strong foundations“Expanding and improvingcomprehensive
early childhood care and education,
especially for the most vulnerable anddisadvantaged children”
RightsUN Convention on the Rights of the Child

Programmes for the under-3s
Many countries lack programmes addressing health, nutrition, careand education of the under 3s, a critical period in the child’s life
WorldArab States
Central/East. Europe
Sub-Saharan Africa

Development
Poverty reduction and the MDG health and education goals

East Asia/PacificSouth/West Asia

Child born in developing world has 40% chance of living in
extreme poverty

L. America/Carib.
Central Asia
N. America/W. Europe

Education
Future participation and achievement

0%

EquityReducing social inequality

50%

5

Trinidad/Tobago

Regional trends in pre-primary

6

Poverty limits
accessColombia
Viet Nam
Venezuela
India
LesothoA three-fold increase in pre-primary enrolments over 30 years

100%Countries with at least one formal
programme for children under 3 in 2005
(%)

Haiti

More than 1 in 3 children now enrolled but huge regional differences

Mongolia
Nicaragua
Kenya
Cameroon Higher attendancePhilippines

Gross enrolments ratios
in pre-primary (%)

for children fromSierra Leone

80

Developed/transition countries

70

Madagascar

richer households

Azerbaijan

60

Latin America/Caribbean

MyanmarBolivia50

 Lower attendance

Egypt

40

SenegalEast Asia/Pacific30South and West Asia

20

Arab States

10

Sub-Saharan Africa

1976

1981

1986

1991

1999

would benefit mostUganda
Tajikistan

01971

among poor whoRwanda

Lao PDR

Poorer households

U. R. Tanzania

Richer households

D. R. Congo

2004

Niger

70204060
Attendance rates (%)

8082

UPE: more and more children arestarting school
1999

Too few pupils complete
primary school
Better educational quality – through more trained teachers and morelearning materials – is key to improve student learning achievement

2004

Arab States
Central/East.
EuropeSharp increases in
Grade 1 access in

N. America/
West. Europe

100

Sub-Saharan Africa
and South and West
Asia

East Asia/
Pacific
Central Asia
Sub-SaharanAfrica

8060
4020Belarus

Nicaragua
EcuadorGuatemalaColombia
PanamaBolivia
DominicaCosta Rica
Barbados

140

Gross intake ratein primary education (%)

Nepal
Bangladesh

120

Lao P. D.
Myanmar

100

Cohort completion rates (%)
Mongolia
Azerbaijan
Tajikistan
Kazakhstan

80

Survival rates to last grade (%)
RwandaBurundiLesothoMadagascar
Ghana
Swaziland
Benin
Niger
Togo
Eritrea
Mali
Cape VerdeCameroon
Mauritius

0South/WestAsia

Mauritania
Morocco
Saudi
Algeria
LebanonOman
KuwaitLatin America/Caribbean

977 million children still not in school

10

Who is out-of-school?
Rural, poor, uneducated motherCentral Asia

0,4Central/EasternEurope2

Latin America/
Caribbean Half in subSaharan Africa

Male4753Female

Enrolled but
dropped out(9%)

3 One-third in India,
Nigeria, Pakistan,and Ethiopia

7Arab States
East Asia/
Pacific

10South/WestAsia

 Drop of 20 million
since 1999, mainlyin South Asia

16

Sub-SaharanAfrica

3818Urban
Rural

82

Richest 40%

Expectedto enter late(31%)

23

Poorest 60%

77

Mother with some education

Expected tonever enrol(60%)

25Mother with no education

75
0204060

80

100

Distribution of out-of-school children (percentage) 2001

010203040Out-of-school children 2004, million

11Out-of-school children byschooling experience123

Progress towards gender parity

Secondary education
under pressure30

 Participation increasing,South/West Asia

51

East Asia/Pacific73

Arab States

Only one-third of countries have achieved parity at the secondary level
Primary education

mainly at lower secondary

1.1

level

1.0

 Large gaps between lower
and upper secondary in some66

Lat. America/
Caribbean

About two-thirds of countries out of 181 with data haveachieved gender parity in primary education

GPI in GER

Sub-Saharan Africa0.80.7regions

86

Gender parity

0.9

Sub-Saharan Arab States South/West Latin America Centr./East. N. America/Africa
Asia
Caribbean
EuropeWest. EuropeCentral Asia

East Asia/PacificSecondary education
90

Central/East.
Europe90

N. America/
West. Europe

Total secondary

101
040

80

1.1Lower secondary
GPI in GER

Central Asia

Upper secondary

0.8

1999

2004

.

Sub-Saharan Arab States South/West Latin America Centr./East N. America/ Central Asia
AfricaAsia
Caribbean
EuropeWest. Europe

13

Literacy remains elusive
D.R.Congo

Gender parity

0.90.7120

Gross enrolment ratio 2004 (%)

1.0East Asia/Pacific14

Education finance: A mixed picture
Number of countries where public expenditure on education as % of GNP has:

Women illiterates
Men illiterates

Afghanistan
MoroccoIran, Isl.
Rep.

Decreased since 1999

One in five adults – 781
million – lack basic literacy
skillsEgypt
Brazil

7Sub-Saharan Africa
04The vast majority live inSouth and West Asia, subSaharan Africa and East Asia

Indonesia
Ethiopia
Pakistan-3South/West Asia

12300

15829N. America/West. Europe

17Central/Eastern Europe

41200

3Latin America/Caribbean

51005East Asia/Pacific

4India14Arab States
Central Asia

6Bangladesh
China

Increased since 1999

765
16

All adult illiterates 2000-2004 (millions)4Universal primary education:better access and better quality

Policy priorities

ACCESS

Strong political commitment is the starting point Abolishing school fees Income support to poor households

 Act on all EFA goals, recognizing connections between
early childhood, primary school and literacy

Incentives and community-based efforts to overcome need for child labour
Measures to include children with disabilities and special needs

 Emphasize gender equality, equity and inclusion

QUALITY Improve education quality

 Relevant curriculum Increase public spending on basic education

 Mother tongue instruction in early years Teacher training reforms and professional development opportunities

Increase international aid to education and focus it better Learning materials and enough instructional time Sanitation, safety, health and nutrition
17

An integrated strategy for girls

18

Needed:more trained teachers

Access – right to education
 Remove direct (fees) and indirect (e.g. uniforms) fees Schools close to home Free or cheap transportation; school meals
 Target scholarships to girls, particularly secondary education
 Reduce domestic workload

 Slight improvement in pupil-teacher ratios in mostregions between 1999 and 2004
 Only slight increase in % of trained teachers

Girl friendly schools
 Basic sanitation and separate toilets

 Sub-Saharan Africa needs to increase teacher numbers from 2.4
million in 2004 to 4.0 million by 2015 to reach UPE

 Protect girs against violence at school Facilitate return to school of pregnant girls

 Serious shortages in rural areas

Gender sensitive schooling Eliminate gender bias in teacher attitudes

 Too few female teachers in countries with low enrolment of girls

 More and better trained female teachers Gender sensitive curricula
19205

Scaling up literacy
programmes

Aid to basic education: On the increase

Literacy programmes must be scaled up. They
offer personal, social, political and economic
benefits and increase children’s chances ofgoing to school

Total aid to basic education in low-income countries
almost doubled between 2000 and 2004
Total aid to education

What matters
National coordination of programme provision
Relevant programmes tailored to learners’ needs
Appropriate language policies
Pay, professional status and training for literacy educators

Total aid to basic education

9.5
Other developing
countries

4.4

5.6
Low-income
countries

Literate environments
Print and broadcast media, publications for newly literate
School textbook investment strategy
Public reading rooms and libraries

2000

1.82000

2004

2004

22

Constant 2003 US$ billions

Japan’s aid to education

EFA: The aid gap

Total Japanese aid of 0.2% of GNI still falls short of the 0.7% of GNI target

Aid to education has increased by 50% since 2000

Little priority given to basic education

Required eachyear to reach EFA

Aid in 2010 if
2005 pledges
met

Education in Total ODA
2003-2004 average

Basic education
Secondaryeducation

6%

Level unspecified

Current
aidDistribution of Total Aid to education
2003-2004 average

9%

Post-secondary
education

Other
92%

3.4

3.4

21

Education
8%

2.6

6.4

62%

11.0

3.4

5.4

23%

23

Constant 2003 US$ billions

246

Contact Information
EFA Global Monitoring Report Team
c/o UNESCO
7, place de Fontenoy
75352 Paris 07France
efareport@unesco.org
www.efareport.unesco.org

25

7