1. 1 Progress with EFA in Africa: Status report Oslo – NETF Seminar 5-7 November 2002 A. Parsuramen Dir. UNESCO Dakar Dir. UNESCO Dakar

2. Educational challenges in AfricaEducational challenges in Africa The commitmentsThe commitments Actions undertakenActions undertaken EFA Progress and constraintsEFA Progress and constraints Overview of the presentation

3. If the enrolment trends remain the same, only 15 out of 45 countries will reach UPE by 2015 (MINEDAF VIII Stat Doc); More than 30% of school-age children will not be in primary school in 2015 current trends continue (Dakar + 1) HIV/AIDS epidemic: 10% of teachers expected to die over the next 5 years; HIV/AIDS orphans to rise from 11 million in 2000 to 33 million in 2010 Gender disparities exist in 75% of the countries The Challenges in Africa "Poverty in Africa is still rooted and endemic. ‘People living in Africa south of the Sahara are almost as poor today as they were twenty years ago’” (K. Annan)

4. Africa Primary schooling Profile 56 100 91 0 20 40 60 80 100 120 1st Grade 6th Grade Goal 2015 African Average 2000 The goal is still far away 91 children out of 100 enter primary school Only 56 children out of 100 reach Grade 6 (minimum to become sustainable literate)

5. Primary Enrolment : Access rate to Gr. 6 1990 2000

6. The Challenges in Africa 27 Lowest countries on UNDP HD index are in SSA By 2005, 52% of people in SSA live in absolute poverty SSA is only region where malnutrition has not improved over the last 20 years Maternal and child mortality 75% above developed country average "The educational challenge is greatest in Africa in terms of poverty eradication…” “Without accelerated progress towards EFA, […] targets for poverty reduction will be missed.”

7. Our Collective Commitment: The Dakar Framework For Action (DFA) The international community pledged to:  “launch with immediate effect a global initiative aimed at developing the strategies and mobilizing the resources needed to provide effective support to national efforts” (para. 11)  “Strengthen accountable international and regional mechanisms to give clear expression to these commitments and to ensure that the DFA is on the agenda of every international and regional organization, every national legislature, and every local decision- making forum” (para. 13)

8. Our Collective Commitment: The Dakar Framework For Action “We, the governments, organizations, agencies, groups and associations represented at the World Education Forum pledge ourselves to mobilize strong national and international political commitment for education for all, develop national action plans and enhance significantly investment in basic education.” (para. 8) “Countries will prepare comprehensive National EFA Plans by 2002 at the latest.” (para. 16)

9. Commitments made by countries in September 2001

10. Structure of Regional Follow-up Mechanism 1 REGIONAL EFA FORUM 46 NATIONAL EFA FORUMS 6 SUB-REGIONAL EFA FORUMS 46 NATIONAL EFA SECRETARIATS 6 SUB-REG DFU/SSA 1 REG DFU/ SSA (Secretariat)

11. Functioning of the mechanism  Meeting of the national coordinators, Paris, September 2001  First meeting of the Regional EFA Forum, April 2002  Three sub-regional EFA Fora: Dakar, March 2002 Yaounde, April 2002 Maputo, May 2002  Sensitization of Education Ministers by the Chairman of the Regional Forum

12. Process set-up to ensure preparation of EFA plans  Nomination of EFA national coordinators and establishment of an EFA technical Secretariat in each country by Governments  Provision of technical support to national coordinators  Creation and implementation of a follow-up mechanism

13.  Technical and Financial Assistance Networking of national coordinators and regional specialists in education Partners Funding for EFA NAP Preparation Mobilization of Partners for Technical support for the preparation of EFA NAPs  Communication EFA National Coordinators network by email Clearinghouse (with the collaboration of UNICEF,World BANK,USAID, UNESCO, etc.) & CD-ROMs EFA Africa Bulletin Agreement with Panafrican News Agency for EFA advocacy Set up networks at three levels Support to the p Support to the process set-up to ensure preparation of EFA plans

14.  Building Partnerships Participation in national, regional and international meetings and missions to countries Regional networking and consultations conducted with NGOs, bilateral and multilateral partners Regional MOU with UN EFA Partners, AIF (20 countries), and new partners(WFP) Institutional capacity reinforced for EFA monitoring through UIS, and ADEA/NESIS Africa EFA Coordinators Meeting Setting up networks at three levels (Cont’d) Support to the p Support to the process set-up to ensure preparation of EFA plans (Cont’d)

15. Progress made in NAPs preparation  BREDA collected draft EFA documents for 21 countries at different stages of elaboration, among which: 8 are sectorial programs, including EFA dimensions to be improved eventually 10 are EFA National Action Plans (NAP) elaborated on the basis of existing sectoral programs 3 are draft EFA/NAP elaborated with no relation to sectorial programs  38 countries already have national education and training programs  EFA/NAP should be prepared in consideration of existing strategic frameworks and/or sectoral programs

16. September 2001 and May 2002 surveys confirm that: 1. Lack of financial support at the national level (i.e. insufficient national political leadership to mobilise resources) 2. Institutions and professionals require substantial training and advisory services 3. Despite external efforts, many countries are still in need of technical support 4. Shortage of local experts for policy analysis and formulation reported 5. Lack or insufficiency of documentation 6. Insufficiency or lack of means (internet, fax, etc.) aiming at facilitating communication 7. Difficulties experienced in establishing inter-sectoral dialogue or in reaching consensus on strategies, etc. Major Constraints

17. What EFA Plan? (Dakar framework for action)  « Individual countries, through a process of consultation among all stakeholders in education and with the assistance of the wider international community and EFA follow-up mechanisms should set their own goals, intermediate targets and time-lines within EXISTING or NEW national education plans » (para. 29, page 15)  No country with sector programs under implementation should elaborate a totally new plan.  Plans must be aligned to objectives and strategies of ongoing sector programs.

18. The High Level Group Meeting, MINEDAF and FAPED  Generating political commitment, ensuring that Dakar goals are operationalized  Identifying and addressing problems in progress towards EFA goals  Focusing on problem-solving and lesson- learning.  Setting time-bound goals and specifying actions to enhance efficient achievement of EFA targets.  Better advocacy for the mobilization of resources at national level. These decision making bodies will help accelerate the work in the preparation and the implementation of the EFA plans through:

19. World Bank/BREDA Cooperation under the Norwegian Education Trust Fund (NETF)  First and second preparatory meeting of the Contact Group for the creation of FAPED  The General Constitutive Conference of FAPED to endow African parliamentarians with the tools necessary for education development advocacy and mobilization of national resources  Workshop on renewal of secondary education in Africa  EFA Coordinators meeting  Consulting services to strengthen the staff of the BREDA Dakar Follow-up Unit (DFU)

20. World Bank/BREDA Cooperation under the Norwegian Education Trust Fund (NETF) Cont’d  Publication of the proceedings of the workshop on renewal of secondary education in Africa  Meeting of the Economic Community of West African States Education Ministers and Experts  Publication of the MINEDAF VIII Statistical Document  NGO-CSO capacity building program in support of EFA in Africa to facilitate reflection, permanent dialogue and joint action between NGOs, UNESCO and other partners at all levels

21. Special Thanks  I would like to specially thank Mr. Birger Fredriksen whose support to UNESCO activities, under the NETF, has been very substantial. He made UNESCO benefit tremendously from the NETF, which contributed very much to strengthening our partnership for the development of education in Africa.  I also would like to thank the Norwegian Government whose concern and fruitful action for the development of education in Africa is clearly transparent in the words of its Minister for development, Her Excellency Ms. Hilde Frafjord Johnson who said that she is happy that the Government has chosen to prioritize Norway’s contribution to the struggle against poverty.

22. Special Thanks ( Cont’d)  In fact, by 2003, 0.93 % of the Norwegian GNP will be allocated to development aid to reach the level of 1% in 2005. Special attention will be given to education for girls.  We must be convinced that there can be no success in our struggle against poverty unless we strengthen partnership, which is essential to development of education.

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