1. EFA Status in Asia-Pacific
Abdul Hakeem, UNESCO Bangkok 13th Regional Meeting of National EFA Coordinators
26-27 February 2013 Imperial Queen’s Park Hotel Bangkok, Thailand

2. Gross Enrolment Ratios (GER)
ECCE
Improvement since 1990
On Track?
1990
2000
2010
Gross Enrolment Ratios (GER)
20.4 %
31.9 %
51.6 % No
GPI
0.93
0.98
1.01
Notes: Some important indicators for monitoring EFA are only available at the country level (no regional average).
GPI: Gender Parity Index
Source: UNESCO Institute for Statistics database, accessed on February 2013.

3. ECCE is improving, but progress is too slow and uneven in all 3 key dimensions of ECCE: child health, nutrition and education
That’s not to say this region is not serious about ECCE. Many countries are aware that without multisectoral coordination and improved governance, the concept of holistic ECCE will be difficult to operationalize.
Cognizant of this, countries such as Bangladesh, Lao PDR, Papua New Guinea, the Philippines, and Thailand have taken steps to integrate the delivery of ECCE by establishing multisectoral coordination mechanisms at the national level. Most countries in the region now recognize the importance of national standards and nationally guided frameworks in advancing the quality of ECCE programming. This has led to the development of early learning development standards (ELDS) in many countries, including, but not limited to: Bangladesh, Cambodia, China, Fiji, Lao PDR, Mongolia, Nepal, Pakistan, the Philippines, Sri Lanka, Thailand, Vanuatu and Viet Nam.

4. Pre-primary Enrolment is increasing But not fast enough
Regional averages of gross enrolment ratios in pre-primary education, 2000, 2005 and 2009
In Asia-Pacific, considerable progress has been made in terms of enrolment in pre-primary education. Enrolment has increased in all Asia-Pacific sub-regions.
Source: End-of-Decade Note on EFA Goal 1, UNESCO and UNICEF, 2012

5. Enrolment across countries is uneven
Pre-primary gross enrolment ratios, selected countries, 2010
Sub-regional averages indicated an increase in pre-primary enrolment, as shown in the first figure.
However, analysis of regional averages conceals a reality of inequity between countries.
If we drill down to the country level as show in this figure, distinct disparities become visible.
Some countries, including Japan, Thailand, and Republic of Korea, boast gross enrolment ratios of over 80%.
Conversely, a number of countries are faced with dismal figures; including Bangladesh, Bhutan, Cambodia and Myanmar, where less than 20% of children are exposed to ECCE programmes.
Goal 1 progress can also be measured as the percentage of new entrants into primary schooling who have ECCE experience. However, data for this measure are sparse; out of 49 Asia-Pacific countries and territories, only 19 have any data for the last 10 years.
Source: 2012 Regional Report on EFA in Asia-Pacific, UNESCO Bangkok, October 2012

6. ECCE Gross Enrolment Ratio
< 50%
50% to 80%
81% to 100%
>100% 14 8 6 4
Bangladesh; Bhutan;
Cambodia; Fiji; Indonesia;
Iran (Islamic Republic of);
Kyrgyzstan; Lao People's
Democratic Republic;
Marshall Islands; Myanmar;
Samoa; Solomon Islands;
Tajikistan; Uzbekistan
Australia; China; India;
Kazakhstan; Malaysia;
Philippines; Vanuatu; Viet
Nam
Brunei Darussalam; Japan;
Macao SAR of China;
Mongolia; New Zealand; Sri
Lanka
Cook Islands; Maldives;
Republic of Korea; Thailand
Not included because no data available, 17 countries
Afghanistan; Democratic People's Republic of Korea; Hong Kong SAR of China; Kiribati; Micronesia (Federated States of);
Nauru; Nepal; Niue; Pakistan; Palau; Papua New Guinea; Singapore; Timor-Leste; Tokelau; Tonga; Turkmenistan; Tuvalu
Note: Data for 2011 or latest year available.
Source: UNESCO Institute for Statistics database, accessed on February 2013

7. Wealth determines ECCE participation
Percentage of 3- and 4-year-olds attending early learning programmes, by wealth in selected countries,
As you can see, children from wealthier families participate more in ECCE programmes than children in the lowest quintiles of wealth.
Wealth quintiles have served as a useful tool for data disaggregation, so that efforts can be focused on specific communities that are most underserved.
Source: End-of-Decade Note on EFA Goal 1, UNESCO and UNICEF, 2012

8. Early Learning Development Standards (ELDS) for holistic ECCE
Bangladesh
Cambodia
China
Fiji
Lao PDR
Mongolia
Nepal
Pakistan
Philippines
Sri Lanka
Thailand
Vanuatu
Viet Nam
That’s not to say this region is not serious about ECCE. Many countries are aware that without multisectoral coordination and improved governance, the concept of holistic ECCE will be difficult to operationalize.
Cognizant of this, countries such as Bangladesh, Lao PDR, Papua New Guinea, the Philippines, and Thailand have taken steps to integrate the delivery of ECCE by establishing multisectoral coordination mechanisms at the national level. Most countries in the region now recognize the importance of national standards and nationally guided frameworks in advancing the quality of ECCE programming. This has led to the development of early learning development standards (ELDS) in many countries, including, but not limited to: Bangladesh, Cambodia, China, Fiji, Lao PDR, Mongolia, Nepal, Pakistan, the Philippines, Sri Lanka, Thailand, Vanuatu and Viet Nam.

9. Primary Education Yes? Improvement since 1990 On Track? 1990 2000 2010
Gross Enrolment Ratios (GER)
105.0 %
100.9 %
108.2 %
Yes?
Adjusted Net Enrolment Rates (ANER)
85.8 %
87.5 %
94.3 %
GPI - GER
0.85
0.92
1.00
GPI - ANER
0.89
0.93
0.99
Notes: Some important indicators for monitoring EFA are only available at the country level (no regional average).
GPI: Gender Parity Index, GER: Gross Enrolment Ratio, ANER: Adjusted Net Enrolment Rate
Source: UNESCO Institute for Statistics database, accessed on February 2013.

10. ANER in primary exceeded 90% per sub-region
15 percentage point increase over 10 years
1 percentage point increase over 10 years
Growth in East Asia and the Pacific, has been much slower, with the adjusted net enrolment rate (ANER) increasing by only 1 percentage point in the last ten years.
South and West Asia on the other hand, registered a 15 percentage point increase over the past decade.
Source: 2012 Regional Report on EFA in Asia-Pacific, UNESCO Bangkok, October 2012

11. An aggregate 94% ANER does not guarantee all are in school
20 million out-of-school children in Asia and Pacific
High number of out-of school children and youth while 2015 –EFA/GMR target year- draws nearer
The challenge of out-of-school children is caused by a complex combination of inequalities associated with gender, ethnicity, wealth and location, in addition to poor quality of education. Children who are female, poor, rural or from ethic or linguistic minorities face higher risks of dropping out. The poor quality of education in schools are those overcrowded class rooms, scarce books and teachers who are under-qualified and poorly motivated.
Approximately 20,157,000 out-of-school children based on 2010 data – 2012 GMR, Statistical Table 5, p.355
Breakdown of OOSC (primary)
Central Asia: 317,000
East Asia and Pacific: 6,579,000
South and West Asia: 13,261,000
ichiro miyazawa

12. Need for sharper focus on the non-enrolled Who are they?
On track to achieve universal participation in primary education by 2015, BUT...
20.1 million out-of-school children in Asia-Pacific in 2010
Need for sharper focus on the non-enrolled
Who are they?
Why are they excluded?
What are their learning needs?
What specific interventions for each group?
The region is on track to achieve universal participation by 2015, BUT
Income inequalities persist.
Gender disparities persist.
And geographic disparities persist.
At the same time, there are about 60 million children of primary age still out-of-school.
Countries need to acknowledge that 95% or 98% of adjusted net enrolment rates are not enough to reach the unreached and disadvantaged population.
Even more targeted efforts are needed.

13. Progress towards UPE has ground to a halt
Number of out-of-school children of primary school age, 1999–2010
Looking closer at a key indicator for Goal 2, we can see that:
The number of out-of-school children of primary school age fell from 108 million in 1999 to 61 million in 2010
But three-quarters of this reduction was achieved between 1999 and 2004, when the number of out-of-school children fell at an average annual rate of 6.8 million.
The rate of decline slowed considerably between 2004 and 2008, to just 3.3 million per year.
Since 2008 progress has stalled altogether.
Regional Differences: South and West Asia and sub-Saharan Africa started from similar positions in 1999, but have subsequently progressed at very different speeds.
Between 1999 and 2008, the number of out-of-school children in South and West Asia fell by 26 million while it fell by 13 million in sub-Saharan Africa.
Between 2008 and 2010, the regions went in different directions: the number of out-of-school children in sub-Saharan Africa increased by 1.6 million, but declined by 0.6 million in South and West Asia.
Half of those out of school worldwide now live in sub-Saharan Africa
Sources: Annex Statistical Table 5; UIS database

14. Children are not completing the full primary cycle and are not continuing to the next level
Moving beyond participation, we come to completion of primary education.
Are children in Asia-Pacific completing the full primary cycle and continuing on to secondary education?
Unfortunately, not in every country.
Children who start primary school in Myanmar, Pakistan, Philippines, Timor-Leste and Vanuatu are facing a great challenge in reaching the last grade of primary.
A sizable number of children who manage to reach the last grade of primary often do not continue on to secondary education.
Such is the case in Myanmar, Pakistan and Timor-Leste, where less than 40% of students make the transition from primary to secondary school.
Source: 2012 Regional Report on EFA in Asia-Pacific, UNESCO Bangkok, October 2012

15. Heightened focus on internal efficiency
High repetition
High drop out rates
(Bangladesh, India, Nepal and Pakistan)
Less than 70% of students who enter the first grade of primary reach the last level.
Focus on access to quality learning
As a result, countries are taking an interest in assessing student learning through classroom assessment, national learning tests or participation in international assessments.
Asia-Pacific’s focus is shifting more and more, from access to quality and learning.

16. Youth and Adult Learning Needs
Improvement since 1990
On Track?
1990
2000
2010
Gross Enrolment Ratios, LS
N/A
71.4 %
83.1 % ?
Gross Enrolment Ratios, US
38.7 %
57.2 %
Gross Enrolment Ratios, TS
41.7 %
54.9 %
69.4 %
Net Enrolment Rates, TS
49.8 %
63.4 %
Notes: Some important indicators for monitoring EFA are only available at the country level (no regional average).
LS: Lower Secondary, US: Upper Secondary, TS: Total Secondary, N/A: Not Available
Source: UNESCO Institute for Statistics database, accessed on February 2013.

17. GER in secondary increased across Asia-Pacific
Gross enrolment ratio, secondary education, by country, 2000 and 2010
Gross enrolment ratios in secondary education have increased across the region since the turn of the century.
East Asia and the Pacific exhibited a jump in gross enrolment ratio (GER) from 63% in 2000, to 80% in 2010;
the gross enrolment ratio in South and West Asia has risen from 46% to 59% over the same time period.
Individual countries have made corresponding strides: Cambodia nearly tripled its enrolment over the ten year span, although with the GER in 2010 at 46.2%, many students remain out of secondary school; countries such as Bhutan, China, India, and Indonesia also made dramatic increases to their enrolment figures. This graph displays the change in secondary enrolment from 2000 to 2010 for selected Asia-Pacific countries and territories.
Source: 2012 Regional Report on EFA in Asia-Pacific, UNESCO Bangkok, October 2012

18. EFA Goal 3: Life Skills and Lifelong Learning
Learning needs in addition to the acquisition of basic literacy and numeracy knowledge...
are acquired at education levels beyond primary schooling and involve life and work skills development, at formal, non-formal or informal settings.
Now we come to EFA Goal 3, Life Skills and Lifelong Learning.
The learning needs of young people and adults cannot be confined to the acquisition of basic literacy and numeracy knowledge.
These are better acquired at the education levels beyond primary schooling and involve life and work skills development, be they at formal, non-formal and informal settings.

19. Many young people lack foundation skills
Education status of 15- to 19-year-olds, by country, latest available year
In 3 out of 13 countries, more than half of youth lack foundation skills
We view that if young people do not get as far as completing lower secondary school they will lack foundation skills.
In 3 of the 13 countries, at least half of year olds do not have the foundation skills we have identified as vital for finding decent jobs.
Young people leave school at different stages, meaning there are various different types of answers to helping young people in each country acquire these skills for work depending on the context.
Source: GMR team analysis based on UIS (2012).

20. Out-of-school children: lower secondary school
Out-of-school adolescents (in million),
101 million
70 million
Data reflect the actual number of adolescents not enrolled at all, derived from the age-specific or adjusted net enrolment ratio (ANER) or lower secondary school age children, which measures the proportion of those who are enrolled either in primary or in secondary schools. The number of out-of-school adolescents has decreased on the past year, yet the region houses 41 million out of school youth (East Asia and Pacific and South/West Asia), which represents some 65% of 70 million out of school youth.

21. Poor, rural young women lack skills the most
Percentage of youth (age 15 to 24) with less than lower secondary education, by gender, in rural areas
Females are at a
disadvantage
Gender parity
Males are at a
disadvantage
Around 70% of the 1.4 billion living in extreme poverty are in rural areas
Not only are young people usually more likely to lack foundation skills in rural areas, but young women (in the orange dots) are in the vast majority more disadvantaged in education and skills than young men.
This gender gap is most pronounced in countries where the majority of rural people do not make it to the end of lower secondary school. Some women who lack foundation skills have never entered school at all, and many others have not completed primary school.
Our research has also shown that the more educated the rural youth are, the less likely it is that they will be in farmwork, and the more likely it is they will be working in non-farm activities such as setting up their own businesses, for example. With dwindling farm sizes, and heavy flowing migration from rural to urban areas, this is a clear argument for governments to ensure their skills development policies reach rural young people too.
Source: GMR team analysis based on UIS (2012).

22. TVET Lack of evidence on participation in TVET programmes
Difficult to identify trends in TVET participation
But...
More TVET quality standards - quality, assurance and relevance (Lao PDR, Fiji, Myanmar, Mongolia, Nepal, Maldives, Thailand, Philippines, Malaysia)
Vocationalization of secondary education (China, Malaysia, Republic of Korea, Thailand and Uzbekistan)
It is difficult to identify a trend in technical and vocational education participation.
Since 2000, there is no evidence that participation in TVET programmes has much increased in the Asia and the Pacific region as elsewhere in other regions.
Countries seem to have succeeded in strengthening TVET programme standards, quality assurance and relevance, rather than increasing enrolment in this subsector.
Vocationalized secondary education can also include more cohesive ways of delivering TVET such as providing both general and vocational streams in the same school premises, allowing students to easily switch streams without the necessity of transferring to another school).

23. Community-based opportunities for learning skills
In support of TVET and since 1998, UNESCO Bangkok has been promoting community learning centres (CLC) to directly address challenges in providing adequate training of life skills and lifelong learning.
CLCs aim to entrench learning opportunities in community life by exploiting local resources and delegating responsibilities to local managers.
According to available data, as of 2009, CLC programmes have been introduced in more than 24 Asia-Pacific countries. The scope of these programmes varies throughout the region: Thailand has over 9,000 CLCs, whereas Kazakhstan has only seven.
Depending on countries, community learning centres (CLCs) design and implement programmes such as literacy, life skills training, basic education equivalency, income generation training, ECCE, as well as drug and disease awareness campaigns. Because rapid expansion of the number of CLCs can sacrifice quality, a set of standards and a system for quality assurance need to be developed in those countries.
UNESCO Bangkok annually organizes a CLC regional conference with more than 25 countries to exchange innovative approaches and methodologies.
Traditional music at CLC

24. Literacy No Improvement since 1990 On Track? 1990 2000 2010
Adult literacy rate
69.5 %
79.2 %
82.1 % No
Youth literacy rate
81.5 %
86.9 %
90.4 %
GPI - Adult
0.77
0.85
0.87
GPI - Youth
0.88
0.92
0.94
Notes: Some important indicators for monitoring EFA are only available at the country level (no regional average).
GPI: Gender Parity Index
Source: UNESCO Institute for Statistics database, accessed on February 2013.

25. EFA Goal 4: Youth and Adult Literacy
PROGRESS: Disappointing
Asia-Pacific remains home to 506 million adults who cannot read and write.
An illiterate woman and a letter writer in India
©Rita Banerji/2007

26. Number of non-literates by sub-regions
In South and West Asia over 400 million adults cannot read or write.
About 99 million adults in East Asia and the Pacific cannot read or write.
In Central Asia, 300,000 adults cannot read or write
UNESCO Bangkok is producing a regional synthesis report on the topic of financing secondary education in the region

27. Adult Literacy Rate < 70% 70% to 90% 91% to 95% > 95% 5 2 6 9
Bangladesh; Nepal; Pakistan;
Papua New Guinea; Timor-
Leste
Cambodia; Vanuatu
China; Indonesia; Malaysia;
Myanmar; Sri Lanka; Viet
Nam
Brunei Darussalam;
Kazakhstan; Kyrgyzstan;
Mongolia; Samoa; Singapore;
Tajikistan; Turkmenistan;
Uzbekistan
Not included because no data available, 27 countries
Afghanistan; Australia; Bhutan; Cook Islands; Democratic People's Republic of Korea; Fiji; Hong Kong SAR of China; India;
Iran (Islamic Republic of); Japan; Kiribati; Lao People's Democratic Republic; Macao SAR of China; Maldives; Marshall Islands;
Micronesia (Federated States of); Nauru; New Zealand; Niue; Palau; Philippines; Republic of Korea; Solomon Islands;
Thailand; Tokelau; Tonga; Tuvalu
Note: Data for 2011 or latest year available.
Source: UNESCO Institute for Statistics database, accessed on February 2013

28. 58%
of the world’s illiterate population live in just 5 Asian countries:
Bangladesh
China
India
Indonesia
Pakistan
42%
But the number of people without literacy skills remains high.
58% of the world’s illiterate population live in just 5 Asian countries.

29. TOO SLOW: Progress in reducing number of adults without basic literacy skills in E9 countries
Progress is also too slow. From this graph, you can see how progress in India and Bangladesh is offset by population growth.
From , the total number of illiterate adults in these five E9 countries alone was close to 456 million.
It’s not shown here in this graph, but according to the latest available data from UIS, Afghanistan, Bangladesh, Bhutan, India, Nepal, Pakistan, PNG and Timor-Leste all registered low adult literacy rates of under 65%
The average adult literacy rate of the world from was 84% (data from the 2012 GMR).
Source: UNESCO Institute for Statistics (UIS), latest year available.

30. Youth literacy rates have improved
(for and , weighted averages)
Central Asia
100%
East Asia and Pacific
95%
99%
South and West Asia
60%
81%
Youth literacy rates have improved in East Asia and Pacific, and South and West Asia.
Central Asia maintained its youth literacy rate for both periods, and at 100%
Meanwhile, East Asia and Pacific’s youth literacy rate increased from 95% for the period to 99% for the period.
South and West Asia increased their youth literacy rate from 60% to 81%.
Source: 2012 GMR.

31. Barriers to achieving literacy
National level analysis shows that gender represents a significant barrier to literacy in Asia-Pacific countries
Gender
Socio-economic status
Geographic location
Ethnicity
Language
Teaching methodologies
If we look at national analysis, many disparities persist. Among the many barriers to literacy in Asia-Pacific, gender remains a major issue.

32. Remaining groups without literacy are harder to reach
Asia-Pacific needs...
Innovation
Committed governmental efforts
Recognition of multiple literacy skill levels
Targeted literacy policies
Remaining groups without literacy are harder to reach
What the Asia-Pacific region needs, to move forward in Goal 4, is pragmatic innovation. Governments need to be serious in their commitments and act on it.
Policy makers need to recognize that there are multiple levels of literacy skills and thus, targeted literacy policies need to be formulated and implemented.

33. Gender Parity & Equality
Improvement since 1990
On Track?
1990
2000
2010
% of adult female illiterate
63.5 %
64.8 %
65.3 %
Yes on parity;
Not for equality
% of youth female illiterate
62.5 %
62.6 %
63.0 %
GPI – ECCE GER
0.93
0.98
1.01
GPI GER, LS
N/A
0.89
0.99
GPI GER, US
0.85
0.95
Notes: Some important indicators for monitoring EFA are only available at the country level (no regional average).
GPI: Gender Parity Index, GER: Gross Enrolment Ratio, ANER: Adjusted Net Enrolment Rate, N/A: Not Available.
Source: UNESCO Institute for Statistics database, accessed on February 2013.

34. Disparities emerge when viewing gender parity at separate levels
Gender parity index by level of education, 2010
I am showing you the gender parity index by level of education in 2010.
Please note, parity in enrolment at the national level does not necessarily mean that no disparities exist in the provincial and local levels.
For example, in one province boys might be significantly disadvantaged, while in a neighbouring province the bias may be against girls.
Another disparity emerges when viewing gender parity at separate levels.
In some countries, girls are under-represented in primary education while boys are under-represented at the secondary level due to factors beyond access, such as drop-out rates and issues with transition. This is the case in Mongolia, Timor-Leste, Vanuatu, and Viet Nam.
The point is, looking at the overall GPI can be misleading if we do not take the separate levels of education into account.
Source: 2012 Regional Report on EFA Progress in Asia-Pacific, UNESCO Bangkok, 2012.

35. Gender Parity and Equality
Disadvantage to girl
Parity achieved
Disadvantage to boy
No data 10 12 13 14 8
5 countries:
Afghanistan; Cambodia; Lao
People's Democratic
Republic; Pakistan; Tajikistan
2 countries:
Timor-Leste; Vanuatu
1 countriy:
Viet Nam 21
3 countries:
Australia; Iran (Islamic
Republic of); Solomon
Islands
9 countries:
Brunei Darussalam;
Indonesia; Japan;
Kazakhstan; Kyrgyzstan;
Marshall Islands; Republic of
Korea; Sri Lanka; Uzbekistan
8 countries:
Bhutan; Cook Islands; Fiji;
Mongolia; Myanmar; New
Zealand; Philippines;
Thailand
1 country:
Maldives 4
Hong Kong SAR of China
China; Samoa
Kiribati 16
India; Macao SAR of China
Bangladesh; Malaysia
12 countries:
Democratic People's Republic
of Korea; Micronesia
(Federated States of); Nauru;
Nepal; Niue; Palau; Papua New
Guinea; Singapore; Tokelau;
Tonga; Turkmenistan; Tuvalu
Gender Parity Index for Secondary Gross Enrolment Ratio
Gender Parity Index for Primary Enrolment Ratio
Note: Data for 2011 or latest year available.
Source: UNESCO Institute for Statistics database, accessed on February 2013

36. What happens in the school?
Gender inequalities in teaching and leadership positions
High feminization of teachers at the primary level
More male teachers at the secondary level
In Asia-Pacific, countries are also looking beyond providing access to education for students of both genders.
It has been noted that gender inequalities exist when it comes to teaching and leadership positions.
Teaching in primary education is highly feminized, while male teachers often make up a higher percentage of the teaching force at the secondary level.
EXAMPLE of feminization at primary level: In Indonesia, females make up more than half of the primary teaching staff and less than half of the secondary teaching staff

37. Entering the workforce
Women face vulnerable employment circumstances – part time work, lower wages
More women than men move on to tertiary education, but...
Gendered perceptions of professions and fields of study
In 2008, less than 20% of graduates in engineering, manufacturing and construction were female
Different career interests and choices of girls/women compared with boys/men merit deeper analysis
While gender equality stretches beyond the classroom, gender disparities exist in many countries in terms of employment.
Women on the whole are more vulnerable to part time work and lower wages.
According to UNESCAP, women in Asia-Pacific are believed to constitute the majority of the informal labour market, which comes with attendant implications for labour standards and access to social protections linked to employment status.
Although more women than men move on to tertiary,

38. Quality Education No Improvement since 1990 On Track? 1990 2000 2010
Gross intake rate to the last grade of primary
88.3 %
87.2 %
93.1 % No
GPI
0.87
0.92
1.00
School life expectancy (1-6)
8.4
9.3
11.2
Note: Some important indicators for monitoring EFA are only available at the country level (no regional average).
Source: UNESCO Institute for Statistics database, accessed on February 2013.

39. Too many primary age children fail to read or count
Quality issues
Too many primary age children fail to read or count
What the Asia-Pacific region needs, to move forward in Goal 4, is pragmatic innovation. Governments need to be serious in their commitments and act on it.
Policy makers need to recognize that there are multiple levels of literacy skills and thus, targeted literacy policies need to be formulated and implemented.

40. Quality & Equity in Education
Early grade reading assessments:
Comparing learning outcomes – within countries
Taken from: UNESCO Asia-Pacific End of Decade Notes on Education for All: Quality Education

41. Progress and challenges
particular focus needed in 2 areas:
Teachers and learning processes
Learning outcomes
Asia and the Pacific is the only region of the world which has no common regional standards for examinations and learning assessments
Formal education systems need to provide relevant and essential life skills and competencies for students to be ready for work and for the future.

42. Quality & Equity in Education
PISA scores: comparing learning outcomes – between countries
Taken from: UNESCO Asia-Pacific End of Decade Notes on Education for All: Quality Education

43. Quality & Equity in Education
Comparing grade survival rate between countries
Survival rate to the last grade of primary level has been increased substantially in all the coutnries in South East Asian Countries over the period of time. Malaysia has achieved 100% survival rate while Brunei, Viet Nam and Indonesia has achieved more than 90% survival rate. Lao PDR, Cambodia and Myanmar has been lagging behind in survival rate to last grade of primary level
Source: UNESCO Institute for Statistics database, accessed on February 2013.

44. Quality & Equity in Education
Students from poorest families more likely to drop out of school than students from the richest families
Taken from: UNESCO Asia-Pacific End of Decade Notes on Education for All: Quality Education

45. Proportion of trained teachers in primary education in selected countries, 2000 and 2009
Source: UNESCO and UNICEF, draft EDN 6, forthcoming.

46. Years of pre-service teaching training required in selected countries by level of education taught,
Across the region, various forms of teacher education have been and continue to be one of the important policy priorities in education.
A specific minimum number of years of pre-service teacher training prior to entering the profession are required for certification.
This figure shows that an average of four years of training is officially required for primary and secondary school teachers in industrialized countries. Meanwhile, developing countries require an average of three years of traiing.
Source: UNESCO and UNICEF, draft EDN 6, forthcoming.

47. Spending on education increased from 1999 to 2010
World
13.8
14.0
Arab States …
16.7
Central and Eastern Europe
12.8
11.8
Latin America and the Caribbean
13.6
North America and Western Europe
12.5
12.9
Asia and the Pacific
East Asia
12.2
13.7
Central Asia
14.4
South and West Asia
14.1
INCREASED total public expenditure on education as % of total government expenditure in East Asia and South and West Asia
Over the years, political commitments to the EFA movement have increased substantially across countries, with governments recognizing the critical role of education in their socio-economic development, social cohesion and national prosperity. This is reflected in the increased spending on education as a percentage of the total government expenditure in East Asia and South and West Asia during the financial crisis. Furthermore, regional and national partnerships are emerging across the region, bringing established and new partners to support the EFA movement.
Despite this increase, it is not enough.
Notes: … indicates no data available. No data available for the Pacific. Source: 2012 GMR

48. the failure to address DISPARITIES and INEQUALITY is a key reason why the Asia-Pacific region is struggling to fully address the whole of EFA and reach the unreached and marginalized.
In Asia-Pacific, it is clear why progress in EFA has stagnated over the years.
Failure to address inequalities in society has contributed to this slow down of progress. Inequalities serve to perpetuate and fuel marginalization. As a result, the disadvantaged, unreached, excluded and marginalized, as we call these groups, are not adequately served, and their right to education has and continues to be compromised.
Marginalization is the by-product of inequalities.

49. Cross-cutting issues Poor governance and finance
Financing EFA still remains a challenge and requires more than just increased spending; needs equity and efficiency in distribution and utilization
Weak Analytical and M&E Capacity
Education ministries lack built-in knowledge creation system on improving schooling and student learning. Policy decisions made without strong evidence.
Natural Disasters and Conflicts
The region is the most vulnerable to natural hazards which has direct and indirect impact on education
Changing socio-economic development landscape
Countries in the region are moving to higher income level status hence the increased demand for higher level skills
At the same time, these cross-cutting issues must be addressed, to move forward and accelerate progress in EFA.

50. What is realistically possible?
Enactment of Acts and legal frameworks
Improving governance systems
Strengthening data systems
Proper targeting of excluded groups
Capacity building in evidence-based policy making and education planning
Alternative/flexible learning opportunities especially for unreached groups (in remote, rural areas)
Strengthening community-based delivery mechanisms
Mobilizing and diversifying domestic and external resources
Multisectoral and holistic interventions for ECCE, gender equality, life skills and quality issues

51. Thank you!