1. Policy and Strategy Recommendations towards Achieving EFA
SEAMEO Education Ministers’ Meeting
43rd SEAMEO Council Conference
12-14 March 2008
Kuala Lumpur, Malaysia
Background
Highlights
Recommendations
Recommendations from the seven working groups during the Jomtien conference and the recommendations from the draft Insular Southeast Asia and Mekong EFA MDA Sub-Regional Synthesis Reports

2. Education for All Goals
1. Expand and improve comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children. 2. Ensure that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality. 3. Ensure that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes. 4. Achieve a 50% improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults. 5. Eliminate gender disparities in primary and secondary education by 2005, and achieve gender equality in education by Improve all aspects of the quality of education and ensure excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.
Education as a basic human right is recognized in Article 26 of The Universal Declaration of Human Rights
The Education for All (EFA) initiative was first launched in Jomtien, Thailand in March 1990 at the World Conference on Education for All (EFA): Meeting Basic Learning Needs
The current six EFA goals were agreed to in Dakar, Senegal in April 2000 at the World Education Forum

3. EFA Mid-Decade Assessment Objectives
Build national capacity to undertake M&E, MDA & Mid-Term Policy Reviews
Assess progress and gaps in the achievement of the national and global targets of EFA
Identify and locate the remaining gaps in terms of quality and equity sub-nationally, with a focus on disadvantaged and excluded populations
Review, identify and locate problems, issues, policies, strategies, actions and critical factors of success/failure
Use results of the assessment to sharpen the focus and update policies and strategies for attaining the EFA goals and the MDGs by 2015

4. EFA Mid-Decade Assessment Framework
Framework for the Assessment: Inclusive Education
in a Lifelong Perspective
a focus on the diversity of learning needs of sub-populations (e.g., the disabled, linguistic and ethnic minorities, girls and women, disadvantaged groups)
provision of quality education for all learners
The MDA aims to answer:
Which children are not in school/learning centres?
What inhibits their full participation?
Who should be targeted as a priority?
How can we improve quality and equality?
How do we cost, budget and finance EFA?
Countries are encouraged to tap alternative sources of data on un-reached groups

5. Asia-Pacific MDA Process
The “Bangkok” or “Asian” model”
Development of national capacity in:
statistics, indicators and policy analysis
monitoring and evaluation of implementation
assessment of impact in attaining the EFA goals, with regard to all learners and specifically targeted populations
Country-led MDA and policy reviews
Problem-solving approach:
analysing sub-national disparities in implementation and outcomes
identifying critical factors and obstacles to achieving the EFA goals
locating the under-served and “unreached” target groups
Supported by:
training and production workshops
Technical Support Groups organised by a regional Thematic Working Group on EFA
the collaboration of UNESCO and UNICEF.

6. MDA: Where do we stand now?
National EFA MDA reports finalised for:
Indonesia and Myanmar
National EFA MDA reports being finalised:
Lao PDR
Cambodia
Malaysia
Philippines
Thailand
Viet Nam
Sub-Regional EFA MDA reports now being finalised
Bangladesh
Bhutan
India
Maldives
Nepal
Sri Lanka
Pakistan
China
Iran
Mongolia
+Central Asia
+ Pacific
EFA MDA Sub-Regional Reports by June 08 for
Mekong
Insular South-East Asia
South Asia
Central Asia
East Asia
Pacific

7. EFA MDA and Policy Review
Results of national and sub-regional EFA MDA and the 2008 Global Monitoring Report used for policy reviews
Recommendations for adjustments in terms of:
Target-setting, with specific references to priority target groups
Strategies for attaining the unattained and reaching the un-reached
A schedule of milestones to be attained over the remaining period
Sub-Regional EFA Mid-Term Policy Reviews to be conducted in Asia-Pacific (the first held in Southeast Asia in February)

8. Policy and Strategy Recommendations: South-East Asia EFA Policy Review
Identified specific target groups; in particular, unreached and disadvantaged populations
Defined “Inclusive Education” and “Quality” of education
Identified critical issues / major challenges using a lifelong learning approach
Recommended policies and strategies on how to address these issues
Identified good practices and innovative ideas
Participants from SEAMEO Member countries, except Timor Leste, were represented at the Conference held from February in Jomtien, Thailand
Working Groups on:
Inclusive Education and Access
Gender and social equity
Quality of Education
Literacy, mother tongue and language policies
EFA Monitoring and Evaluation
Financing and Governance
Youth’s role in achieving EFA (the youth both as a target group but also as playing a key role in achieving EFA)

9. Despite the progress, many issues must be addressed urgently if Education for All is to be met by 2015
Despite progress, many issues must be addressed urgently if EFA is to be met by 2015

10. MDA Sub-Regional Report Highlights
There is improvement in national aggregates, but wide geographical variations in EFA progress within countries remain.
Programmes are in place (e.g., free primary education, expanding education infrastructure, etc.) but marginalised and disadvantaged groups continue to face obstacles
We measure what we treasure – data are missing on who is being left behind. Countries do not know who is out of school, who is not learning in school and why.
TWO Sub-Regional Reports:
Insular Southeast Asia covering the Philippines, Indonesia and Malaysia
Mekong covering Cambodia, Lao PDR, Myanmar, Thailand and Viet Nam
Drafts of both reports were validated by country representatives at the Jomtien Conference in Feb. Final drafts of both reports are expected to be submitted to UNESCO Bangkok by mid-March for publication.
All countries in the Mekong Sub-Region are experiencing declining birth rates. Changing demographic patterns have educational implications. The disadvantaged population can grow more rapidly than the population at large.

11. MDA Sub-Regional Report Highlights
Who are the disadvantaged?
Learners from remote and rural communities
Learners from religious, linguistic and ethnic minorities as well as indigenous peoples
Children from migrant families
Learners with disabilities/special needs
Street children, working children, and children in difficult circumstances (conflict or disaster areas)
Orphans and abandoned children (e.g., due to HIV/AIDS)
Learners from very poor families
Girls and women, especially from rural /ethnic minorities

12. ECCE: Progress and Challenges
Legislation, strategies and programmes on ECCE are in place, but not all countries have specific programmes for the disadvantaged. Most definitions focus on education, less on care.
Participation in ECCE among young children has improved across the sub-region but geographical variation remains.
The quality of pre-primary education nationwide has to be improved.
There is a lack of awareness among parents from low socio-economic groups on the importance of ECCE, a lack of standards for ECCE, and weak monitoring systems/mechanisms.

13. UPE/UBE : Progress and Challenges
There is an overall expansion of access to primary education with programmes for disadvantaged children but
NIR remains below 50% in Insular Southeast Asia;
high repetition rates exist in lower primary grades, and high dropout rates are found in upper primary and lower secondary education in the Mekong region
Geographical characteristics are still a barrier in the delivery of education services.
School enrolment is still low among disadvantaged populations; e.g., children at work who cannot study
Primary education is “free” and compulsory but hidden costs remain.

14. Life Skills : Progress and Challenges
The definition is clear as comprising basic education and practical skills.
TVET and non-formal education policies are in place for specific target populations, but no specific policies exist for life-skills and lifelong learning.
Training programmes sometimes do not match job market demands.
Coordination among various ministries, NGOs, and the private sector providing NFE and TVET must be strengthened to improve coherence and avoid overlaps .
The development of “gender neutral” and inclusive TVET programmes is needed.
Varied trend in progress in transition rate from primary to secondary level.
-Indonesia also showed modest improvement
-Malaysia recorded a substantial improvement
-Philippines showed a significant decline

15. Literacy: Progress and Challenges
There is no common definition of literacy.
Overall literacy targets for 2007 have mostly been met, and targets for 2015 are likely to be met. But poor quality of primary schooling can lead to low levels of literacy
Where reading materials are not widely available, relapsing into illiteracy is a risk.
There is a need to promote non-formal equivalency education for children who cannot attend school.
There is a lack of classrooms and materials for literacy classes.
There is a need to address the low reliability of data on non-literate populations, including use of languages other than the official language.
Definition various across countries depending on the means by which literacy is measured
Progress in Insular:
Indonesia has the most substantial increase in adult literacy rate from 81.5 % in 1990 to 90.4% in 2004.
Malaysia improved adult literacy rate from 82.9 % to 88.7%
Philippines, although having the highest adult literacy rate, experienced a decrease in its literacy rate from 93.6% to 92.6%

16. Gender : Progress and Challenges
All countries have, legislation, strategies and programmes in place for the general promotion of gender equality (but in practice, attitudes and awareness of the population have to be improved)
There is a mixed trend in primary gender disparity in the region:
Indonesia, boys are disadvantaged; Malaysia, almost parity; and Philippines: girls are disadvantaged
Mekong: GIR and NIR are lower for girls
At the secondary level, there are increasingly more girls than boys in Malaysia and the Philippines, while boys in Indonesia still have an advantage.
All countries in Mekong have acceded to CEDAW
GPI in ECCE
In terms of parity, at ECCE there is almost parity for Mekong… Latest data show girls performing better across the sub-region with Malaysia recording the highest GPI (1.12) in GER in 2005
GPI in Primary and Secondary Education
Mixed trend in primary gender disparity in the subregion
(Indonesia, boys; Malaysia, almost parity; and Philippines: girls)
At the secondary level, girls are increasingly outperforming GPI boys in terms of GER and NER in Malaysia and the Philippines while Indonesia’s boys are still at an advantage but latest data shows movement towards parity

17. Quality: Progress and Challenges
All Mekong countries have strategies and programmes towards quality improvement, including for the disadvantaged.
But they are weak or lack quality assurance systems and valid learning assessments methods
Financing in education – Insular Southeast Asia has shown a commitment to greater spending in education.
The quality of learning environments, including availability of toilets, water or libraries, is not being monitored. Little to no data are available
more innovative approaches beyond the traditional outcome indicators may be required for deeper analysis of disparities and to better aid decision-making, planning and investment programming
Need to balance a combination of political will and public investment managed with high degree of efficiency, transparency and accountability (this approach has worked in Malaysia)

18. Policy and Strategy Recommendations: South-East Asia EFA Conference

19. Monitoring and Evaluation
Establish more coordinated, harmonised mechanisms for the monitoring and evaluation of EFA, with adequate capacity and financing
National/System level
Local/Community level
Create a permanent national EFA Coordinator and a national EFA Forum (including civil society), with a mandate to monitor the progress of EFA
Create or strengthen existing EMIS to improve the quality of data and its analysis in accordance with international standards, including education data from household surveys (e.g. on literacy performance)
Seven working groups worked on the following cross-cutting themes:
EFA monitoring and evaluation
Financing and Governance
Gender equality and social equity
Inclusive Education
Youth
Literacy, mother tongue and language policies
Quality of Education

20. Financing and Governance
Develop a Medium-Term Expenditure Framework (MTEF), together with internal and external stakeholders, aimed at:
linking policy, planning, budgeting, and implementation (programme-based budgeting)
mobilising resources to fill financing gaps
Undertake regular financial tracking surveys in cooperation with development partners, with attention to unreached and underserved groups
Increase the MOE allocation for basic education and strive to reach the desired level of 6% of GNP (OECD and UNESCO standards) and 20% of the national budget for education as a whole.

21. Gender Equality/Social Equity
Ensure the utilisation of sex-disaggregated data in policy making, planning, targeting, programming, budgeting, and evaluation
Institutionalise, finance, monitor, and evaluate gender mainstreaming and equality in education by increasing resources and strengthening institutional mechanisms
Promote female leadership in education by building the capacity of women in leadership skills
Ensure gender-responsive teaching and learning processes and materials
Ensure accessibility of education services and facilities, especially for unreached and at-risk girls and boys
Increase knowledge and understanding of gender issues at all levels (for teachers, parents, education planners, students, etc.)

22. Inclusive Education
Shift attention to children who are not in school and to those who are in school but at risk of dropping out
Introduce and promote the concept of “child seeking” schools as well as “child-centered” schools
Support more in-depth research to identify and map children excluded from schooling or learning
Ensure accessibility of education services and facilities, especially for unreached, at-risk, and other disadvantaged learners – and finance adequately
Adopt policies that provide targeted financial support to the excluded, including direct support
Eliminate direct and indirect school fees in basic education and provide alternative delivery modes
Adopt policies that provide for the explicit inclusion of children and adults with disabilities
Implement policies that permit and encourage the use of mother tongue in early education

23. Inclusive Education
Strengthen partnerships between the government, community, NGOs, and the private sector to reach out to the excluded; e.g. a national campaign for inclusive education
Provide incentives to teachers/facilitators to work in rural/disadvantaged areas
Mobilise SEAMEO centres to focus on different aspects of inclusion
Introduce a more flexible school assessment system, with incentives and recognition for schools to develop and implement inclusive education principles
Adopt and adapt emergency education minimum standards
as well as policies that address the transition from school to work of people with disabilities. In relation to this, encourage countries to ratify the UN Convention on the Rights of People with Disabilities

24. Youth
Adopt a clear policy framework that identifies the potential of youth and their role to help achieve EFA
Identify a focal point for youth participation within the government and establish National Councils of Young People who will meet in an annual Forum and comment on proposed government policies
Hold regular dialogues with representatives of the youth sector.
Allocate resources to support youth activities (not only sports) and stipulate the creation of student governments/councils in all schools

25. Literacy, Mother Tongue, and Language Policies
Develop environments that support literacy practices by establishing community libraries, learning centres, etc.
Integrate community knowledge and input in order to ensure local relevance, including involving the community in materials and curriculum development
Invest adequate financial resources in language- appropriate education and literacy efforts, including allotting 3% of the overall education budget for adult literacy efforts (currently – 1% on average)
Implement policies that encourage the use of mother tongue in initial literacy for children and adults
Deploy teachers and facilitators appropriate to local contexts by recruiting from local communities and providing relevant pre- and in-service training
Invest adequate financial resources in language appropriate education and literacy efforts, including allotting 3% of the overall education budget for adult literacy efforts)

26. Quality of Education
Establish concrete policies and strategies on quality for each EFA sub-sector and adopt a policy that monitors quality based not only on inputs and outputs but also on processes and outcomes
Adopt policies that mandate the use of ICTs for all aspects of education, including the delivery of education and for school and system governance
Adopt policies and guidelines for non-formal education (NFE), technical and vocational education and training, and higher education in support of EFA
Set a policy framework on FE-NFE equivalency
Establish standards for pre-primary school and day-care facilities, curricula and teachers
Expand the budget for early childhood care and education within the Ministry of Education

27. Partnerships and Advocacy
Strengthen partnerships between the government, community, NGOs, and the private sector to reach out to the excluded (All for Education!)
Mobilise a wide range of stakeholders in a coordinated manner to campaign for the realisation of EFA
Strengthen advocacy among policy makers in relation to EFA
Encourage information-sharing among Southeast Asian countries in relation to experiences and best practices in EFA