1. MDA Theme: Reaching the Un-reached Equal Access to Quality Education

2. Analysis seeks good practices:
What were the most common achievements in terms of quality and equality, if any, since the year 1990 and especially in the last 5 years?
Goals and targets set by the national EFA action plan
National Education Sector Development Plan
What actions and benefits reached the main intended target groups?
What groups benefited most from these achievements? What policies, resource inputs and contextual factors facilitated these successes?
the most common achievements in terms of quality and equality, if any, since the year 1990 and especially in the last 5 years?
Goals and targets set by the national EFA action plan
National Education Sector Development Plan
Actions and benefits reach to the main intended target groups?
What groups benefited most from these achievements? What policies, resource inputs and contextual factors facilitated these successes?
Are these group (the poor, ethno-linguistic minorities, learners with disabilities, remote inhabitants, etc.) also benefit much from the achievements?
Which groups benefited least or not at all.
What policies, resource inputs and factors facilitated and what factors obstructed the reaching the targets and resolving the issues - the inclusion of unreached groups in sharing the benefits of the past efforts with regard to this particular Goal?
What still need to be achieved and what are still missing to address.

3. Analysis seeks to solve problems:
What were the most common gaps in progress in terms of quality and equality?
Do traditionally-disadvantaged groups benefit much from the achievements?
Which groups benefited least or not at all?
What policies, resource inputs and factors facilitated and what factors obstructed reaching the targets and resolving the issues - the inclusion of un-reached groups in sharing the benefits of the past efforts with regard to this particular Goal?
What still need to be achieved and what are still missing to address?
the most common achievements in terms of quality and equality, if any, since the year 1990 and especially in the last 5 years?
Goals and targets set by the national EFA action plan
National Education Sector Development Plan
Actions and benefits reach to the main intended target groups?
What groups benefited most from these achievements? What policies, resource inputs and contextual factors facilitated these successes?
Are these group (the poor, ethno-linguistic minorities, learners with disabilities, remote inhabitants, etc.) also benefit much from the achievements?
Which groups benefited least or not at all.
What policies, resource inputs and factors facilitated and what factors obstructed the reaching the targets and resolving the issues - the inclusion of unreached groups in sharing the benefits of the past efforts with regard to this particular Goal?
What still need to be achieved and what are still missing to address.

4. Focus on distribution of quality education across sub-national target groups
Policy and Statistical Analyses of unattained goals and un-reached target groups and
Disparities in access to different levels of quality education across various strata and groups in the society:
Gender
Persons with disabilities
Religious, linguistic, racial and ethnic groups
Castes, classes and other social stratifications
Residents of remote areas/border regions
Undocumented people, non-citizens, non-registered residents
Migrants, refugees, displaced persons and their children
The extremely poor

5. Analysis of Implementation of EFA Policy and EFA Goals
Policy Cycle/
indicators
ECCE
UPE UBE
Skills
Literacy
Gender
Quality
Governance, policy, agencies coordination
Resource mobilization and allocation
Courses, programs, facilities
Quality & equity outcomes
Impact assessment

6. Analysis of Differential Impact on disadvantaged and un-reached groups
Who are left behind? What knowledge, skills? How to increase access? Cost-effective delivery? How to decrease disparities? Contextual indicators analysis, eg. contextual gender analysis.
Early childhood
Formal Basic education
NFE Out-of-school youth & adults
Women and girls ?
People with disabilities
Ethnic minorities
Linguistic minorities
SES, Classes, Castes
Rural inhabitants
Migrants and displaced persons
People without legal status (birth registration, citizenship)
Etc. list relevant neglected groups

7. Analysis: follow through stages of implementation targeted on the disadvantaged groups
Policy Cycle/
indicators
Women & girls
CW Disabi-lities
Lang-guage minorities
Extre-mely poor
Migrants,
Refugees
displaced
Undocu-mented
Etc.
targeted policy, agencies coordination
Ear-marked resource mobilization and allocation
Adapted courses, programs, facilities
Quality & equity outcomes
Impact assessment

8. The Three Dimensions of Assessment x Target Groups
Quantity
Quality
eQuality

9. Sources of data for assessment
School-based statistics
population and housing census, household surveys, labour force surveys, household income and expenditure surveys, etc. MICS
Case studies, especially in areas where standard statistics are not available and inadequate (eg. gender equality, literacy, life-skills, etc)
The structure and process of implementation, to identify how the policies were differently implemented with regard to the different target groups
With the objective of identifying the unattained targets and un-reached target groups for each of the Six EFA Goals, the participants discussed many aspects of the process. Among them, the following are the current plans with regard to the points raised in the concept paper for the Global EFA Review :
• In addition to the usual school-based statistics, they will use mostly the existing data collection, such as the population and housing census, various household surveys, labour force surveys, household income and expenditure surveys, etc.
• National IE policies on minorities, disabled, the extremely poor, etc.
• As the source of UIS data is the national statistics, the national assessment exercise will motivate and accelerate national data collection and reporting
• The exercise will generate materials that may be of use to the GMR
• Case studies have been conducted and more will be undertaken, especially in areas where standard statistics are not available and inadequate.
• The structure and process of implementation will be examined carefully to identify how the policies were differently implemented with regard to the different target groups
• Because of the composition of the participants, the discussions did not focus much on the financing aspects of the Six EFA Goals.
• Timeline: end of 2006, initial outline with raw data; 2007 analytical and politically anchored reports; 2008 regional policy review

11. Nepal Literacy Rate by Caste, Urban-Rural Residents and Sex
* Source: 2004 NLSS all ages; 2001 Population Census is 54% for population ages 6 and above

12. % of population age 6+ who can read letters in Nepal, NLSS 2004

13. Considering disparities
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?