1. UNESCO Islamabad August 29, Lahore Education for All by 2015: Will we make it?

2. 2 Main Contents of the Presentation Gender parity goal 200020052008 2015 Midpoint Dakar 1.Where are we towards EFA 6 goals? 2.6 Global Positive Trends 3.8 Major Concerns and Challenges 4.The Way Forward

3. 3 1. Where are we?

4. 4 EFA Development Index: significant progress in some countries Out of 129 countries: 51 high achievers 0.30.40.50.60.70.80.91.0 South Africa Dominican Rep. Namibia Swaziland Lesotho Guatemala Nicaragua Iraq Bangladesh Nepal Malawi Mauritania Yemen Mozambique Ethiopia Chad Education Development Index 53 in intermediate position. 25 far from achieving EFA of which:  16 in sub-Saharan Africa  4 Arab States  4 in South and West Asia  1 in East Asia / Pacific  Index pulled down by low education quality or low adult literacy levels 1999 2005

5. 5 EFA in South and West Asia (Source: Human Development Report 2007-08, and UNESCO Global EFA Monitoring Report 2008) CountryRanking: EFA Development Index Primary Net Enrolment Rate (NER) % NER for Girls % India1058985 Iran9095100 Pakistan1206859 Sri Lanka-97- Maldives7479 Nepal1107974 Bangladesh1079496

6. 6 2. Six Global Positive Trends

7. 7 1) Progress in primary education 507090 Sub-Saharan Africa Arab States South/West Asia Central Asia Central/Eastern Europe East Asia/Pacific Latin America Caribbean North America Western Europe Net enrolment ratios in primary education (%) 60 80 100 1991 1999 2005 Primary school enrolment up: 36% in sub-Saharan Africa 22% in South and West Asia 11% in Arab States

8. 8 1a) Progress in primary education in South Asia and Pakistan *Data of Pakistan and Punjab are from 01 and 05. (EFA MDA Country Report 2008) 57 61 65 82 89 97 66 68 79 95 94 79 0 20 40 60 80 100 120 PakistanPunjabNepalIranBangladeshMaldive 19992005

9. 9 0.00.20.40.60.81.01.2 Afghanistan Chad Niger Yemen Côte Mali Benin Burkina Djibouti Guinea Mozambique Togo Burundi Ethiopia Morocco Guatemala Cambodia India Nepal Senegal Ghana Uganda Mauritania Malawi Gambia Gender parity index in primary GER 1999 2005 Gender parity line 2) More girls in primary school  17 countries achieved gender parity in primary education between 1999 and 2005  In total 63% of countries have achieved gender parity at the primary level

10. 10 2a) More girls in primary school in Pakistan 0.8 0.67 0.57 0.65 0.89 0.82 0.93 0.75 0.63 0.7 0.94 0.72 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 PakistanPunjabSindhNWFPBalochistanICT 2001/22005/6 Source: EFA MDA Country Report 2008

11. 11 3) Out-of-school children declining 051015202530354045 Central Asia North America Western Europe Central/Eastern Europe Latin America Caribbean Arab States East Asia/Pacific South/West Asia Sub-Saharan Africa Out-of school children, million 1999 2005 60% girls in Arab States 66% in South and West Asia 1999: 96 million 2005: 72 million

12. 12 4) Increased attention to quality issues % of countries that have carried out at least one national assessment between 1995-99 and 2000-06 24 15 11 15 11 54 69 25 33 55 33 64 44 59 77 65 Sub-Saharan Africa Arab States Central Asia East Asia/Pacific South/West Asia Latin America Caribbean N. America W. Europe Central Eastern Europe 1995-1999 2000-2006 More and more governments are carrying out national learning assessments and participating in international and regional ones

13. 13 5) Increases in national spending on education  50 out of 84 countries outside North America and Western Europe increased the share.  18 out of 24 in sub-Saharan Africa  5% annual increase in public spending on education in sub- Saharan Africa and South and West Asia  Countries making significant progress towards UPE have generally increased their spending as a share of GNP 0246810 El Salvador Madagascar Nepal Benin Tajikistan Mozambique Mali Kyrgyzstan Czech Rep. Colombia Burundi Senegal Mexico Ghana Poland Hungary Malawi Ethiopia Swaziland Ukraine Bolivia Kenya Morocco Lesotho Public expenditure on education as a % of GNP 1999 2005

14. 14 5a)Public expenditure on Education as % of GNP (Comparison in the region) Country Public expenditure on Education as % of GNP Ranking: EFA Development Index India3.8105 Iran4.790 Pakistan2.4120 Sri Lanka-- Maldives7.574 Nepal3.4110 Bangladesh2.4107

15. 15 (Source: Economic Survey (2002-2003) – Finance Division – Government of Pakistan, Page 167, Table 11.5 and Economic Survey of Pakistan 2005-06, and EFA Global Monitoring Report 2008) 5b) Public expenditure on Education as % of GNP in Pakistan since 1995

16. 16 6) Aid to education: substantial increases Total aid includes allocations from budget support and aid to level unspecified Aid to basic education doubled between 2000 and 2004, benefiting low-income countries, but declined in 2005 Total aid to education 3.3 3.6 3.7 4.0 4.5 6.3 4.3 7.3 6.5 6.9 8.2 9.2 10.7 8.3 1999200020012002200320042005 Constant 2005 US$ billions Low income countriesAll recipient countries Total aid to basic education 1.61.9 2.6 4.0 2.3 2.8 2.7 2.9 4.0 5.1 3.7 1999200020012002200320042005 Constant 2005 US$ billions Low income countriesAll recipient countries

17. 17 3. Major concerns and challenges

18. 18 1) Early childhood care and education: acting on the benefits  Provision of pre-primary education remains scarce across sub-Saharan Africa and Arab States ECCE programmes improve child well-being and prepare children for school but: 020406080100 Sub-Saharan Africa Arab States Central Asia South/West Asia East Asia/Pacific Central/Eastern Europe Latin America Caribbean North America Western Europe GER in pre-primary education (%) 1999 2005  Lack of policies for under 3s  Programmes are not reaching the poorest and most disadvantaged children

19. 19 2) Gender inequalities prevail  63% of countries have achieved gender parity in primary education; 37% in secondary education  59 countries have achieved gender parity at both primary and secondary levels  Gender disparities in secondary education are greater than in primary; they favour girls as often as boys 0.700.800.901.001.10 Prim. Sec. Prim. Sec. Prim. Sec. Prim. Sec. Prim. Sec. Prim. Sec. Prim. Sec. Prim. Sec. Gender Parity Index in GER Sub-Saharan Africa Arab States South and West Asia Latin America Caribbean Central and Eastern Europe East Asia and Pacific Central Asia North America Western Europe

20. 20 2a) Gender inequalities prevail in Pakistan and Punjab Source: EFA MDA Country Report 2008 0.73 0.8 0.84 0.67 0.8 0.82 0.77 0.93 0.89 0.750.78 0.72 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 Pakistan Primary Pakistan Secondary Punjab Primary Punjab Secondary Sindh Primary Sindh Secondary 2001/22005/6

21. 21 3) Geographic disparities Progress in enrolment has rarely been uniform within countries. Geographic disparities in NER have increased in some countries 0 10 20 30 40 50 60 70 80 Nigeria Kenya Ethiopia Eritrea Senegal Guinea Mali Zimbabwe Benin India Mauritania Gambia Nepal Colombia Zambia Egypt Niger Burkina Mozambique Bangladesh Bolivia Cambodia South Africa Ghana Philippines Morocco U. R. Tanzania Peru Mexico Indonesia Argentina Brazil Geographical disparity pre-Dakar post-Dakar

22. 22 3a) Geographic disparities in Pakistan

23. 23 4) Minimal attention to adult literacy  Number of illiterate adults increased in sub-Saharan Africa and Arab States  75% adult illiterates live in 15 countries  64% are women  Direct assessments of literacy skills suggest even greater challenge 774 million adult illiterates 0100200300400500 Central Asia North America/ Western Europe Central/Eastern Europe Latin America/Caribbean Arab States East Asia/Pacific Sub-Saharan Africa South/West Asia Adult illiterates, million 1985-1994 1995-2004

24. 24 4a) Distribution of Global Illiterate Population

25. 25 4b) Number of Illiterates in Pakistan Source: Census Reports of Pakistan %/M 55 17.9 16.7 43.92 26.2 21.7 50.38 42.69 33.59 22.08 18.64 0 10 20 30 40 50 60 195119611972198119982007 Literacy Rate (10+) Illiterate Population

26. 26 4c) Literacy Trends in Pakistan Source: PSLM

27. 27 5) Indications of poor quality  International and national learning assessments point to relatively low achievement in core subjects (language and mathematics), especially in developing countries  Low levels of learning achievement are related to :  socio-economic background  rural residence  lack of access to textbooks in school, books at home  insufficient and inefficient instructional time  inadequate physical infrastructure and material resources  More than 60% of countries allocate fewer than 800 yearly hours of instruction in grades 1 to 6  Survival rate to last grade improving but remains low in sub-Saharan Africa (63%) and in South and West Asia (79%)

28. Source: NEC 2006 and Pakistan Education Statistics 04-05 ? ? Primary Secondary 1,000 200 400 600 800 1,000 Enrolment class 1 Enrolment class 5 Enrolment class 6 Enrolment class 10 Secondary School Certificate Exam Passed ? 43% girl When there are 1,000 pupils in class 1, the number changes (comparison of student numbers) 555 42% 432 42% 219 43% 129 Both 5a) Student Number Transitions in Pakistan

29. 29 6) Teacher shortages  Contract teachers fill gap in francophone sub-Saharan Africa and South and West Asia. They receive lower salaries and less training than civil- servant teachers Teaching staff has not kept pace with enrolment increases in sub-Saharan Africa and South and West Asia 18 million new primary teachers needed by 2015  Pupil/trained teachers ratios above 100 in Afghanistan, Chad, Madagascar, Mozambique and Nepal

30. 30 7) Financial resources remain limited in some countries  34 out of 84 countries decreased the share of GNP to education since 1999, including some of those countries furthest from the EFA goals.  24 out of 105 countries allocated less than 3% of GNP to education.  Several countries allocated less than 10% of total government spending to education

31. 31 The three largest bilateral donors to education allocate less than one-third to the basic level 8) Strong variations in how much donors allocate to the basic level 0.1 0.2 0.6 0.7 0.8 1.0 1.5 0.0 0.1 0.3 0.8 1.4 0.03 0.04 0.00.20.40.60.81.01.21.41.6 Luxembourg Greece Switzerland New Zealand Portugal Ireland Finland Italy Austria Australia Sweden Denmark Belgium Spain Norway Canada Netherlands United Kingdom United States Germany Japan France IDB FTI UNICEF AfDF AsDF European Commission IDA Constant 2005 US$ billion Total aid to basic education Total aid to education

32. 32 Other Challenges in Pakistan/Punjab Socio-cultural norms: opposition to girls education; need for advocacy and awareness raising campaigns Facilities: mostly 2-room schools in rural areas Education Governance: role of Federal Ministry?, roles at provincial and district levels?, Accountability and transparency mechanism? Politicization of the education system Inadequate capacity at local levels in planning, monitoring, utilizing funds to meet targets Macro Planning: Sector-wide approach is not followed – “ ad hocism ”, and piecemeal approach Donor coordination …

33. 33 4. The Way Forward

34. 34 Five policy priorities  Inclusion  Quality  Literacy  Capacity Development  Financing