1. 1 The Education for All – Fast Track Initiative (EFA-FTI) 2 ND Africa Region Education Capacity Development Workshop « Country Leadership and Implementation for Results in the EFA- FTI partnership » Tunis December 3, 2007 Desmond Bermingham

2. 2 What is the Fast Track Initiative? Why was FTI created? The Context: International Agreements FTI Compact FTI Guiding Principles Governance Structure What Support does FTI Offer?  Mobilizing Additional Resources  Financing through Regular Channels  FTI Catalytic Fund  Education Program Development Fund Current FTI Task Teams FTI Indicative Framework FTI Appraisal Guidelines & Expected Outcomes FTI Process at Country Level Key Challenges Country Endorsement Schedule Outline

3. 3 The Education for All - Fast Track Initiative (FTI) is a global partnership between developing countries and donors to accelerate progress towards the goal of universal completion of quality primary education by 2015 Partners include more than 30 bilateral and multilateral donor agencies All low-income countries are eligible for technical and financial support from the FTI What is the Fast Track Initiative (FTI)?

4. 4 There are still over 77 million children out of school – 44 million are girls There is overwhelming evidence that education – particularly for girls – can:  Break the cycle of poverty  Increase economic growth  Halt the spread of AIDS Official Development Assistance (ODA) for education has more than doubled since 2000 when world leaders gathered for the Millennium Development Goals Summit and unanimously endorsed the goal of universal primary education by 2015 ODA levels are still far below the estimated needs of $9BN per annum Why was FTI created?

5. 5 The Context International Agreements FTI Partnership Millennium Declaration – 8 MDGs September 2000, New York, USA World Education Forum 6 EFA goals April 2000, Dakar, Senegal World EFA Conference March 1990, Jomtien, Thailand Monterrey Consensus 2002 Declarations on Harmonization and Aid Effectiveness Rome (2003) - Paris (2005)

6. 6 FTI Compact Donors Help mobilize resources and make them more predictable Align with country development priorities Coordinate support around one education plan Harmonize procedures as much as possible Partner Countries Develop sound education sector programs through broad based consultation Show commitment to education through strong domestic support Demonstrate results on key performance indicators Exercise leadership in developing and implementing the program and coordinating donor support Mutual Accountability

7. 7 FTI Helps Both Sides of the Compact Mechanism to accelerate progress towards universal primary education Partner Countries More efficient aid for primary education Sustained increases in aid for primary education Sharing knowledge and experience Donors Platform for aid effectiveness Better coordination and harmonization of aid at national and global level Endorsement provides assurance that sector plan is worth investing in

8. 8 FTI Guiding Principles One country, one education strategy, one process  Covering the whole sector  Realistic and Sustainable  Linked to the overall Poverty Reduction Strategy Addresses 4 gaps:  Policy  Data  Finance  Capacity

9. 9 Governance Structure Donors EPDF Committee CF Committee Partner Countries Civil Society FTI Secretariat - Meets every 2 years - Sets strategic policy direction -Makes high-level policy decisions Make allocation decisions Provides administrative support to FTI - Includes representation of donors, partner countries & CSO - Guides work of the Secretariat & ensures coordination - Endorses ESP -Monitors & evaluates implementation - Lead preparation and implementation of ESPs - Lead coordination of in-country education group

10. 10 What Support does FTI Offer? Program preparation and Capacity Development support: Education Program Development Fund (EPDF) In-country resource mobilization: The FTI partnership provides a global platform for mobilizing additional resources for the education sector Resource mobilization for endorsed countries with exceptional limitations in external donor funding: Catalytic Fund (CF) Technical Support Financial Support Knowledge Sharing: FTI provides a global platform for sharing experience on what works and what does not (regarding strategies, donor coordination, etc.) Guidelines. Appraisal guidelines, Capacity Development appraisal guidelines, etc.

11. 11 Mobilizing Additional Resources The FTI seeks to mobilize additional resources for education through four channels: Domestic resources – moving towards the benchmark of 20% of government expenditure Bilateral and multilateral donors (including IDA) already present in the country Donors – including private sector donors and foundations - not yet present in the country who are willing to provide new funding through the FTI framework FTI Catalytic Fund

12. 12 Financing through Regular Channels Once the financing gap is known, in country donors present their proposals on how to increase support. In addition, the FTI Secretariat raises awareness among donors not yet present to encourage them to provide new funding, either directly or through silent partnerships.

13. 13 Multi-donor trust fund managed by the World Bank Provides funding in the form of grants to help fill the financing gap for countries with limited donor support, while mobilizing more sustainable support through regular bilateral and multilateral channels Funding of last resort FTI Catalytic Fund (CF)

14. 14 CF Contributions and Pledges (in US$ millions) Country2003-2004200520062007 2008 2009 Total 2003-09 Cumul. payments Belgium1.32.61.21.46.5 5.1 Canada17 Denmark 4.8 1519.8 EC40.321.4 83.1 40.3 France7 7 8.322.3 Germany4.2 2.8 4.211.2 Ireland1.54.513.2 21 40.2 19.1 Italy2.4 1.34.2 14.5 6.1 Japan1.2 Netherlands39.554.3185 135 598.8 279.1 Norway68.140.66.761.4 54.7 Russia12 1 4 3 Spain6914 7 36 15 Sweden5.310.415.7 UK129.1124.4 16.8 270.3 129.1 TOTAL49.280.2439.4384.7 221 27.51,202.0 584.2

15. 15 Multi-donor trust fund administered by the World Bank, with the following objectives: Increase the number of low-income countries with sound and sustainable education sector programs Strengthen country capacity to develop policies and sector programs through a broad-based consultative process Improve and share knowledge of what works Strengthen donor partnerships and harmonization at the country level Strengthen partnerships with regional networks and institutions Education Program Development Fund (EPDF)

16. 16 EPDF Contributions and Pledges (in US$ millions) Country200520062007 2008 2009 Total 2005- 2009 Cumulative payments Canada3.4 Ireland0.951.06 1.4 3.41 2.01 Japan1.2 France1.741.89 7.41 1.74 Luxembourg1.30.872.17 1.3 Netherlands1.56 6 13.5 1.5 Norway4.87306.741.57 34.87 Russia1.2 2 3.2 Sweden2.6 UK0.944.965.4 1.0 12.3 5.9 TOTAL 5.8146.4524.3212.291.8990.7653.32

17. 17 Current FTI Task Teams  Capacity Development Task Team (led by Germany)  Fragile States Task Team (led by UK)  Quality of Learning Outcomes Task Team (led by Russia)  HIV/AIDS Task Team (led by Ireland)  Strengthening Country Level Processes Task Team (led by EC)

18. 18 FTI Indicative Framework 1) Government spending on education – about 20% of budget 2) Spending on primary education – about 50% of education budget 3) Teacher salary – about 3.5 times GDP per capita 4) Pupil-teacher ratio – about 40:1 5) Non-teacher salary spending – 33% of recurrent spending 6)Average repetition rate – 10% or lower 7)Annual hours of instruction – 850 or more Indicators Suggested benchmarks (not targets) drawn from analysis of successful countries. Crucial for long-term sustainability of MDG progress.

19. 19 FTI Appraisal Guidelines FTI has created a tool, the Appraisal Guidelines, to help development partners assess the primary education sector of an education sector plan Purpose: Encourage dialogue on choices/efficiency measures on key policy issues including: Adequacy of the knowledge base Strategy toward achievement of the MDG/EFA Goal, including HIV/AIDS and gender responsiveness Ownership by all stakeholders Absorptive capacity and financial sustainability

20. 20 Volume & composition of financial and other resources available to support the program Key areas for capacity building Support to close prioritized knowledge/data gaps Arrangements for monitoring and evaluation All donors align their support to this one program Expected Outcomes of the Appraisal A set of well-justified recommendations on:

21. 21 FTI Process at Country Level Local donor group (LDG) led by coordinating agency Technical support and capacity development Implementation Supervision and monitoring of progress by LDG Government develops Education Sector Plan (ESP) Appraisal Endorsement Donors align resources around country plan (Paris Declaration on Aid Effectiveness) 1. Current donors increase funding 2. New donors, including private sector, provide funding 3. FTI Catalytic Fund Government seeks/secures additional financing to close gap Donors carry out joint annual reviews

22. 22 Key Challenges  Continue efforts to mobilize additional resources for education  Agree and implement recommendations to strengthen country- level processes & capacity development (endorsement including possible revision of Appraisal Guidelines, policy dialogue follow-up, monitoring)  Complete quality endorsement process in new countries  External evaluation of FTI  Keep and increase political attention on education  Develop appropriate forum for addressing policy issues: tracking learning outcomes, marginalized populations, etc.

23. 23 CountryEndorsementSchedule Country Endorsement Schedule Endorsed Countries (32+4) * To be endorsed Countries expected in 2008 (7) Countries expected in 2009 (13) Other Eligible Countries (12) Countries where UPE is achieved (13) 2002Burkina FasoMauritaniaCentral African Rep.AngolaAfghanistanArmenia GuineaNicaraguaChadBangladeshCôte d’IvoireAzerbaijan GuyanaNigerHaitiComorosIndiaBolivia Honduras MalawiCongo, Dem. Rep. ofIndonesiaBosnia & Herzegovina 2003The GambiaVietnamPapua New GuineaCongo, Rep. ofKiribatiCape Verde MozambiqueYemen, Rep. ofUgandaEritreaMyanmarDominica 2004GhanaEthiopiaVanuatuGuinea-BissauNepalGrenada 2005KenyaMoldovaLao PDRNigeria (other states)Maldives LesothoTajikistanNigeria (3-4 states)PakistanSamoa MadagascarTimor-LesteSolomon IslandsSomaliaSerbia & Montenegro 2006AlbaniaMaliTanzaniaSri LankaSt. Lucia CambodiaMongoliaTogoSudanSt. Vincent CameroonRwandaTongaZimbabweUzbekistan DjiboutiSenegal Kyrgyz Rep. 2007BeninLiberia GeorgiaSierra Leone Bhutan *São Tomé & Pr.* Burundi * Zambia *

24. 24 FTI Secretariat NameTitleContact Information Desmond Bermingham Head of FTI Secretariat dbermingham@worldbank.org 202-458-7169 Robert Prouty Deputy Head of FTI Secretariat rprouty@worldbank.org 202-473-7532 Kouassi Soman Liaison for Anglophone Africa, Latin America & the Caribbean, Europe & Central Asia, Middle East & North Africa & Trust Fund Manager ksoman@worldbank.org 202-473-4713 Alcyone Vasconcelos Sr Education Specialist avasconcelos@worldbank.org 202-473-8132 Olav Christensen Sr. Public Finance Specialist ochristensen@worldbank.org 202-458-4985 Luc-Charles Gacougnolle Liaison for Francophone & Lusophone Africa, South & East Asia & Data Specialist lgacougnolle@worldbank.org 202-458-2050 Palak Mehra Operations Officer pmehra@worldbank.org 202-458-9826 Angela Bekkers/Cathy Russell Communications Officers abekkers@worldbank.orgabekkers@worldbank.org – 202-458-8831 crussell@worldbank.Org – 202-458-8124 crussell@worldbank.Org Koli Banik Task Teams Liaison Kbanik@worldbank.org 202-473-2400 Chantal Rigaud Sr. Program Assistant crigaud@worldbank.org 202-458-9746 Michelle Mesen Communications Assistant mmesen@worldbank.org 202-458-5589 Magali Laguerre Program Assistant mlaguerre@worldbank.org 202-473-2602

25. 25 Thank you For more information, visit the FTI website: Thank you For more information, visit the FTI website: www.education-fast-track.org