You may have seen the recent GMR estimates that there is an annual $39 billion finance gap for achieving new education targets by 2030. They have appeared in the working paper about financing by the Sustainable Development Solution Network, the report by the Overseas Development Institute on a global social compact, the background paper by Brookings for the Oslo Summit, and the recent Malala Fund report on twelve years of education. They were widely discussed in the side-event at Addis during the Financing for Development Conference.
The EFA Global Monitoring Report would like its estimates to be used more extensively in the coming months and years as existing mechanisms are strengthened or new mechanisms are being established. The more we can publicise the extent of the finance gap, and the thorough methodology behind its calculation, the more traditional and new donors may take note of it. For that reason, we are making the tools available to enable those interested in education financing to check for themselves how different assumptions made by our team affect the cost implications. With the support of a short guide, users can go through the model and consult the data sources.
Comments and suggestions on how the model can be improved will be welcome on this blog.
I hesitated about putting pen to paper on this blog. It seems so obvious that we won’t achieve the vision of sustainable development unless we see tangible commitments emerging from the Third Financing for Development taking place in Addis Ababa this week. Why labour the point? I thought.
And yet for some people this point is not obvious. Many political leaders and decision makers are not convinced. And that’s what has driven this blog, and must drive all our efforts until we see real change for education.
An inconvenient truth is that money matters to finance sustainable development, not least in the area of education. Huge amounts – vast even – are needed to make real progress on the ambitious education goal. The EFA GMR has calculated the cost of ensuring all children and youth access a basic cycle of quality education (from one year of pre-school up to upper secondary education). After accounting for domestic resources and current international aid there remains an annual finance gap of $39 billion. This is, without doubt, a scary sounding price-tag.
By Colin Bangay, Senior Education Adviser for the UK’s Department for International Development (DFID) in India. The views expressed do not necessarily reflect the UK government’s official position or policies.
The contribution of citizen led learning assessments (CLLA) in which community organisations conduct simple reading and/or math evaluations has rightly been celebrated. A new Results for Development Report (R4D) provides insight into their strengths, limitations and most importantly makes practical pointers on how they can be improved.
Credit: Rene Edde / EFA Report UNESCO
The report has a lot to praise. CLLAs have mobilised civil society. They provide large scale reporting on skill proficiencies among children and adolescents both in and out of school. They have set the bar high in their adept communication of findings — presenting results in ways that are glaringly easy to understand – and as a consequence have impact.
But herein lies the weakness: how often can you report dire results in learning before the shock value of the reports no longer shocks? The R4D report finds that to date none of the CLLAs have succeeded in raising learning levels. This is largely because assumptions about how CLLAs should work haven’t held. Principal amongst these is that reporting on woeful learning levels will automatically galvanise action.
Posted in Skills
The EFA GMR recently updated it’s costing analysis for the price of education targets from 2015-2030. The updated costing paper shows that there is an annual finance gap of $39 billion to provide pre-primary through to upper secondary education. This new paper has helped feed into an online campaign, and a report with the Malala Fund on “Making 12 years of education a reality for girls global“. This blog is written by Malala Yousafzai and first appeared yesterday on The Telegraph.
Malala shows why she chose #booksnotbullets
Tomorrow, I return to Oslo where last year I received the Nobel Peace Prize with child rights activist Kailash Satyarthi. When I heard I would receive this great honour, I felt this was a call to action. I went to Oslo and challenged world leaders to act, to make sure that no child is denied the right to get an education.
Now I return to ensure that we keep that promise at the Oslo Education Summit. Many people tell me that I am special. However, it leads me to ask myself: am I unique because I’m a girl who was stopped from getting an education? Because that is also true for over 60 million other girls around the world.
I know there are other brave and talented girls I’ve met who have gone through the same circumstances. Is it because the enemies of education attacked me? Unfortunately thousands of girls and boys are unsafe at school every day and many have been attacked, the most tragic one was the massive killing of more than one hundred and thirty school children in Peshawar, Pakistan. The reality is I am one of these girls who has been denied an education. But there is something significant which makes my story special: You. Continue reading
Posted in Adult education, Africa, Aid, Arab States, Asia, Basic education, Child soldiers, Conflict, Developing countries, Donors, Early childhood care and education, Economic growth, Finance, Gender, Latin America, Learning, Legislation, Literacy, Marginalization, Nutrition, Out-of-school children, Post-2015 development framework, Poverty, Pre-primary education, Primary school, Quality of education, Rural areas, sdgs, Secondary school, Teachers
Tagged addis ababa, aid, education, ffd3, finance, Malala, oslo education summit, SDGs, UNESCO
By Aaron Benavot, Director of the EFA Global Monitoring Report, and Silvia Montoya, Director of the UNESCO Institute for Statistics.
A new paper jointly released by the UNESCO Institute for Statistics (UIS) and the Education for All Global Monitoring Report (EFA GMR), shows that the number of children and adolescents out of school is on the rise, reaching 124 million in 2013. While international aid to education increased slightly in 2013, it is still below 2010 levels and grossly insufficient to meet new education targets to achieve universal primary and secondary education.
New UIS data show that one in eleven children is out of school, totaling 59 million children in 2013, a growth of 2.4 million since 2010. Of these, 30 million live in sub-Saharan Africa while 10 million are in South and West Asia.
The Oslo Summit on Education for Development, which starts on Monday, is part of the global relay race to bring education back to the top of the development agenda by the end of 2015. It is taking the baton from the World Education Forum in May, which outlined an ambitious global education agenda for the next fifteen years. Its conclusions will pass the baton to the third International Conference on Financing for Development in Addis Ababa – hopefully with clear messages on how to scale up international cooperation in education financing.
There are four key areas being addressed at the Oslo Summit on Education – education financing, girls’ education, education in emergencies and quality of education. The EFA Global Monitoring Report was asked to provide the official background paper on quality of education. The paper shows that well –prepared and supported teachers and effective teaching are the key elements to achieving relevant learning outcomes.
Poor funding, insufficient targeting of resources to those most in need, and the unequal distribution of education inputs fuel what is sometimes called a learning crisis – the realization that millions of children do not acquire foundation skills even after spending several years in school. Ensuring that qualified, professionally trained, motivated, and well supported teachers are available for all learners is essential for addressing this challenge in poor and rich countries alike. Investing in teachers can transform education and will be crucial for the effective delivery of a post-2015 education agenda that focuses on equity and learning.
“The quality of an education system can exceed neither the quality of its teachers nor the quality of its teaching”
Building on the evidence of the EFA GMR 2013/4, Achieving quality for all, the paper has four key recommendations for governments looking to improve the quality of learning.
Posted in Africa, Aid, Arab States, Asia, Basic education, Developing countries, Equality, Equity, Language, Learning, Literacy, Marginalization, mdgs, Millennium Development Goals, Out-of-school children, Post-2015 development framework, Post-secondary education, Pre-primary education, Primary school, Quality of education, sdgs, Secondary school, Sustainable development
Tagged education, learning, lifelong learning, literacy, Oslo, quality, SDGs, teachers, teaching, UNESCO
This blog details the contents of a new paper by the Education for All Global Monitoring Report on the barriers that conflict poses to getting all children and adolescents into school, and a new suggested target for financing education in humanitarian crises.
Click to enlarge
Our new paper, released today, one week before the Oslo Summit on Education for Development, shows that 34 million children and adolescents are out of school in war zones. The paper shows that $2.3 billion is required to place them in school – ten times the amount that education is receiving from humanitarian aid right now.
One of the core reasons conflict is taking such a heavy toll on education is lack of financing. In 2014, education received only two per cent of humanitarian aid.
The paper determines that even the suggested target of at least 4%, championed since 2011, is grossly insufficient. Had this target been met in 2013, it would have left 15.5 million children and youth without any humanitarian assistance in education. In 2013, 4% of humanitarian aid would have left over 4 million children and youth in Afghanistan, nearly 1.6 million children and youth in Syria, and almost 3 million in Sudan without humanitarian support.