Financing Education / pdf - Unesco

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PROGRESS IN FINANCING EDUCATION FOR ALL Contribution of external aid to EFA since Dakar Figure 4.8: Aid to education and to basic education (disbursements), 2002—2005 Figure 4.9: Distribution of total aid to education and to basic education by income group (commitments), 1999—2005 Constant 2005 US$ billions 8 6 4 2 4.4 1.9 6.0 2.5 6.3 6.7 2.8 2.8 Education Basic education Education 8% 11% 8% 10% 6% 7% 47% 33% 39% 41% 45% 34% 12% 36% 5% 7% 37% 22% Basic education 5% 6% 4% 30% 29% 29% 4% 17% 12% 25% 0 2002 2003 2004 2005 Notes: Italy and Finland did not provide data on disbursements for 2005. Multilateral donors do not report disbursements to the DAC Secretariat, but data on aid to education disbursed by the European Commission and IDA were made available. The IDA data, unlike those of the European Commission, include an allocation from budget support. Sources: OECD-DAC (2007c); unofficial data provided by the European Comnission and IDA. 79% 71% 65% 66% 67% 63% 56% 59% 53% 58% 45% 49% 49% 52% 1999 2000 2001 2002 2003 2004 2005 1999 2000 2001 2002 2003 2004 2005 Unallocated by income group Middle income countries Low income countries Source: OECD-DAC (2007c). and the share of total aid to education in these countries increased from 50% to 56% (Figure 4.9). The change in distribution was even more favourable to the least developed countries, which received US$3.5 billion in 2005, up from US$2.0 billion in 1999 (see annex, Aid Table 4). The trend in aid towards low income countries was particularly pronounced in the allocation to basic education. In 2004 and 2005, these countries received US$3.1 billion annually, up from US$1.8 billion annually in 1999 and 2000, and equal to almost three-quarters of the total (Figure 4.7). In addition to the increased focus on low-income countries, the regional distribution of aid to education has changed since 2000. While sub-Saharan African countries continue to receive the largest amount for education in general, and for basic education, the shares for South and West Asia have increased significantly – from 12% to 20% for education and from 16% to 31% for basic education (Figure 4.10). Thirty-five countries have been described by the OECD as ‘fragile states’. In 2005, these countries received 12% of all aid for education and 14% of aid for basic education – shares similar to those in 1999. The aggregate population of these countries is 10% of the total population of all developing countries. The discussion above suggests that more aid to basic education has been distributed to the poorest countries as a group. However, this does not necessarily mean that it was targeted to the neediest among them. Assessing whether the Figure 4.10: Distribution of total aid to education and to basic education by region (commitments), 1999—2000 and 2004—2005 Other Arab States East Asia and the Pacific Latin America/Caribbean South and West Asia Sub-Saharan Africa Other Arab States East Asia and the Pacific Latin America/Caribbean South and West Asia Sub-Saharan Africa 1999–2000 0% 10% 20% 30% 40% 50% Education Basic Education 1999–2000 2004–2005 0% 10% 20% 30% 40% 50% distribution of aid to education is efficient in this regard is far from straightforward, but two simple comparisons would suggest it is not. Figure 4.11 shows there is no strong relationship between amounts of aid to basic education per school-age child and education needs as measured by the share of out-of-school children in the school-age population. Some countries, among them Bolivia, Mongolia and Nicaragua, received relatively high 2004–2005 0% 10% 20% 30% 40% 50% 0% 10% 20% 30% 40% 50% Other Arab States East Asia and the Pacific Latin America/Caribbean South and West Asia Sub-Saharan Africa Other Arab States East Asia and the Pacific Latin America/Caribbean South and West Asia Sub-Saharan Africa Note: ‘Other’ regions are North America and Western Europe, Central Asia and Central and Eastern Europe. Source: OECD-DAC (2007c). 157
0 8 0 CHAPTER 4 2 Education for All Global Monitoring Report Aid to basic education is not always targeted to the neediest countries Figure 4.11: Aid commitments to basic education and out-of-school children, 2005 Aid to basic education per school-age child 2004 and 2005 average (constant 2005 US$) 160 140 120 100 80 60 40 20 Bolivia Mongolia Nicaragua Palestinian A. T. Swaziland Burundi Burkina Faso Djibouti Chad Côte d’Ivoire 0 Nigeria 0% 10% 20% 30% 40% 50% 60% 70% Sources: Annex, Statistical Table 5; annex, Aid Table 4. Mali Share of out-of-school children in total school-age population, 2005 Figure 4.12: Aid commitments to basic education and income per capita, 2005 160 Eritrea Congo Niger 140 Djibouti Aid to basic education per school-age child 2004 and 2005 average (constant 2005 US$) 120 100 80 60 40 Mongolia Eritrea Burkina Faso Swaziland Botswana 20 Burundi 0 Nigeria 0 2 000 4 000 6 000 8 000 10 000 12 000 14 000 16 000 GNP per capita, constant 2004 US$ (PPP) Sources: Annex, Statistical Table 1; annex, Aid Table 4. amounts of aid for basic education per child while the share of out-of-school children was relatively low. Conversely, some countries with a high proportion of out-of-school children received relatively low amounts of aid to basic education per child; most are in sub-Saharan Africa, including Burundi, Chad, the Congo, Côte d’Ivoire, Mali and the Niger. Figure 4.12 complements this information by linking aid for basic education to income per capita. Again, some countries with a relatively high level of income per capita receive relatively large amounts of aid for basic education (Botswana, 158
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