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0 2 0 6 110 / CHAPTER 4 Education for All Global Monitoring Report Table 4.2: Bilateral aid commitments to basic education, 1999—2003 (amount and share of basic education in total ODA) France Japan Germany United States Netherlands United Kingdom Canada Spain Norway Australia Austria Belgium Sweden Denmark Italy Ireland 4 Portugal Switzerland New Zealand Finland Luxembourg 5 Greece 5 Total DAC Countries Amount (annual average, constant 2002 US$ millions) Education (total) Basic education 2 Total ODA Education as % of total aid 1 Share (%) Basic education as % of total education 2 Education aid Relative priority 3 assigned to Basic education aid 996.6 123.5 4 473.0 24.3 15.4 2.5 0.5 851.4 63.1 11 636.1 7.9 12.7 0.8 0.4 673.9 66.0 4 024.8 19.0 10.3 2.0 0.4 298.2 194.0 12 708.0 2.8 67.4 0.3 2.4 212.6 140.3 2 930.4 8.1 78.4 0.8 2.8 207.9 98.1 3 057.3 7.3 88.6 0.8 3.1 166.7 50.0 1 421.4 12.8 41.2 1.3 1.5 133.5 18.5 1 069.2 13.6 21.7 1.4 0.8 103.1 48.1 1 156.0 10.0 56.1 1.0 2.0 94.8 27.7 742.6 14.9 31.4 1.5 1.1 73.8 1.9 423.2 18.3 2.7 1.9 0.1 73.1 5.4 695.9 11.5 9.0 1.2 0.3 58.6 20.3 1 190.0 5.6 59.6 0.6 2.1 43.0 17.3 848.5 5.6 66.6 0.6 2.4 40.5 0.2 865.5 5.1 1.4 0.5 0.1 38.4 … 217.3 18.7 – 1.9 – 34.1 3.1 236.2 16.5 11.5 1.7 0.4 31.0 10.1 741.6 5.8 43.1 0.6 1.5 288.0 2.2 94.6 35.7 7.8 3.7 0.3 26.3 3.2 279.2 11.3 39.6 1.2 1.4 19.3 5.3 90.7 21.9 47.0 2.3 1.7 18.6 13.2 112.6 17.8 44.0 1.8 1.6 4 224.8 911.5 49 014.1 9.7 28.3 1.0 1.0 Notes: Countries are sorted in descending order by the amount of aid to education. 1. The share of education in total ODA less sector unallocable aid, i.e. multi-sector and general programme assistance that is not shown in this table. These data are different from the share of education shown in Figure 4.3, which are based on total ODA with no differentiation for sector unallocable aid. 2. Aid to basic education in this table is the amount reported directly under this category. It does not include commitments to basic education that may have been reported under ‘education, level unspecified’. Accordingly, the share of basic education as a proportion of total education aid omits ‘education, level unspecified’. See the Aid Annex Table 1.1 for the total amount of ‘education, level unspecified’ for each bilateral donor. 3. Relative priority is the ratio between the proportion of total aid assigned to education or basic education by each agency and the mean for all agencies. The indicator is calculated as follows: Relative priority assigned to education aid = ∑ 22 EA i=1 i EA i TAi ∑ 22 TA i=1 i The average for all donors is therefore 1. A score above 1 indicates that the donor gives education a higher priority than the average for all donors; a score below 1 indicates that it gives education a lower priority than the average for all donors. 4. Sub-sector breakdown is not available for Ireland. 5. Data coverage is limited for Luxembourg and Greece; therefore the figures shown here are not comparable with other donors. (Luxembourg: 1999 and 2000 figures are used for education and basic education. Greece: 2000 and 2003 figures are used for the average for basic education.) Source: Computed from DAC online database (OECD-DAC 2005c, Table 5). where: i = a DAC country EA = Education aid TA = Total aid 10. These patterns, based on five-year averages, broadly confirm the analysis in the 2005 EFA Global Monitoring Report, which was based on two-year averages (see UNESCO, 2004a, p.191–2). 11. Given the limited coverage, the data for Luxembourg should be interpreted with caution. and New Zealand give education relatively high priority, but within this basic education has a low priority. Canada, Finland and Australia accord relatively high priority to both. 10 A major shift by France, Germany and Japan towards basic education would have a significant effect on overall resource levels, a move that is underway for France (Box 4.4). If the United States, the United Kingdom, Germany and Japan were also to increase their aid to education to over 0.04% of Gross National Income (GNI), already met by Luxembourg, France, New Zealand, Norway, the Netherlands and Ireland (Figure 4.9), the effect would be dramatic. 11 The analysis thus far suggests that in international commitments the priorities accorded to education in general, and to basic education in particular, are not reflected in the actual level of bilateral aid. However, there are several reasons to suggest that the data cited above may be a significant underestimate for those donor countries that channel a relatively
INTERNATIONAL COMMITMENTS: TIME TO ACT / 111 Figure 4.7: Bilateral commitments to education: sub-sector breakdown excluding ‘education, level unspecified’, 1999—2003 Figure 4.8: Relative priorities given to education and basic education by each bilateral donor country, 1999—2003 United Kingdom Netherlands United States Denmark Sweden Norway Luxembourg Switzerland Canada Finland Greece Australia Spain France Japan Portugal Germany Belgium New Zealand Austria Italy Total DAC Countries 0% 20% 40% 60% 80% 100% Prioriy assigned to basic education, relative to DAC average 3.5 3.0 2.5 2.0 1.5 1.0 United States Sweden Switzerland Denmark United Kingdom Netherlands Finland Norway Canada Australia Spain Greece Luxembourg 0.5 France Japan Portugal Germany New Zealand Belgium Italy Austria 0.0 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 Basic education Secondary education Post-secondary education Priority assigned to education, relative to DAC average Note: Data for Luxembourg are for 1999 and 2000 only; Greece for 2000 and 2003 only. Ireland does not record data sub-sector breakdown. Source: Computed from DAC online database (OECD-DAC 2005c, Table 5). Note: Data for Luxembourg are for 1999 and 2000 only; Greece for 2000 and 2003 only. Ireland does not record data sub-sector breakdown. Source: Table 4.2. Figure 4.9: Aid to education and basic education as percentages of GNI, five-year annual averages, 1999—2003 0.12 0.10 Education Basic education Percentage of GNI 0.08 0.06 0.04 0.02 0.00 Luxembourg France New Zealand Norway Netherlands Ireland Austria Germany Belgium Portugal Denmark Sweden Australia Canada Spain Japan Finland Greece United Kingdom Switzerland Italy United States Total DAC countries Notes: 1. Aid to basic education does not include allocations from ‘education, level unspecified’. Data for Luxembourg are for 1999 and 2000 only; Greece for 2000 and 2003 only. Ireland does not record data on basic education. 2. Gross National Income (GNI) is used here instead of Gross Domestic Product for reasons of data availability. For DAC countries the two figures are very similar. Sources: OECD-DAC (2005b), statistical annex of the 2004 Development Co-operation Report, Table 4; and OECD-DAC (2005c), DAC online database, Table 5. high proportion of their aid through budget support. 12 Overall, budget support accounted for 5% of total bilateral ODA in 1999–2003, some of which went to basic education (Figure 4.10). The Fast Track Initiative (FTI) Secretariat estimates that 15% of budget support can be ascribed to education, half of which goes to basic education (FTI Secretariat, 2004). Based on the data 12. See the introduction to the annex on aid data.
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EFA Global Monitoring Report 2 0 0
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Education for All UNESCO Publishing
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Foreword This fourth annual Educati
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Acknowledgements Former Director Ch
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Contents Headline messages . . . .
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List of figures, tables and text bo
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Tables 2.1: School life expectancy
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4.9: Working together for better-qu
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Literacy Literacy is: A right still
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Education for All Global Monitoring
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EXECUTIVE SUMMARY / 21 25-35% of al
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EXECUTIVE SUMMARY / 23 meeting the
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EXECUTIVE SUMMARY / 25 builds on le
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LITERACY: THE CORE OF EDUCATION FOR
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argues that there is value in under
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EFA PROGRESS: WHERE DO WE STAND? /
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Page 59 and 60: EFA PROGRESS: WHERE DO WE STAND? /
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MAPPING THE GLOBAL LITERACY CHALLEN
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THE MAKING OF LITERATE SOCIETIES /
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Language issues, literacy practices
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SETTING PRIORITIES FOR ACTION / 249
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APPENDIX 1 / 253 include values, ca
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APPENDIX 1 / 255 Figure A1.4 illust
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APPENDIX 1 / 257 Table A1.1 (contin
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APPENDIX 1 / 259 Table A1.3: Change
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APPENDIX 2 / 261 Once the GER by ge
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INTRODUCTION / 263 Statistical anne
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INTRODUCTION / 265 To fill the gaps
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INTRODUCTION / 267 Metadata for nat
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INTRODUCTION / 269 (Continued) Year
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INTRODUCTION / 271 (Continued) Year
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STATISTICAL ANNEX / 273 Table 1 GNP
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STATISTICAL ANNEX / 281 Table 2A YO
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STATISTICAL ANNEX / 289 Table 2B BO
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STATISTICAL ANNEX / 297 Table 3 GRO
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STATISTICAL ANNEX / 305 Table 4 NET
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STATISTICAL ANNEX / 321 Table 6 REP
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STATISTICAL ANNEX / 329 Table 7 SUR
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STATISTICAL ANNEX / 345 Table 9A EN
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STATISTICAL ANNEX / 353 Table 9B PE
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STATISTICAL ANNEX / 361 Table 10A P
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STATISTICAL ANNEX / 363 Table 10A P
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STATISTICAL ANNEX / 369 Table 10B S
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STATISTICAL ANNEX / 377 Table 11 Pu
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STATISTICAL ANNEX / 385 Table 12 GO
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ANNEX AID DATA / 409 youth and adul
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ANNEX AID DATA / 411 Aid to basic e
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ANNEX AID DATA / 413 Basic educatio
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ANNEX AID DATA / 415 Table 3 (conti
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ANNEX AID DATA / 417
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GLOSSARY / 419 Education for All De
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GLOSSARY / 421 Literacy educator. I
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GLOSSARY / 423 Repetition rate by g
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REFERENCES / 425 Banerjee, A. and K
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REFERENCES / 427 Burchfield, S. 199
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REFERENCES / 429 Desjardins, R. and
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REFERENCES / 431 Garcia Garrido, J.
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REFERENCES / 433 Hull, G. 2003. You
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REFERENCES / 435 Lind, A. 1988. Adu
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REFERENCES / 437 Nirantar. 1997. In
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REFERENCES / 439 Reh, M. (ed.). 198
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REFERENCES / 441 Street, B. (ed.).
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REFERENCES / 443 UNHCHR. 1993. Vien
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ABBREVIATIONS / 445 Abbreviations A
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ABBREVIATIONS / 447 NIR Net intake
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