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68 / CHAPTER 2
2
Education for All Global Monitoring Report
The EFA
Development
Index provides
a picture of
where countries
stand today
14. The total primary
NER includes children of
primary school age who
are enrolled either in
primary or in secondary
school.
15. The literacy data
used are based on
‘conventional’ assessment
methods, as noted earlier,
and thus should be
interpreted with caution:
they are not based on
any test, and may
overestimate literacy.
See Chapter 7 for a fuller
explanation.
16. See Appendix 1 for a
detailed discussion of the
projection methodology.
Assessing overall progress
towards Education for All
This section seeks to assess overall progress
towards EFA in two ways: via the EFA Development
Index (EDI), which provides a picture of where
countries stand today; and by analysing country
prospects for the achievement of three goals by 2015.
The Education for All Development Index
The composite EFA Development Index provides
one useful summary measure of a country’s
situation vis-à-vis EFA as a whole. The EDI should
ideally be based on progress towards all six goals.
As reliable and comparable data pertaining to the
achievement of goal 1 (early childhood care and
education) are not available for most countries,
and goal 3 (learning needs of young people and
adults) is not easy to measure and to monitor,
the index focuses on:
universal primary education (goal 2), proxied
by the total primary net enrolment ratio; 14
adult literacy (goal 4), proxied by the literacy
rate for persons aged 15 and above; 15
gender (goal 5), proxied by the Gender-specific
EFA Index (GEI), an arithmetical mean of the
GPIs for primary and secondary gross
enrolment ratios and the adult literacy rate;
quality of education (goal 6), proxied by the
survival rate to Grade 5.
The EDI weights the four goals equally. As all
four constituents are expressed as rates, the EDI
ranges from 0 to 100%, or when expressed as
a ratio, from 0 to 1, where 1 represents the
achievement of Education for All as summarized
by the index. Appendix 1 provides detailed
explanations of the EDI rationale and methodology.
Table 2.7: Distribution of countries by EDI values, by region, 2002
Sub-Saharan Africa
Arab States
Central Asia
East Asia and the Pacific
South and West Asia
Latin America/Caribbean
North America/West. Europe
Central and Eastern Europe
Total
Source: Appendix 1, Table A1.
Far from EFA:
EDI below 0.80
Intermediate
position:
EDI between
0.80 and 0.94
Close to EFA:
EDI between
0.95 and 0.97
EFA achieved:
EDI between
0.98 and 1.00
16 7 1
5 10 1
2 1 2
3 7 2 1
3 1
1 20 4 1
1 7 8
1 12 4
28 49 28 16
Table A1.1 of Appendix 1 displays the EDI
for 2002, a year for which it was possible to
compute the index for 121 countries.
Table 2.7 summarizes this information,
breaking it down by category and by region,
confirming the patterns discussed in the
previous sections:
Forty-four countries (more than one-third
of those for which data are available) have
an EDI above 0.95 and are thus in the
category of having achieved EFA or being
close to doing so. Most are in North America
and Western Europe, and Central and Eastern
Europe, where compulsory education has
been in force for decades.
Forty-nine countries, across all regions, have
EDI values between 0.80 and 0.94. Quality
(measured by survival rate to Grade 5) is an
issue especially in Latin America and the
Caribbean, and adult literacy in the Arab
States.
Twenty-eight countries have EDI values
below 0.80. More than half of them are in
sub-Saharan Africa. In these countries, all
four components of the EDI are at low levels:
Achieving EFA would require intervention
throughout the school system.
Changes in the EDI between 1998 and 2002
were moderate. On average, the index
increased by 1.2%, and the ranking of countries
was stable. Significant progress (by more than
10%) was made in Cambodia, Côte d’Ivoire,
Ethiopia and Mozambique (Figure 2.29). Several
countries registering sharp decreases (between
5% and 11%), resulting from deterioration in the
survival rate to Grade 5, include Chad, Guyana,
Papua New Guinea and, Trinidad and Tobago.
In more than three-quarters of the fifty-eight
countries included in the analysis, at least one
indicator moved in the opposite direction to the
others (see statistical annex, Table 3).
Prospects for the achievement
of Education for All by 2015
One way to examine prospects is to project to
2015 on the basis of 1990 and 2002. 16 Projections
were made for universal primary education
(goal 2), adult literacy (goal 4) and gender parity
in primary and secondary education (goal 5).
These results are not forecasts and may not
reflect the impact of recent changes in policies;
but they are a useful monitoring tool
nonetheless.