Chapter 2. Progress towards the EFA goals - Unesco

More documents

Recommendations

Info

1 2 0 0 CHAPTER 2 Education for All Global Monitoring Report An estimated 6.2 million additional classrooms will be needed in primary and pre-primary education 61. This figure is reached by multiplying the additional teachers needed from 2008 to 2015 by the target teacher salaries shown in Table 2.9. US$12 billion a year. In other words, the financing required to achieve the basic education goals is three times the current level. Some US$3.7 billion, or 14% of annual spending on primary education, is required to finance programmes and interventions aimed at reaching the marginalized at the primary level. Additional teacher costs account for 40% of the required spending for basic education, with classroom construction adding just under one-third. Factoring in lower secondary education raises the average annual cost by US$16 billion. Figure 2.45: Spending on teachers has to rise % increase required from 2007 in spending on primary school teachers to achieve universal primary education by 2015 Sierra Leone Lao PDR Togo Madagascar Kenya Tajikistan Senegal D. R. Congo Mauritania Burkina Faso Niger Côte d’Ivoire Ghana Ethiopia Zambia Mali Mozambique Benin North Sudan U. R. Tanzania Uganda Bangladesh Rwanda Burundi Cambodia Nigeria Chad Pakistan Haiti Liberia South Sudan Gambia Guinea Somalia Eritrea C. A. R. Malawi Afghanistan Guinea-Bissau 0 100 200 300 400 500 600 700 800 Human resources figure prominently in the cost estimates (Table 2.10). Collectively, the countries covered in the exercise have to recruit 3.2 million more primary and pre-primary teachers to achieve the basic education goals. At the primary level, the global cost of financing recruitment on this scale is some US$9.1 billion annually. 61 Translated into current national budget terms, this implies a significant increase in spending. Ten countries need to more than double spending on primary teacher salaries and thirteen countries more than triple spending, from 2007 levels (Figure 2.45). Overcoming school infrastructure deficits will require large increases in investment. An estimated 6.2 million additional classrooms will be needed in primary and pre-primary education to accommodate the increase in enrolment required to achieve the targets set. 62 Current rates of construction fall far below the level required in most countries. In Burundi, Rwanda and Uganda, recent rates of classroom construction are less than 15% of the rate required to achieve universal primary education (Figure 2.46). The estimated aggregate costs of expansion are highest in countries with the biggest out-of-school populations. However, a large group of countries will have to increase spending on classroom construction and rehabilitation far above current levels to bring the Education for All targets within reach. Figure 2.46: Many countries need more classrooms Current classroom construction as % of required rate of construction necessary to achieve universal primary education by 2015 Mauritania Madagascar Guinea Burkina Faso Chad Malawi Rwanda Uganda Burundi Rwanda is currently constructing only 13% of the required classrooms annually needed to achieve UPE by 2015. 0 20 40 60 80 100 Current annual classroom construction as a percentage of annual construction requirement 62. This includes new classrooms to achieve targeted pupil/classroom ratios and the replacement of old classroom stock. Increase in spending required (%) Note: Excludes countries that do not require increases in spending on primary school teachers to achieve universal primary education. Source: EPDC and UNESCO (2009). Notes: Estimated classroom needs for universal primary education include replacing old classrooms (the assumption is that classrooms have a forty-year life span) and rebuilding existing stock. The period covered by figures for actual annual growth in classroom stock varies by country. See Table 1.1 in Theunynck (2009) for details. Sources: EPDC and UNESCO (2009); Theunynck (2009). 126
PROGRESS TOWARDS THE EFA GOALS Estimating the cost of achieving Education for All Estimating the financing gap — and measures to close it The cost of achieving the internationally agreed Education for All goals has to be assessed against the financing available. National budgets are the primary source of education financing. As the Expanded Commentary on the Dakar Framework for Action recognized, developing countries will have to do far more to make resources available by ‘increasing the share of national income and budgets allocated to education and, within that, to basic education’ (para. 46). Over and above these broad commitments, action is needed to strengthen the efficiency and equity of education spending, and to curb the diversion of resources associated with corruption. Most of the countries covered in the costing analysis have the capacity to increase domestic spending on basic education. Increased government revenue, stronger budget commitment and redistribution within the education budget all have a role to play. But even with a stronger domestic effort, many countries will be unable to finance all the investment required. The analysis for this Report estimates the Education for All financing gap as the difference between the total investment requirement indicated by the costing exercise and the domestic financing capacity of governments making a ‘best effort’ to channel resources to education. National governments can raise a substantial share of the additional resources needed Alongside national income, the domestic resource envelope available for public financing of the Education for All goals is ultimately determined by three factors. The first is the share of national income collected as government revenue. That share rises on average with the level of per capita income, albeit with large variations by country that reflect policies on taxation, the level of natural resource exports and other national characteristics. The second factor is the proportion of revenue directed into the overall education budget. The third is the share of the education budget allocated to basic education. The proportion of national income directed towards basic education provides a summary overview of the level of public basic education financing. Figure 2.47 presents the country-by-country picture. It shows the gap between current levels of spending on basic education and the levels Figure 2.47: Current national spending falls short of the levels needed to achieve basic education goals Current and required spending on basic education as a share of GDP Northern Sudan Papua New Guinea Yemen Kyrgyzstan Tajikistan Mauritania Lao PDR Myanmar Southern Sudan Pakistan Cambodia Kenya Nepal Ghana Bangladesh Haiti Côte d’Ivoire Senegal Low income country average Benin Nigeria Zambia Guinea Togo Madagascar U. R. Tanzania Rwanda Afghanistan Gambia Sierra Leone Mali Niger Mozambique Uganda Chad Eritrea Burkina Faso Ethiopia C. A. R. Zimbabwe Liberia Somalia Guinea-Bissau D. R. Congo Malawi Burundi 0 2 4 6 8 10 12 14 16 18 20 Basic education spending as % of GDP required to achieve the goals set in this Report’s costing exercise. On average, the forty-six countries need to increase public spending on basic education by 2.5% of GDP to meet Education for All goals. 63 However, there are very large variations around this average. To what extent can low-income countries increase spending on basic education from their own resources? Any attempt to address that question is highly sensitive to assumptions 2007 estimated spending on basic education Estimated additional spending required for basic education in 2015 Notes: Spending in 2007 is an estimate of domestic spending on education and excludes grants. Northern and southern Sudan are included separately in the costing study because of their separate education systems (see Box 2.27). Excludes Uzbekistan and Viet Nam which are projected not to require additional spending on basic education. Source: EPDC and UNESCO (2009). 63. This is an average figure weighted by the size of low-income countries in terms of their GDP. 127
Page 1 and 2:
0 Education for All Global Monitori
Page 3 and 4:
PROGRESS TOWARDS THE EFA GOALS Intr
Page 5 and 6:
PROGRESS TOWARDS THE EFA GOALS Earl
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
PROGRESS TOWARDS THE EFA GOALS Univ
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38: PROGRESS TOWARDS THE EFA GOALS Univ
Page 39 and 40: PROGRESS TOWARDS THE EFA GOALS Yout
Page 67 and 68: PROGRESS TOWARDS THE EFA GOALS The
Page 81 and 82: PROGRESS TOWARDS THE EFA GOALS Esti
Page 87: PROGRESS TOWARDS THE EFA GOALS Esti
Page 93: PROGRESS TOWARDS THE EFA GOALS Esti
show all

Chapter 2. Progress towards the EFA goals - Unesco

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?