THE STATE OF THE WORLD'S CHILDREN 2004 - Unicef

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countries in the period 1999 to 2000 committed more than a fifth of their government spending to education: Côte d’Ivoire (40.8 per cent), Togo (26.2 per cent), Malaysia (25.2 per cent), Azerbaijan (24.4 per cent), Comoros (23.5 per cent), Mexico (22.6 per cent), Saint Lucia (21.3 per cent) and Peru (21.1 per cent). 48 It is also true that despite some significant exceptions (see Panel: African countries move closer to education goals, page 53), industrialized countries and international financial institutions have so far substantially failed to meet their part of the bargain. In 1990, both at the Jomtien Conference and the World Summit for Children, donor countries promised extra funds for education. In 1996, they made an additional commitment to ensure universal primary education by the year 2015. 49 Instead, total aid flows to developing countries actually declined during the 1990s, from a peak of $60.6 billion in 1991 to $49.6 billion in 2000, a reduction of 18 per cent. No one could doubt that the greatest need in this period lay in sub- Saharan Africa, yet total development assistance to the region shrank by 14 per cent in real terms between 1990 and 2000, at the same time that aid to the East Asian region grew. 50 Bilateral funding for education has plummeted even further, with a general decline through the decade followed by a dramatic cut in 2000 that left aid at $3.5 billion – a full 30 per cent lower than in 1990. World Bank International Development Association loans to education, which averaged $0.9 billion per year from 1990 to 1996, averaged only $0.6 billion between 1997 and 2001, 51 a cut of 33 per cent. BOX 3 The Indicative Framework of the FTI Policy Benchmarks for Education For All by 2015 Primary Education Service delivery Average annual teacher salary † 3.5 times per capita GDP Pupil-teacher ratio † 40:1 Non-salary spending † 33 per cent of recurrent education spending Average repetition rate † 10 per cent or lower System expansion Unit classroom construction cost † $10,000 or lower System financing Government revenues, as percent of GDP Education spending, as share of govt. revenues Primary education spending (as share of total education recurrent spending) † 14 to 18 per cent (depending on p/c GDP) † 20 per cent † 42 to 65 per cent, depending on length of cycle 38
FIGURE 9 CHILDREN’S OPINIONS ON GENDER AND EDUCATION Source: UNICEF 2001 research conducted in municipal schools in the state of Ceará, Brazil PANEL 6 The Fast-Track Initiative: A shared vision for girls and boys – World Bank Education Department Launched in 2002, the Education For All Fast-Track Initiative is a global partnership of donors and developing countries with the objective of accelerating the progress of low-income countries towards the Millennium Development Goal of universal primary education. Led by the World Bank and supported by most bilateral donors and key multilateral organizations, including UNESCO and UNICEF, as well as the regional development banks, the Fast-Track Initiative is a compact between donors – who are to provide additional policy, data, capacity-building, and financial support – and countries – who are to implement sound policies and accept clear accountability for results. The Fast-Track Initiative aims to help countries achieve three key Education For All outcomes: 1) universal primary completion by 2015, 2) a net intake into first grade of 100 per cent of girls and boys by 2010, and 3) improved student learning outcomes. In addition, the Initiative aims to improve efficiency in the way resources are used in primary education service delivery, system expansion, system financing and spending for primary education. (See Box 3 on the Indicative Framework.) An initial 18 countries – including 11 in Africa – were invited to join the Initiative. Each had a Poverty Reduction Strategy Paper in place and an education sector plan agreed with donors. Five other high-population countries that do not yet have poverty reduction strategy papers in place were invited to receive intensified support to strengthen policies and capacity with the goal of meeting the Initiative’s conditions for expanded financing. In November 2002, Initiative donors pledged over $200 million in additional support for primary education for the period 2003–2005 in the first seven Fast-Track Initiative countries – Burkina Faso, Guinea, Guyana, Honduras, Mauritania, Nicaragua, and Niger. This funding represents an increase of approximately THE STATE OF THE WORLD’S CHILDREN 2004 39
Page 1 and 2: THE STATE OF THE WORLD’S CHILDREN
Page 5 and 6: 4 THE MULTIPLIER EFFECT OF EDUCATIN
Page 7 and 8: FOREWORD Within a family, there are
Page 9 and 10: In the Millennium Declaration of Se
Page 11 and 12: The most urgent goal of all More im
Page 13 and 14: global and country levels 6 (see Pa
Page 15 and 16: children out of school). At any mom
Page 17 and 18: Parents often do not realize that g
Page 19 and 20: that is needed to overcome the obst
Page 21 and 22: have acknowledged that education is
Page 25 and 26: Education is everybody’s human ri
Page 27 and 28: The multiplier effect. Education ha
Page 29 and 30: This view of growth as central to d
Page 31 and 32: ment that was born of it, recognize
Page 33 and 34: gling with the decision as to wheth
Page 35 and 36: le jeopardy: because of their gende
Page 39 and 40: What is the scale of the problem th
Page 41 and 42: mostly report on averages and thus
Page 43 and 44: learning achievement. In many cases
Page 45: that have achieved gender parity is
Page 49 and 50: There are recent, tentatively hopef
Page 53 and 54: The benefits of educating girls are
Page 55 and 56: that such programmes establish the
Page 57 and 58: in Zambia fell by almost half among
Page 59 and 60: HIV/AIDS prevention strategies. Som
Page 61 and 62: Tree Initiative in several other co
Page 63 and 64: if the extra income is channelled t
Page 67 and 68: Making schools and education system
Page 69 and 70: having boys look after family cattl
Page 71 and 72: as boys achieved better results in
Page 73 and 74: graduated have gained significant s
Page 75 and 76: In Brazil, too, boys’ problems wi
Page 79 and 80: Girls’ education is a dream inves
Page 81 and 82: go to school was overwhelming. UNIC
Page 83 and 84: the outcome would be better for all
Page 85 and 86: BOX 6 BUDGETS AND HUMAN RIGHTS A hu
Page 87 and 88: An unfinished piece of 20th century
Page 89: THE STATE OF THE WORLD’S CHILDREN
Page 92 and 93: While one cannot assume that all wo
Page 94 and 95: Enabling young mothers to return to
Page 96 and 97:
community meeting, where women disc
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ANNEX B THE HUMAN RIGHTS- BASED APP
Page 101 and 102:
In addition, it is essential that 1
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27. Spogárd, René and Meril James
Page 105:
94. Zarchin, Jill, Tin Mar Aung and
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General note on the data The data p
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TABLE 1. BASIC INDICATORS Countries
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TABLE 1. BASIC INDICATORS Under-5 m
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TABLE 2. NUTRITION Countries and te
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TABLE 2. NUTRITION % of infants wit
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TABLE 3. HEALTH Countries and terri
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TABLE 3. HEALTH % of population usi
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TABLE 4. HIV/AIDS Countries and ter
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TABLE 4. HIV/AIDS Adult prevalence
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TABLE 5. EDUCATION Countries and te
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TABLE 5. EDUCATION Countries and te
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TABLE 6. DEMOGRAPHIC INDICATORS Cou
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TABLE 6. DEMOGRAPHIC INDICATORS Pop
Page 134 and 135:
TABLE 7. ECONOMIC INDICATORS Countr
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TABLE 7. ECONOMIC INDICATORS GNI pe
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TABLE 8. WOMEN Countries and territ
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TABLE 8. WOMEN Life expectancy: fem
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TABLE 9. CHILD PROTECTION Child lab
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Regional summaries Regional average
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TABLE 10. THE RATE OF PROGRESS Coun
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TABLE 10. THE RATE OF PROGRESS Unde
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INDEX Afghanistan, 4, 73-75 Africa,
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and budgets, 77 and economic develo
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United Nations Development Assistan
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UNICEF Offices UNICEF Headquarters
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THE STATE OF THE WORLD'S CHILDREN 2004 - Unicef

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