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Missing Targets: An alternative MDG midterm report Unesco’s Global Monitoring Report for 2007 generated the EFA Development Index or EDI for 125 countries. The index is used to gauge the overall accomplishment of countries in terms of meeting the EFA goals. It is a composite measure based on enrollment ratio, adult literacy rate, EFA gender-specific index and survival rate up to grade 5. Of those surveyed, 47 countries had high EDI marks (.95-1.00); 49 countries including the Philippines had medium EDI (.80-.95); and 29 countries had low EDI. The Philippines ranked 75th, falling behind most Asian countries such as China, Malaysia, Indonesia and Vietnam. In terms of education quality, using survival rate as proxy indicator, the Philippines ranked 101st of 125 countries. At this level, it fared no better than some of the poorest countries in Asia and Africa such as Burkina Faso, Ethiopia and Myanmar. 3 The deteriorating state of Philippine education may also be seen in its poor rating in international competitive tests. The 2003 Third International Mathematics and Science Study (TIMSS) participated in by 45 countries ranked the Philippines 41st in mathematics and 42nd in science. The country trails the Asian countries that participated in the 2003 TIMMS, including Malaysia and Indonesia. Regional and provincial trends The midterm report on the MDG presents the regional education statistics, showing the uneven progress and wide disparities in performance across the different regions. The report noted that only the National Capital Region, Central Luzon and Calabarzon have a good chance of meeting the education targets. The rest of the country lags behind, particularly the poor regions of Mindanao and the Visayas. 4 The table below is culled from the government’s midterm report. It presents the probability of meeting the MDG targets related to education (Goals 2 and 3). Region Elementary participation rate Elementary cohort survival rate Ratio of girls to 100 boys in elementary Ratio of girls to 100 boys in secondary CAR Incomplete data Low Low No data I Medium Medium Medium High II Low Low Low No data III Low Medium No data No data IV-A Low Medium Low High IV-B No data High No data No data V Low Medium High No data VI Low Low No data No data VII Low Low No data High VIII High Low Low Low IX Medium Medium No data No data X Low Low Low Low XI No data High No Baseline No Baseline XII No Baseline No Baseline No baseline No Baseline CARAGA Low Low No data No data ARMM High Low No data No data NCR High High No data No data Mid Term MDG Report. NEDA, August 2007. Regional disparity in terms of school participation as measured by NER is quite modest, compared to the wide disparity recorded in terms of survival and completion rates. Cohort survival rate shows greater variation across provinces, ranging from a high of 86.83 percent (Region 1) to a low of 36.2 percent (ARMM). The regional disparity in terms of completion rate was also wide, ranging from a high of 85.48 percent (Region 1) to a low of 34.76 percent (ARMM). The regional performance figures are consistent when one looks at the overall accomplishment in EFA by provinces. For this report, AER applied and generated the corresponding provincial EFA Development Index or EDI as presented in the table below. The index is based on the same indicators used by Unesco in computing the country EDI. The table below presents the 15 provinces with the highest and lowest EDI values. As expected, Central Luzon, Calabarzon and Ilocos Norte dominated the top- performing provinces as measured by 3 UNESCO. Strong Foundations: Early Childhood Care and Education (Global Monitoring Report 2007). Paris: UNESCO Publishing, 2007. 4 National Economic Development Authority (NEDA). Philippines Midterm Progress Report on the Millennium Development Goals. October, 2007. 24 S O C I A L W A T C H P H I L I P P I N E S
Missing Targets: An alternative MDG midterm report EFA Development Index (EDI) by Province (These figures are still subject to integrity and validation checks) Top Provinces Rank Province EDI 1 Batanes 0.922 2 Bataan 0.903 3 Pangasinan 0.897 4 Siquijor 0.878 5 Ilocos Norte 0.874 6 Tarlac 0.871 7 Zambales 0.871 8 Ilocos Sur 0.869 9 Rizal 0.866 10 Abra 0.862 11 Nueva Ecija 0.862 12 Guimaras 0.861 13 Pampanga 0.859 14 Batangas 0.854 15 La Union 0.854 Bottom Provinces Rank Province EDI 61 Zamboanga del Sur 0.776 62 Kalinga 0.776 63 Agusan del Sur 0.774 64 Negros Occidental 0.773 65 Basilan 0.772 66 Negros Oriental 0.767 67 Bukidnon 0.761 68 Sultan Kudarat 0.761 69 Western Samar 0.755 70 Sarangani 0.751 71 Davao del Sur 0.718 72 Lanao del Norte 0.714 73 Ifugao 0.712 74 Maguindanao 0.698 75 Sulu 0.654 Source: Action for Economic Reforms (AER). Basic Data culled from Unesco Global Monitoring Report 2007, DepEd Basic Education Information System and National Statistics Office Census 2000 and FLEMMS 2003 the EDI. It is also significant to note that the small island provinces of Batanes and Siquijor are doing exceptionally well. These findings are consistent with other indices, specifically AER’s Quality of Life Index and the Human Development Index for Philippine provinces. On the other hand, Mindanao provinces dominate the bottom performers—a group that also included some provinces in CAR, Eastern Visayas and the Negros provinces. It is important to note that while our top provinces are ranked among the best in the world, the education The The UNESCOs EFA Scorecard Batanes Bataan Pangasinan Philippines Tarlac Batangas Masbate Sultan Kudarat Ifugao Maguindanao Sulu 0.99 0.95 0.90 0.85 0.80 0.75 0.70 0.65 UK,Slovenia, Finland Italy, Greece, Spain Bulgaria, Portugal Indonesia Viet Nam Cambodia Lao PDR Bangladesh Malawi Eq. Guinea Rwanda Ghana Nepal Source: Action for Economic Reforms (AER). Basic Data culled from Unesco Global Monitoring Report 2007, DepEd Basic Education Information System and National Statistics Office. performance of provinces with the lowest EDI is comparable to some of the poorest developing countries. Education and Poverty Numerous studies have noted the strong link of income and poverty to education performance. The poor have less access to education, lower school life expectancy and are more likely to drop out of school. The lack of education, on the other hand, tends to perpetuate and regenerate poverty. The graph below presents the GNP per Capita Income (in log values) and the EDI scores of developing countries, indicating a highly significant correlation EDI Scattergram of EFA Development Index (EDI) and GNP Per Capita (Log Values) of Developing Countries 1.0 .9 .8 .7 .6 .5 .4 1.5 2.0 2.5 3.0 3.5 4.0 4.5 LOGGNP Source: Action for Economic Reforms (AER). Basic Data culled from Unesco Global Monitoring Report 2007. S O C I A L W A T C H P H I L I P P I N E S 25
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Table A2.1: Annual Per Capita Pover
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Table A2.3: Annual Per Capita Food
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Table A3.3: Annual Per Capita Food
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Table A4: Annual Per Capita Poverty
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Table B10.2 Reconstructed Cohort Su
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Table B11.1: National Elementary Ac
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Table C3.2: Labor Productivity, by
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