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Ackerman--Girls-Education_FINAL

Ackerman--Girls-Education_FINAL

Figure 10. Number of

Figure 10. Number of Institutions Funding Projects by CountryAfghanistanPakistanBangladeshIndiaVietnamNigeriaKenyaTanzaniaIndonesiaSource: Map by the author, based on survey data. Interactive map available at http://bit.ly/GlobalEdMap.Finding 3.2: Girls’ education in some countries isoverlooked by funders.A key set of countries with large populations of girlsout of school or with severe gender imbalances in educationis often overlooked by funders. Table 4 showsthe top countries for investment by survey respondentsin the first column (including responses from34 institutions), 82 and the top recipients of ODA in2011 in the second column. 83 The third column showsthe countries that have the fewest number of girlsenrolled in secondary school compared with boys. 84Additionally, some countries with large populationsof girls out of school are overlooked, as shown by aggregatesurvey responses and ODA funding levels. Foreach of the countries with the largest population ofgirls out of school at the primary and lower secondaryschool levels, figure 11 shows the amount of ODA thatthe country received in 2011. The countries in lightblue were not top recipients of ODA, despite theirlarge populations of girls without access to school. Ofthese countries, only Uganda and Nigeria were prioritizedin the top 13 countries for investment amongsurvey respondents.18 GLOBAL ECONOMY AND DEVELOPMENT PROGRAM

Top Countries for Investmentin Education(number of institutionsfunding education projects)Table 4. Prioritization of Education FundingTop Recipients of OfficialDevelopment Assistance toEducation(2011, millions)Lowest GPI in SecondarySchool Enrollment(2006 or later)India 15 India 792 Chad* 0.46Kenya 14 China 766 Somalia* 0.46Pakistan 13 Pakistan 554 Central African Republic* 0.51Tanzania 13 Palestine 409 Togo* 0.53Indonesia 10 Afghanistan 381 Afghanistan 0.55Vietnam 10 Bangladesh 365Democratic Republic ofCongo*Afghanistan 10 Indonesia 364 Benin* 0.61Bangladesh 10 Ethiopia 315 Guinea* 0.63Nigeria 10 Morocco 312 Ethiopia 0.63China 9 Vietnam 296 Yemen* 0.65Ghana 9 Mozambique 254 Angola* 0.65Rwanda 9 Jordan 236 Niger* 0.67Uganda 9 Ghana 193 Mali* 0.72Note: Countries in the third column that were not prioritized by survey respondents and are also not top recipients of ODA aremarked with an asterisk.Sources: Survey data; UN Millennium Development Goals Indicators, 2014; UNESCO, Education for All Global Monitoring Report2013/4, “Aid Tables, 2014”; United Nations Statistics Division, “Gender Parity Index in Secondary Level Enrolment.”0.594. How Institutions Fund GirlsEducation, by ActivityThis section of the survey asked respondents to detailthe activities that they fund in their girls’ educationprogramming. The survey drew on a classification ofthree broad types of interventions that aim to improvegirls’ education and gender equality; see box 6.This classification was developed as part of a theoryof change for girls’ education and gender equity byUnterhalter and colleagues, and published as part ofa literature review by DFID in 2014. The classificationBox 6. Types of Interventions to SupportGirlsEducationResources and infrastructure: Interventions thatprovide material resources or loans, distribute informationabout economic returns to education and/orbuild infrastructure to support girls’ education.Policy and legislation: Interventions that changethe way that policy is written and implemented topromote girls’ education and learning.Norms and inclusion: Interventions that targetgirls, and marginalized groups of girls, increasegirls’ level of learning and change negative socialnorms about girls’ education.INNOVATION AND ACTION IN FUNDING GIRLS’ EDUCATION 19

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