Global Partnership for Education – All Children Learning Report
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Global Partnership for Education – All Children Learning Report

All Children LearningReport 20111

Contents10WHO WE AREMeet our Board11Where we work468INTRODUCTIONFrom our Chair,Carol BellamyResults matterFrom our Head,Bob ProutySoumaila’s StoryHow thePartnership works1213Finances at a glanceHighlights of 201116182023WHAT WE DOHow we fund our workOur civil society/NGOpartners: strong, visible,knowledgeableReaching out-of-schoolchildren (Cambodia)Helping more girls attendschool (Mali, Niger, Togo)Overview2629Improving children’slearning (The Gambia)Rebuilding education(Afghanistan andMadagascar)Click on page numberto jump to page directly34Our impact in Rwanda3

From our Chair, Carol BellamyResults matterWe want all children to get a good qualityeducation so they can reach their potentialand contribute to their societies. This visiondrives us each day at the Global Partnershipfor Education.How do we hope to achieve these results?GPE’s mission is to galvanize and coordinatea global effort to deliver a good quality educationto all girls and boys, especially the poorest andthe most vulnerable. We do this by drawingon the strength of our collaborative partnershipcomposed of governments, civil society organizations(including teachers), global institutions,and the private sector.After a decade of work, we are now operatingin 46 low-income countries. Over the past twoyears, we have retooled the Global Partnership’sgovernance structure, renamed ourselves tobetter describe our mission, and raised nearlyUS$2 billion to fund our efforts to help childrenget a good education.Over the next three years, we will focus theseresources on a few key challenges we mustaddress to give the world’s poorest children achance to succeed:→ Around 50 percent of children in low-incomecountries can’t read. Our goal is to reduceby half the number of children unable to readin 20 GPE partner countries over the nextfive years.→ Forty percent of all out-of-school childrenlive in fragile, conflict-affected states. Ourgoal is to bring more of these countries intoour Partnership and find more flexible waysto give their children an opportunity to learnand grow.→ Girls comprise over half of all out-of-schoolchildren and are much less likely to startor complete secondary school. Our goal isto give these girls—many of whom are livingin extreme poverty and in rural areas—thesame chance as boys to excel and advancetheir education.4

GPE is proud of what we have accomplishedover these past 10 years in helping to bringmillions of girls and boys into schools, build tensof thousands of classrooms, train hundredsof thousands of teachers, and provide hundredsof millions of textbooks.Though we may pause to reflect on theseand other gains, we should not forget ourobligation to act with a sense of urgency andpurpose to continue to achieve concreteresults: Results for learning. Results for access.Results for opportunity.As you look at the faces of the children thatgrace these pages, please remember that theirlives and opportunities hang in the balanceand that we need your efforts to support them.We hope you will >join us to helpdeliver results for the world’s children.Carol BellamyChair of the Board of DirectorsGlobal Partnership for Education5

From our Head, Bob ProutySoumaila’s StorySoumaila Koumare can read and understand.I felt the pride of this young boy, halfwaythrough Grade 3, as he read effortlessly andwith expression, in French and in Bambara,the language he speaks at home.During my visit earlier this year to the dustytown of Tabou in southern Mali, Soumaila helpedme to reflect on the successes in the GlobalPartnership for Education’s decade of work, butalso on the crucial challenges ahead.For any of you who have watched the miracleof a child learning to read in your own family,you know how special this moment is. Yet,in Soumaila’s world, and for tens of millions ofother children, this moment is rare indeed,for, even after many years of schooling, theycannot read.Of course many of these children can’t doarithmetic either, and too many children are shutout of education because they are girls, arepoor, or live in countries that are unstable andcannot support effective schools.After 30 years of work in international education,including a decade in central Africa as a schooladministrator, I still rejoice in the incrementalvictories when children succeed in learning, andI still feel a profound sense of urgency to helpthose children who are shut out of such opportunities.It is this passion that drives all of us at theGlobal Partnership for Education Secretariat.Our job is to make the GPE more than the sumof its parts, to help galvanize and coordinatea global effort to deliver a good quality educationto all girls and boys, especially the poorest andmost vulnerable.6

In 2011, we contributed to this mission bycreating flexible ways to operate in fragile andconflict-affected countries, by gatheringbetter data to help us focus on results, and byincreasing the capacity of ministries of educationin many of the 46 low-income countries inwhich we work.In the coming year, to help many more youngchildren like Soumaila, we will focus onimproving teaching and learning, streamliningthe administration of our programs so theybecome more nimble yet operate with integrity,telling our story to people across the world,and asking for continued financial supportand technical collaboration so we can achievemeasurable results.Children can learn to read in less than a year.With GPE’s help, Soumaila and his classmatesare proving it day in and day out. With yourhelp, we can give them the skills they needto participate more fully in their society andthe world.We hope you will>join our efforts.Bob ProutyHeadGlobal Partnership for Education7

How thePartnership worksThe challenge of providing all children witha good quality education requires majorcooperation and resources. This is how wecoordinate all the actors working toward thecommon goal of delivering a good qualityeducation to all girls and boys.>Read more8

Who we areThe Global Partnership for Education is apartnership of developing countries, donorcountries, multilateral agencies, civil societyorganizations, the private sector, and privatefoundations, which seek to galvanize andcoordinate a global effort to deliver a goodquality education to all girls and boys,prioritizing the poorest and most vulnerable.9

Where we workThe Global Partnership for Educationempowers >developing countries so theycan invest in the education and futureof their children.Click on countryto find moreinformation11

Finances at a glanceRead more aboutour >financesTOTAL SIGNED PLEDGES,200211, US$ MILLIONSBelgium 24.60Australia 37.92Luxembourg 6.48Japan 5.54Italy 35.19Ireland 55.00Germany 40.73France 92.87European Commission 175.73Denmark 123.04Canada 55.47United States 3.50United Kingdom 532.23Switzerland 7.09Sweden 157.33Spain 326.49Russian Federation 15.20Romania 0.71Norway 253.44Netherlands 643.78Total 2,592.33Total 168.0Moldova 4.4Mali 41.7Guinea-Bissau 12.0Côte d’Ivoire 41.4Afghanistan 55.7Timor-Leste 2.8Mongolia 10.0ALLOCATIONS APPROVEDIN 201112

Highlights of 2011Click to watch video narratedby Angélique KidjoPARTNERSThe Global Partnership welcomes three newcountry partners: Afghanistan, Côte d’Ivoire,and UgandaThirty-eight developing country partnersparticipate in an exercise on aid effectivenessthat contributes findings to >Aid Effectiveness200510: Progress in Implementing the ParisDeclaration, a report of the Organisationfor Economic Co-operation and DevelopmentMILESTONESThe Partnership releases >Fast-Tracking Girls’Education: A Progress Report by the Educationfor AllFast Track InitiativeCHANGEThe Education for AllFast Track Initiativebecomes the Global Partnership for EducationThe >new constituency-based GPE Board ofDirectors meets for the first time, in Kigali,Rwanda, May 181913

Highlights of 2011PARTNERSAfghanistan, Côte d’Ivoire, Mali, Moldova, Mongolia,and Timor-Leste receive >grant allocationsMILESTONESThe Global Partnership celebrates >InternationalLiteracy Day on September 8 with an all-dayevent on literacy that is cosponsored by theBrookings Institution and the U.S. Agency forInternational DevelopmentThe first >Pledging Conference of the GlobalPartnership takes place in Copenhagenin NovemberThe Board of Directors >meets in Copenhagenon November 910GPE Secretariat Head, Bob Prouty, and Boardof Directors Chair, Carol Bellamy, attend the>Fourth High Level Forum on Aid Effectivenessin Busan, Republic of Korea on November29December 1; the Global Partnership ismentioned as an aid-effective model in educationby Irina Bokova, Director-General of UNESCO,and by Queen Rania of Jordan14

What we doWe seek to coordinate all education efforts inthe 46 developing countries where we work.Led by the developing country government, wecreate and fund education strategies to helpchildren have access to education and learn.15

How we fundour workIn the coming three years, at least anotherUS$8 billion will be needed to get all children inschool and learning in GPE partner countries.Last November, the Global Partnership’s>donor countries pledged more than US$1.5billion toward the GPE Fund; developing countrypartners pledged to increase their domesticeducation budgets by over US$2 billion; and>civil society and >private sector partnerspledged sizable resources to help achieveEducation for All in GPE developing countrypartners. >Read more16

What will weaccomplish by 2015 withour new resources?We will provide our 46 >current developingcountry partners, as well as new countries thatwill join, with financial and technical resources todevelop and implement national education plansover the next three years, enroll an additional25 million children in school for the first time,train 600,000 new teachers, and reduce illiteracyamong children of primary-school age. We willalso provide appropriate support to at least eightfragile and conflict-affected countries.>Read more17

Our civil society/NGOpartners: strong,visible, knowledgeableThe Global Partnership for Education hasprovided US$17.6 million to the Global Campaignfor Education (GCE) over three years (200912)to help its >civil society/nongovernmentalorganization member coalitions in developingcountries become stronger and more visiblepartners in education.18

GCE, along with its partners Action Aid Americas,Africa Network Campaign on Education ForAll, Asia South Pacific Association for Basic andAdult Education, Education International, LatinAmerican Campaign for the Right to Education,and Oxfam, distributed the funds among nationalcivil society education coalitions (NECs) in 45developing countries. GCE and its partnershave provided guidance, knowledge, and capacitysupport to help NECs advocate for qualityeducation in their countries. NECs suggesteducation policy changes and advocate forexpenditure accountability and transparency,as well as community empowerment.They talk to parents in their communities,translating difficult policy into a language theparents can understand, and advocate withgovernments, donors, media, parents, teachers,and employers in cities and villages for qualitybasic education. >Read more19

Reaching out-ofschoolchildrenWe help countries address barriers faced byout-of-school children, helping them to buildsafe and accessible schools; deploy more andbetter qualified teachers to areas that needthem; and provide cash incentives to poorfamilies, free school lunches, and mentoringsupport. By doing these things, our developingcountry partners can ensure that the hardestto-reachchildren are given a chance to learn.20

If current trends continue, universal primaryeducation goals may not be met by 2015. TheGlobal Partnership is focused on making itpossible for all children, including the poorestand most marginalized, to attend school andreceive a quality education.We help countries address barriers faced by outof-schoolchildren, helping them to build safeand accessible schools; deploy more and betterqualified teachers to areas that need them; andprovide cash incentives to poor families, freeschool lunches, and mentoring support. By doingthese things, our developing country partnerscan ensure that the hardest-to-reach childrenare given a chance to learn. >Read more21

Education for childrenwith disabilitiesMany disabled children in developing countriesare excluded from education because ofphysical, emotional, or learning impairments.The government of Cambodia is tackling thisproblem. To understand the needs of excludedchildren in Cambodia, the Global Partnershipfor Education supported a study by the Departmentsof Primary Education and of Planningin the Ministry of Education, Youth and Sport togather data on out-of-school children andchildren with disabilities. The results of thisstudy show that a large number of children haveeasily treatable disabilities, such as hearingloss because of uncared for ear infections, andthat 5 percent of children simply needed glasses.>Read moreCambodiaMeiMei, a 9-year-old third grader in TakéoProvince, was one of these children. MeiMeibegan missing school because of headaches andwas no longer the good student she had been.Indeed, she did not like school at all any more.When she did come to school, she had difficultyfollowing in class because she was not ableto see clearly what was written on the board. Sheattended a GPE-funded disability screening,where it was discovered that poor vision was themain reason MeiMei was experiencing frequentheadaches that caused her to stay homefrom school. MeiMei’s vision and poor schoolattendance were corrected with a pair of glasses.Now, she is able to participate again in schooland gain the full benefit of an education.22

Helping more girlsattend schoolEducating more girls in developing countrieswill not only increase their quality of life, it willalso improve their nation’s health, food production,and economic growth. Our developingcountry partners have succeeded in enrollingmore girls in school through public campaignsaimed at parents and community leaders and byassisting with the cost of school fees and books,as well as by providing help with health care orschool meals. >Read more23

Listen to H.E. Koumba Boly Barry,Minister of Education of Burkina FasoReducing barriersto girls education onestep at a timeGirls in developing countries face numerousbarriers to education. Early marriage, householdchores, and poverty often keep girls fromfinishing primary school. Children in remote ruralcommunities face the additional challengeof getting to school.In some countries, it is not uncommon forchildren to walk distances of five kilometers ormore. Because there is often a greater demandfor girls’ domestic labor (compared with boys),girls often have less time to walk to school.Three GPE partner countries, Mali, Niger, andTogo, are addressing the distance issue. Sincejoining the Global Partnership, these countrieshave each included measures in educationplans to open small multigrade rural schools sothat children can attend schools that are closerto their homes.24

Niger, Mali and TogoNiger became the first country in the region todevelop a teaching model compatible with smallrural schools. By 2010, there were more than100 one-room schools that served all primarygrades. Mali followed suit and, by 2011, hadestablished a network of 45 one-room schools.In Togo, education officials no longer preventsmall communities from opening schools.Communities with fewer than 40 school-agechildren are now entitled to open one-roomschools where teachers facilitate learning forchildren in six grades simultaneously in one room.Opening schools that are closer to wherechildren live means less walking and more timefor other activities. This small step may besufficient to keep many more children, particularlygirls, in school and help change their lives.25

Improving children’slearningIn many developing countries, the quality ofeducation remains unacceptably low. Children indeveloping countries acquire knowledge at only20 to 25 percent of the rate achieved by childrenin richer countries. Improving children’slearning in school can dramatically affect theirdevelopment and their incomes later in life.The Global Partnership supports governments inimplementing programs that enhance learningoutcomes through more training and supportfor teachers, the promotion of mother-tonguelanguage instruction, and improvements in themeasurement of student performance.>Read more26

Early grade readingin The GambiaEarly grade reading is the foundation on whichchildren build their education. Reading isfundamental to acquiring knowledge in all othersubjects and is imperative for future learning.Without a strong basis in reading, childrenwill be at risk of repeating grades or droppingout of school.Many factors can impede children in developingcountries from learning to read, including a lackof support from teachers, the absence of booksat home, or education policy that is restrictiveon the language of instruction. To increaseaccess and improve educational outcomes, thegovernment of The Gambia has made early gradereading a priority. It has adopted a strategy ofusing national languages in early grade readingto help retain students who are struggling tolearn how to read and ensure that they have thetools necessary to succeed in the future.27

The Gambia is a linguistically diverse country;its 1.7 million people speak a number of locallanguages. The Global Partnership forEducation’s global good practices team haspartnered with the Ministry of Basic andSecondary Education of The Gambia to implementa pilot program for early grade reading.Teachers in 125 classrooms in all parts of thecountry now use scripted lessons for 50 minuteseach school day to teach children to learn toread in one of five local languages. Every childreceives a low-cost workbook for study at home,which is particularly important because mostchildren in The Gambia do not own schoolbooksand rarely have the opportunity to read outsidethe classroom.The innovative introduction of coaching buildsthe capacity of teachers and supports themthroughout the period of instruction so thatthey are able to improve the delivery of lessons.Teachers receive feedback from monthlyclassroom observations and participate in groupmeetings to share best practices. Programssuch as this are important in providing childrenwith the foundation to learn and to contribute tosociety throughout their lives. >Read more28

Rebuilding educationin fragile and conflictaffectedcountriesOver 40 percent of the more than 60 millionchildren worldwide who are not attendingprimary school live in countries that arecharacterized by weak institutional capacityand governance, political instability, and, inmany cases, persistent violence.In these fragile states, the Global Partnershipfocuses on enrolling children in school not onlybecause education promotes peace-buildingand helps mitigate conflict, but also becauseeducation fosters economic growth and providesvisible evidence of a return to normalcy and theexistence of security. >Read more29

Madagascar:education in crisisIn 2008, Madagascar seemed on track to achievethe Millennium Development Goal of ensuringthat, by 2015, children everywhere, boys and girlsalike, would be able to complete a full courseof primary schooling. Primary-school enrollmentand completion rates were steadily improving,having benefited from GPE-supported,government-led steps to reduce the cost ofeducation for families. In 2009, political instabilityand a government crisis ended the advancesin education. Education ministry personnel werereplaced; reforms were stopped; and donorfunding was frozen. This strained budgets,delayed salaries, and resulted in higher schoolfees for families.Combined with a general increase in the level ofpoverty, this made it difficult for families to sendtheir children to school. In 201011, for the firsttime in decades, the number of children enrolledin primary school dropped.A new grant from the Global Partnership forEducation was approved in 2008, but could notbe disbursed because of the political situation.The Malagasy Local Education Group thereforesuggested that UNICEF manage the grant.Thus, US$64 million has been disbursed by GPEthrough UNICEF since December 2009, providingfinancial support to vulnerable schools andcovering community teacher salaries for fourmonths per year, as well as school feedingprograms, classroom construction, andother activities.30

The years of political uncertainty have takena toll on education. Despite the discouragingtrends, the Ministry of Education and itspartners are looking ahead. Madagascar is thethird country that has been approved for a GPEEducation Plan Development Grant, and theMalagasy Local Education Group is set to launchthe development of a transitional education plan.The planning process involves a needs assessment,a redefinition of priorities in educationdevelopment through broad consultations withstakeholders, and the identification of sourcesof financing to bring the progress in educationback on track.The Global Partnership for Education hasprovided vital support to the education sectorthroughout the political crisis, attemptingto reduce the impact of political instability onchildren’s education. The flexible processesmean that resources could be disbursed morequickly and that children could remain in school.31

Listen to H.E. Farooq Wardak,Minister of Education of AfghanistanAfghanistan:reaching more childrenAfghanistan’s path toward Education for All hasbeen a long and challenging one. Today, morechildren attend school than ever before in thehistory of the country: over 6.2 million childrenare attending primary or secondary school. About2.2 million of these children are girls, which isalso a record. Afghanistan has made enormousstrides in education development in the pastseveral years, but there is still much to do. Theparticipation of girls in education is still criticallylow in many southern provinces, and there is asevere shortage of teachers, especiallywomen teachers.The Ministry of Education recognized thevalue and importance of the Global Partnershipfor Education and worked hard to join ourpartnership. Throughout the development of theeducation plan, the ministry called regularmeetings of the Afghan Local Education Group,which coordinated the development of the planand invited local and international civil societyorganizations to participate in the relatedconsultations and workshops. Ministry officialsremained open and receptive to comments,criticisms, and suggestions and ensured thatall voices were heard in the crafting of a qualityeducation sector plan that maintained a clearfocus on the education of girls and the recruitmentof women teachers.32

Our impactin RwandaThe 1994 genocide killed “close to 80% of ourintellectuals,” Rwanda Education MinisterCharles Murigande has said, “leaving a hugegap in our human resources.” About 700,000refugees flooded into Rwanda, creating a needfor a unifying system.To become a knowledge-based economy,Rwanda needed to invest in human resourcesand “transform our people into the mostimportant human and economic assets for thedevelopment of Rwanda.” The country’sleaders targeted education as one of the maininstruments to repair the damage to the fabric ofsociety, including full access to education for allchildren and a ban on any form of discrimination.34

View a short video about a little girlnamed Divine learning to read in RwandaOur response andthe resultsRwanda wanted to move quickly to implementa nine-year basic education program, anendeavor supported by GPE. Rwanda developedan education sector plan through broadconsultations with the local administration,parent teacher associations, nongovernmentalorganizations, and development partners.Lead education partners U.K. Department forInternational Development and UNICEFcoordinated donors’ work and annual reviews,maintaining close contact with ministryofficials. The plan decentralized services andsome procurement, providing greater authorityat the district and school levels. GPE helpedsupport enrollment-based small grants, administeredat the school level, to empower schools.GPE has provided US$140 million in supportsince 2006. With GPE’s assistance, the governmentincreased the percentage of studentscompleting primary schooling from 23 to 68percent over the first decade of the 2000s. At thesame time, the girls primary-school completionrate rose from 85 percent of parity with boysto 100 percent of parity. In addition, repetitionrates in primary school were cut in half, from 33to 14 percent.35

CreditsPage 1© UNICEF Kenya/Christine NesbittPage 4GPE SecretariatPage 5© UNICEF Cameroon/Meggi RombachPage 6GPE SecretariatCambodiaPage 7GPE SecretariatMaliPage 13© UNICEF Cameroon/Meggi RombachPage 5Page 14Hewlett FoundationDana SchmidtUgandaPage 14Care InternationalJosh EsteyTimor-LestePage 16Hewlett FoundationDana SchmidtSenegalPage 17© UNICEF/NYHQ2011-0580/Olivier AsselinCôte d’IvoirePage 17© UNICEF Madagascar/Kelley LynchPage 18© UNICEF/NYHQ2011-0772/Olivier AsselinSierra LeonePage 19© UNICEF/NYHQ2011-0542Olivier AsselinCôte d’IvoirePage 19Global Campaign for EducationKjersti MoweMalawiPage 20Save the ChildrenKarin Beate NosterudCambodiaPage 21Save the ChildrenKarin Beate NosterudCambodiaPage 21© Camfed InternationalJaimie GramstonZambiaPage 22Save the ChildrenKarin Beate NosterudCambodia36

Page 22GPE SecretariatCambodiaPage 23© UNICEF Madagascar/ 2012Kelley LynchPage 24Hewlett FoundationDana SchmidtUgandaPage 25© UNICEF KenyaRiccardo GangalePage 26© Camfed InternationalAnnie LovettZambiaPage 27Hewlett FoundationDana SchmidtUgandaPage 27GPE SecretariatThe GambiaPage 28© UNICEF/NYHQ2011-0145Olivier AsselinCôte d’IvoirePage 29© UNICEF/AFGA2011-00096/Aziz FroutanAfghanistanPage 30© UNICEF Madagascar /2012Kelley LynchPage 30© UNICEF Madagascar /2012Kelley LynchPage 31© UNICEF Madagascar /2012Kelley LynchPage 32© UNICEF/AFGA2011-00058/Aziz FroutanAfghanistanPage 33USAIDAziz U Rahman GulbahariAfghanistanPage 33Save the ChildrenChristine RoehrsAfghanistanPage 33© UNICEF/AFGA2011-00157/Aziz FroutanAfghanistanPage 34© UNICEF/RWAA2011-00174/Shehzad NooraniRwandaPage 35© UNICEF/RWAA2011-00172/Shehzad NooraniRwandaPage 35© UNICEF/ZAMA2011-0134/Christine NesbittZambia37

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