Reaching the marginalized: EFA global monitoring report, 2010; 2010

010CHAPTER 22Education for All Global Monitoring ReportReducing thecost burden onhouseholds isa priority forimproving accessTable 2.8: Targets for the global costing exerciseGoalEarly childhood care andeducationUniversal primary educationExpansion of lower secondaryschoolingAdult literacyGender parity and equalityEducation qualityCriteria for achievementby 2015Provision of pre-primary schooling for allchildren living below the poverty lineProvision of school places of good qualityfor all children of primary school ageProvision of places in lower secondary schoolfor all children completing primary schoolProvision of sufficient literacy programmeplaces for illiterate adults to ensure thatilliteracy rates are halved from 1999 levelsAchievement of gender parity in primaryenrolment rates and lower secondarytransition rates, and male and female literacyrates at or above target levelsInclusion of a range of quality-enhancinginterventions at each education levelAverage for 46 low-income countries(circa 2007)Pre-primary gross enrolment ratio = 16%Primary gross enrolment ratio = 95%Primary net enrolment ratio = 72%Primary to secondary transition rate = 69%Lower secondary gross enrolment ratio = 44%Adult literacy rate = 59%——Targetfor 201552%108% 1100%100%88%80%Full paritySee Table 2.9Notes: Targets for early childhood education and adult literacy are country-specific. The targets given in the table are unweighted averages for all countries covered.1. GER targets are country-specific but imply full enrolment of primary school age children with a maximum of 10% repetition.Box 2.27: Basic education financingin the Democratic Republic of the Congo and the SudanEstimating education costs for countries affectedby conflict is problematic. In many such countries,access to the type of data required for ameaningful assessment of need is often lacking.households, which must cover half of overallcosts in the Democratic Republic of the Congoand a third in the Sudan. Reducing the burdenon households is a priority for improving access.Innovative work for the global costing exerciseset out in this chapter has made it possibleto include several conflict-affected countries.UNESCO carried out detailed country-levelanalysis for the Democratic Republic of the Congoand for the Sudan, where conflict has seriouslycompromised education planning and datacollection. The analysis drew on recent surveys,including a 2006/2007 education census for theDemocratic Republic of the Congo (the first intwenty years), as well as detailed evidence oncosts from a range of donor, international agencyand national ministry sources.This research draws attention to several importantconcerns. In both countries, the collapse of publicfinancing for education has shifted the burden toThe case studies also highlight differences withineach country. In the Democratic Republic of theCongo, a legacy of weak governance and conflictstretching back over many years has resulted ina highly fragmented education system. Conflictand insecurity in some regions, notably the east,continue to hamper reconstruction prospects.In the Sudan, conflict has led to the developmentof separate political administrations and paralleleducation systems in the north and south.Financing for these systems varies. The bestestimates indicate that the north devotes 13%of government revenue to education, comparedwith 6% in southern Sudan, leading to largedifferences in spending per pupil. Primary schoolpupil/teacher ratios are 33:1 in the north and 51:1in the south.Source: Chang et al. (2009).122