This document discusses the MDG Goal 2 experience of universal primary education and implications for SDG4 on education. It summarizes the target and indicators for MDG 2 and progress made in increasing net primary enrollment globally and in Sub-Saharan Africa. Though targets were largely met, it argues we should consider broader impacts like greater transparency, state capacity, and disaggregated data. SDG4 expands beyond access to focus more on learning outcomes, skills, knowledge for sustainable development. An open question remains if countries can keep pace with SDG4's new, more demanding education goals.

1. Martin S. Edwards
Associate Professor
martin.edwards@shu.edu

2. • Were they met? Recapping
the MDG Goal 2 Experience
• Do they matter? Thinking
beyond targets and
indicators
• Implications for SDG4?
Agenda:

3. • Theoretical importance:
• We need better answers to
the question “How do goals
matter?”
• Policy importance:
• Developing better ways to talk
about the goals is key to
effective advocacy
So what?

4. • MDG 2 had one target:
• Universal primary education by
2015
• And three indicators:
• Net enrollment ratio in primary
education
• Proportion of pupils starting grade
1 who reach grade 5
• Literacy rate of 15-24 year-olds
Recapping the MDG
Goal 2 Experience

5. • Measured as primary school
enrollment as a percentage of
population
• Globally: Improved from 84% in
1999 to 91% in 2013
• SSA: Improved from 59% in 1999 to
79% in 2013
• More than triple the global rate
of improvement!
1) Net enrollment

6. • Measured as the proportion of
the primary school cohort that
continues in the system
• Globally: Unchanged from 75% in
1999 to 2013
• SSA: Also largely unchanged from
59% in 1999 to 57% in 2013
• Improving retention is a global
challenge!
2) Primary Completion

7. • Measured as a percentage of
population for ages 15-24
• Globally: Improved from 87% in
1999 to 91% in 2013
• SSA: Slight improvement from 68%
in 1999 to 71% in 2013
• Northern Africa improved by 10% (to
91%) over the same timeframe
• As with other goals, regional
variations are important!
3) Youth Literacy Rate

8. • The focus on targets &
indicators is a strength of the
goals
• But these should not be the
sole yardsticks that we focus
on to assess their impact
Are we asking the right
questions?

9. • Focusing solely whether targets
have been met overlooks other
transformations that have
occurred because of the goals
• Improvements in transparency
and state capacity
• Endorsement of data
disaggregation
From “meeting targets”
to broader impact

10. • The number of countries
reporting education spending as
a percentage of total government
expenditure to the World Bank
has increased from 1 in 1995 to
120 in 2010
• SSA: 70% of countries in the region
reported this data in 2010
• We would not be able to discuss
the post-2015 data architecture
without greater transparency
More transparency

11. • More countries are conducting
educational assessments than
ever before
• UNESCO is benchmarking
national level assessment
capabilities
• Without creating national level
assessments, progress on
SDG4 would be impossible
More state capacity

13. • Data on the three indicators
noted previously are
disaggregated by gender.
• We would never get to “No One
Left Behind” without states
accepting a need for
disaggregating data in the first
place
More disaggregated
data

14. • Ensure inclusive and
equitable quality education
and promote lifelong learning
opportunities for all
• Among the nine targets:
– Ensure all boys and girls have access to
pre-primary education
– Ensure all boys and girls complete
primary and secondary education
– Ensure all men and women have access
to vocational and university education
SDG 4: Education

15. • Target 4.1: completion linked to
relevant & effective learning
outcomes
• Target 4.4: relevant technical &
vocational skills
• Target 4.6: numeracy & literacy
• Target 4.7: ensure that all
learners acquire the knowledge
and skills needed to promote
sustainable development
From Access to Content

16. • The goals have created
stronger and more capable
states
• But at the same time, the
SDG education goals have
become more demanding
• Can countries keep pace with
these new demands?
The BIG Question

17. THANKS !
QUESTIONS ?
@MartinSEdwards
martin.edwards@shu.edu