Aaron Benavot's presentation for the IIEP-UNESCO Strategic Debate " Financing the Education 2030 Agenda - Key issues and challenges for national planners" on 22 January 2016. Benavot is the Director of the UNESCO Global Education Monitoring Report.
Global Partnership for Education Webinar on National Education AccountIIEP-UNESCO
A National Education Account aims to produce the data needed to track the flows of education financing and target resources where they are needed most. Some benefits of implementing NEA at country level include generating data to inform policy making processes, reporting and accountability.
Education for All in India: Financing India's Elementary EducationJonathon Flegg
India's Sarva Shiksha Abhiyan (Education for All) Scheme is the biggest education financing programme of its kind in the world. This presentation addresses the major problems currently facing the financing of the system's, and proposes a new "grand bargain" to make the system work better for all Indians.
CIES 2017 / Data revolution : Private funding and equity in educationIIEP-UNESCO
This panel (organized by UNESCO Institute for Statistics - at CIES 2017) will present the current status of available data on private spending on education, by discussing the methodological aspects, the data utilization and their limitations. We will explore possible solutions aimed at closing the data gap on private funding for education. These include the potential benefits offered by the National Education Account methodological framework, along with other complementary tools aimed at improving data quality and coverage.
More information http://www.iiep.unesco.org/en/data-revolution-measure-equity-education-sdgs-cies2017-3886
Global Partnership for Education Webinar on National Education AccountIIEP-UNESCO
A National Education Account aims to produce the data needed to track the flows of education financing and target resources where they are needed most. Some benefits of implementing NEA at country level include generating data to inform policy making processes, reporting and accountability.
Education for All in India: Financing India's Elementary EducationJonathon Flegg
India's Sarva Shiksha Abhiyan (Education for All) Scheme is the biggest education financing programme of its kind in the world. This presentation addresses the major problems currently facing the financing of the system's, and proposes a new "grand bargain" to make the system work better for all Indians.
CIES 2017 / Data revolution : Private funding and equity in educationIIEP-UNESCO
This panel (organized by UNESCO Institute for Statistics - at CIES 2017) will present the current status of available data on private spending on education, by discussing the methodological aspects, the data utilization and their limitations. We will explore possible solutions aimed at closing the data gap on private funding for education. These include the potential benefits offered by the National Education Account methodological framework, along with other complementary tools aimed at improving data quality and coverage.
More information http://www.iiep.unesco.org/en/data-revolution-measure-equity-education-sdgs-cies2017-3886
Education is the manifestation of the perfection already in man.”
- Swami Vivekananda
Indigenous Education.
Our goal should be making education for all free of cost.
Commercialization of Education.
Government Funding.
Corporate Funding.
Funding from Society.
Good Governance and Transparency in Education.
Education Loan.
Technology Enabled Learning (TEL).
Bridging Social Gaps.
Learning with earning.
WE want the Education by which character is formed, strength of mind is increased, the intellect is expanded, an by which one can stand on one's own feet.
Role of quality education to economic growth- quality education and its impac...myinternetincome
Role of quality education to economic growth- quality education and its impact to the country's development my internet income role of quality education to economic growth
Presentation by RECOUP Director on current research agenda and research projects conducted in the four partner countries. The presentation also elaborates on the implications of RECOUP research on educational as well as international aid policy.
Crisis-sensitive planning in education: lessons learnedIIEP-UNESCO
By Leonora MacEwen, Education programme specialist, IIEP-UNESCO, at CIES 2017, Atlanta. Presentation for the panel "Lessons from Fiels Pilots in Multi-Risk and Education Analysis for crisis and conflict-affected evironments" organised by USAID ECCN.
More information: http://www.iiep.unesco.org/en/how-should-we-plan-education-settings-conflict-and-instability-cies2017-3890
Hear Western Sydney University PVCI Linda Taylor, Sydney City Campus Director Heather Tinsley and Western Sydney University International College, Campus Director Ben McCully, discuss issues in the higher education sector.
OECD School Resources Review - The Funding of School EducationEduSkills OECD
This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably. This report was co-funded by the European Commission.
Presentation made at CIES 2017 - Panel: "Reforming teacher careers: Learning from country experiences"
More information http://www.iiep.unesco.org/en/how-can-teacher-careers-be-reformed-cies2017-3899
Education is the manifestation of the perfection already in man.”
- Swami Vivekananda
Indigenous Education.
Our goal should be making education for all free of cost.
Commercialization of Education.
Government Funding.
Corporate Funding.
Funding from Society.
Good Governance and Transparency in Education.
Education Loan.
Technology Enabled Learning (TEL).
Bridging Social Gaps.
Learning with earning.
WE want the Education by which character is formed, strength of mind is increased, the intellect is expanded, an by which one can stand on one's own feet.
Role of quality education to economic growth- quality education and its impac...myinternetincome
Role of quality education to economic growth- quality education and its impact to the country's development my internet income role of quality education to economic growth
Presentation by RECOUP Director on current research agenda and research projects conducted in the four partner countries. The presentation also elaborates on the implications of RECOUP research on educational as well as international aid policy.
Crisis-sensitive planning in education: lessons learnedIIEP-UNESCO
By Leonora MacEwen, Education programme specialist, IIEP-UNESCO, at CIES 2017, Atlanta. Presentation for the panel "Lessons from Fiels Pilots in Multi-Risk and Education Analysis for crisis and conflict-affected evironments" organised by USAID ECCN.
More information: http://www.iiep.unesco.org/en/how-should-we-plan-education-settings-conflict-and-instability-cies2017-3890
Hear Western Sydney University PVCI Linda Taylor, Sydney City Campus Director Heather Tinsley and Western Sydney University International College, Campus Director Ben McCully, discuss issues in the higher education sector.
OECD School Resources Review - The Funding of School EducationEduSkills OECD
This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably. This report was co-funded by the European Commission.
Presentation made at CIES 2017 - Panel: "Reforming teacher careers: Learning from country experiences"
More information http://www.iiep.unesco.org/en/how-can-teacher-careers-be-reformed-cies2017-3899
Exploring the impact of career models on teacher motivation: An exploratory s...IIEP-UNESCO
Lucy Crehan, CIES 2017
Based on research by Lucy Crehan on Exploring the impact of career models on teacher motivation, the review will look at whether a change in the administration of teacher career models could improve the quality of teaching in schools by motivating teachers and increasing the appeal of the profession. The findings underline that career structures should be designed in such a way that would encourage autonomous motivation of teachers, while at the same time holding teachers accountable for the quality of their teaching.
More information http://www.iiep.unesco.org/en/how-can-teacher-careers-be-reformed-cies2017-3899
Strategic Finance For A University SystemEllen Chaffee
Understanding strategic finance and strategies for dealing with scarce resources, presentations for an all-day workshop. Audience is executive officers of a university system
Shota Yamanaka and Homei Miyashita. Scale Effects in the Steering Time Difference between Narrowing and Widening Linear Tunnels. In Proceedings of NordiCHI 2016.
From assessment to action: Impact of student assessment data on educational policy reform for sustainable future.
Autors: Laura Paviot and Mioko Saito, from IIEP-UNESCO
When a government spends more than what it currently receives in the form of taxes and fees during a fiscal year, it runs in to a deficit budget. When the budget deficit is financed by borrowing from the public and banks, it is called deficit financing.
Capacity development in planning for displaced populations - EthiopiaIIEP-UNESCO
By Leonora MacEwen, Education programme specialist, IIEP-UNESCO, for CIES 2017.
More information: http://www.iiep.unesco.org/en/how-should-we-plan-education-settings-conflict-and-instability-cies2017-3890
PISA: Where is real progress being made in provinding equitable education?IIEP-UNESCO
Autor: Speaker: Andreas Schleicher, Director, Directorate for Education and Skills, OECD.
Presentation made for the first IIEP Strategic Debate of 2017.
More information: http://www.iiep.unesco.org/en/strategic-debate-real-progress-being-made-equitable-provision-education-pisaresults-3879
The new paper from the Global Partnership for Education (GPE) “250 Million Reasons to Invest in Education: The Case for Investment” explains why investing in education is critical, shows GPE’s progress and results since 2002 and demonstrates what can be achieved with US$3.5 billion in new funding during the Second Replenishment period (2015 to 2018).
In an uncertain and volatile international context characterised by competing priorities for public spending, pressure is mounting for policy makers to enhance the efficiency of public spending in all sectors, including education. There is no question that there is a strong economic and social case for continued public investments in education, so the dilemma is not on whether or not to invest in education, but rather on how to make the most of this investment and foster a “Value for money”.
Policy makers need to make smarter investment in education. They need to foster equal opportunities and quality outcomes, and the good news is that the pursuit of efficiency and equity in education can work together through smart investments in four areas. Policy makers also need to carefully design funding mechanisms, pay attention to budget planning, and build a culture of systematic evaluation in education to ensure alignment with education objectives, transparency, accountability and capacity building.
We discuss the many benefits that education brings to economies and societies, but also strategies that can help policy makers make smarter investment in education in order to reap its full benefits.
Speakers include:
– Luiz de Mello, Director of the Policy Studies Branch in the OECD Economics Department
– Andreas Schleicher, OECD Director for Education and Skills
– Andreea Minea–Pic, Analyst, OECD Directorate for Education and Skills
– Luka Boeskens, Analyst, OECD Directorate for Education and Skills
Moderated by Karine Tremblay, Senior Analyst, OECD Directorate for Education and Skills
Tracking the growth of social assistance in developing countries: Databases, challenges and indicators
Armando Barrientos, Professor and Research Director, Brooks World Poverty Institute, University of
Manchester
a.barrientos@manchester.ac.uk
InGRID Expert Workshop on Development and Dissemination of Social Policy Indicators, Swedish Institute for
Social Research, Stockholm, Hotel Sheraton 19-‐‑21 November 2014
This annual publication is the authoritative source for accurate and relevant information on the state of education around the world.
Featuring more than 150 charts, 300 tables, and over 100 000 figures, it provides data on the structure, finances, and performance of education systems in the OECD’s 34 member countries, as well as a number of partner countries.
It results from a long-standing, collaborative effort between OECD governments, the experts and institutions working within the framework of the OECD Indicators of Education Systems (INES) programme and the OECD Secretariat.
Education at a glance 2016. @OCDE Indicators
Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training(VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration,in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices. The report focuses on the main channels through which migrants succeed in VET. It is essential that migrants are fully informed about the opportunities VET provision offers and that they have access to high quality preparatory programmes enabling access to upper-secondary VET. Once in such provision, targeted support should help them to complete VET programmes successfully. OECD countries are putting in place innovative measures to achieve better outcomes for both migrants and for economies as a whole. Ultimately this report argues that VET systems can become stronger, more flexible and more inclusive, when working better for all students,including those with diverse and vulnerable backgrounds.
Já está acessível o relatório anual da OCDE sobre Educação — o Education at a Glance — é um retrato dos sistemas educativos de mais de 40 Estados (incluindo alguns que não fazem parte da organização, mas integram o G20). A última edição foi divulgada esta manhã. O documento mostra os progressos feitos nos últimos anos em matéria de escolarização, quais as condições de trabalho dos professores, quanto investem os Estados no ensino, como aprendem os alunos. E o impacto da crise em vários destes indicadores.
Many countries have seen the importance of financial education by making financial
education a national strategy. In Vietnam, although the National Strategies for Inclusive Financial
Education has been proposed since 2017 and officially included in the National Financial Inclusion
Strategy in 2020, however, financial education is still quite new, and many people are not aware of
the necessity of financial l
Geospatial data in educational planningIIEP-UNESCO
Webinar on Geospatial data in educational planning - 10 February 2021.
More information on our geospatial activities http://www.iiep.unesco.org/geo
Educational planning is a matter of context.
From building the right school in the right place at the right time, deploying the teaching workforce where it is needed; from creating a curriculum that reflects local realities, to taking into account the risks and challenges of the environment, educational planning is anchored in adapting the delivery of education to the communities it serves.
By mixing education system data with georeferenced information, educational planners and managers can generate highly contextualized policies, ensuring:
=> greater equality in the distribution of educational opportunities,
=> better adaptation of these opportunities to the needs of local communities,
=> and more efficient use of all available resources.
#GlobalEducationMeeting Household Investments in education: equity concernsIIEP-UNESCO
Suzanne Grant Lewis, Director of IIEP-UNESCO, delivered this presentation during the Global Education Meeting, in Brussels, Belgium, on 3 December 2018. Learn more about the meeting: https://en.unesco.org/themes/education/globaleducationmeeting2018
#CIES2018 Widening career opportunities available to teachers: a road to enha...IIEP-UNESCO
Presentation by Chloé Chimier, IIEP-UNESCO, for the CIES panel 'Addressing teacher motivation from a systemic perspective: learning from complementary initiatives.'
#CIES2018 National Institute for Educational Planning, Afghanistan: From wor...IIEP-UNESCO
Presentation by Aref Arefee, IIEP-UNESCO National Coordinator in Afghanistan, for the CIES panel 'Strengthening National Training Institutions (NTIs) in Educational Planning and Management (EPM) in the Global South.'
#CIES2018 The role of the National Institute of Education (NIE) in strengthen...IIEP-UNESCO
A presentation by Mr. Sieng Veasna, NIE, for the CIES panel 'Strengthening National Training Institutions (NTIs) in Educational Planning and Management (EPM) in the Global South.'
Debate: How does private schooling growth affect the public system and educat...IIEP-UNESCO
Speaker: Priyadarshani Joshi, researcher at the Global Education Monitoring Report
Discussant: Claire Galante, Project Manager at Agence Française de Développement
Moderator: Michaela Martin, Programme Specialist at IIEP-UNESCO
Wednesday, 4 October 2017, 4 p.m. to 6 p.m
IIEP-UNESCO Strategic Debate: the impact of inequalities on learning achievementIIEP-UNESCO
Towards progressive universalism: the impact of inequalities on learning achievement.
IIEP Strategic Debate - May 2017
Speaker: Pauline Rose, Director, Research for Equitable Access and Learning (REAL) Centre, University of Cambridge
Moderator: Suzanne Grant Lewis (Director IIEP)
Drawing on analysis of available large-scale datasets, this session will show how inequalities in learning between the rich and poor and, amongst the poor by gender, widen substantially over the primary school cycle. It will also identify that children with disabilities are most likely to be left behind. The evidence further demonstrates that access to higher education for children from poor households is strongly dependent on their learning in the early years. Analysis will be presented showing that, where children from poor backgrounds have the same opportunities as those from rich backgrounds, learning gaps narrow significantly. It will further identify the importance of changing the way in which public resources are allocated, to achieve ‘progressive universalism’. The Debate will conclude by identifying ways in which data collection could be improved in resource-poor environments to enable better monitoring of education SDGs related to learning, with a focus on tracking progress for the most disadvantaged groups.
School grants - from a promising to a successful policyIIEP-UNESCO
Autor: Candy Lugaz, Programme specialist, IIEP-UNESCO
In recent years, a growing number of developing countries have implemented school grant policies where local schools directly receive funding from the central authorities. The results: schools have more autonomy and unprecedented say in how their finances are managed.
While the fundamental objective of these policies is to improve equity so all children – even the poorest – are able to attend and learn in school, the mere existence of school grant policies does not guarantee that this will be achieved. Over the past six years, IIEP and its partners have been engaged in a major study looking at the use and usefulness of school grant policies.
During the 60th annual Comparative and International Education Society (CIES) conference in Vancouver, Canada, from 6-10 March 2016, a panel was dedicated to the project’s latest findings and key suggestions for making these policies stronger. IIEP school grants project coordinator, Candy Lugaz, provides insight from CIES.
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
Understanding the Challenges of Street ChildrenSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
A process server is a authorized person for delivering legal documents, such as summons, complaints, subpoenas, and other court papers, to peoples involved in legal proceedings.
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
Many ways to support street children.pptxSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
Financing the Education 2030 agenda - Key issues and challenges for national planners
1. Financing the Education 2030 agenda
Key issues and challenges for national planners
Aaron Benavot
Director, Global Education Monitoring Report
22 January 2016
IIEP-UNESCO
2. Part I: An overview to the Global Education
Monitoring Report
Part II: Pricing the right to education
Part III: Challenges for national planners
4. Background: the Global Education Monitoring Report
2002-15: 12 Education for All Global Monitoring Reports (GMR) published*
Since 2002, over 160,000 copies of the GMR (Full and Summary) distributed in
at least 6 languages, with Summaries translated in many other languages
Total web downloads have reached over 700,000 (as of December 2015)
Most recent 2015 GMR launched in over 60 events with media coverage in over
100 countries
The GMR team has increasingly targeted new audiences with more focused
publications, all by-products of the main report:
63 Regional overviews: en.unesco.org/gem-report/regionalresources
3 Gender summaries
2 Youth reports
29 Policy papers and brochures: en.unesco.org/gem-report/policy-papers
3 Technical papers: en.unesco.org/gem-report/technical-papers
* In 2016, the EFA Global Monitoring Report (GMR) was officially relaunched as the Global Education Monitoring Report
(GEM Report). The change reflects the Report’s new mandate monitoring progress towards the new global education goal
and targets in the Sustainable Development Agenda.
5. Key statistics for the 2015 Report
2015 Full Report and Summary in all UN languages
Summary also
available in:
German
Hindi
Japanese
Portuguese
Swahili
Thai
Urdu
The 2015 GMR
was downloaded
84,620 times
(missing one month
of data – April! --
due to glitch in
UNESCO reporting
system)
Full and Summary
Reports available in:
Arabic
Chinese
English
French
Russian
Spanish
3,850 tweets
during launch week
with a reach of
56.4 million
6. 2015 Gender Summary and Youth Report
The Gender
Summary has
been downloaded
15,271 times
Released on International Day of Girl Child
at UNICEF headquarters in New York
Also launched at UNESCO General
Conference, and at event organized
by Save the Children
450 media
articles were
published
Our Twitter
hashtag
reached
50 million
people in
first 5 days
Available in English, Chinese, French and Spanish
India-based Youth Ambassadors for A World at School
organised youth event to launch the report in New Delhi
Distributed at youth advocacy meetings around the world
7. Mandate: “The GEM Report will be the mechanism
for monitoring and reporting on SDG 4 and on
education in the other SDGs, with due regard to the
global mechanism to be established to monitor and
review the implementation of the 2030 Agenda for
Sustainable Development.
It will also report on the implementation of national
and international strategies to help hold all relevant
partners to account for their commitments as part of
the overall SDG follow-up and review.”
Education 2030 Framework for Action
Education 2030: a new mandate
8. Policy papers in 2015
Eight policy papers released on : teacher shortages, humanitarian aid, out-of-school
children, school-related gender based violence, equity, and costs of new targets.
30,000 downloads in 2015
10. Pricing the right to education
Drawn on by:
Formed basis of a year-long campaign by:
11. Context
2000-2015: the experience
2010 GMR estimated annual gap for universal primary and
lower secondary education in 2008-2015 at US$25 billion
2015: the challenge and the opportunity
major international conferences agreed post-2015 targets and
their implementation mechanisms
projections suggest world will remain far from targets unless
major action is taken, e.g. lower secondary completion rates of
50% in low and 80% in lower middle income countries by 2030
lack of finance one of the main constraints explaining why
core EFA targets were not achieved
12. Domestic financing: many countries increased spending
On average, countries increased
their spending on education…
…but mainly because of more
revenue, and not because of
prioritizing education
13. International aid: donors did not keep their promise
Looking at the big picture after 2000:
Total aid (to all
sectors) increased in
volume…
…but not in
relative terms…
…and the share of
education continued
to decrease
14. International aid: donors did not keep their promise
2,9 3,2 3,6
4,1 4,5
5,0 5,1
6,1 6,0 5,8
5,1 5,4
1,0
1,1
1,3
1,2
1,6
1,9 2,0
2,5 2,4
2,2
2,3
2,8
2,6
4,2
4,1
4,5
4,9
5,1 4,8
5,4 5,5
5,2
5,3
5,3
6,5
8,6
8,9
9,8
11,0
12,1 11,9
13,9 14,0
13,2
12,7
13,5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
USDbillions,2013constantprices
Aid to education doubled from 2002 to 2009
but levelled off and fell between 2010 and 2013
Only 3% of aid to
basic education
goes to pre-primary
education
Total aid to post-secondary education
Total aid to secondary education
Total aid to basic education
15. What SDG4 targets were costed?
Early childhood (4.2)
all children complete one year of pre-primary education
Primary and secondary education (4.1)
all complete primary and lower secondary education
and gain access to upper secondary education, including classroom
construction and maintenance costs
Quality (cross-cutting)
declining PTR as countries become richer with average ratios at
15:1 (pre-primary), 29 (primary), 27 (secondary) by 2030
teacher salaries converge to 50% of better paying countries
25% of recurrent expenditures for non-salary expenditure
Equity (4.5 and cross-cutting)
per student costs increase by 20%-40% to address the
disadvantages of out of school children living in poverty
16. What targets were not costed
This exercise indirectly takes into account two more targets:
universal youth literacy (= higher quality primary education)
(4.6 partial)
education for sustainable development / global citizenship
(assuming that funds for these priorities come from non-salary
recurrent expenditure) (4.7)
This exercise does not take into account targets related to:
tertiary education (4.3)
skills for work (4.4)
adult literacy (4.6 partial)
scholarships (4.b)
17. Base scenario
Some differences compared to the 2010 EFA GMR costing
Wider coverage: from 46 countries to 82 countries (=all LICs/LMICs)
Longer reference period: from 8 years in 2010 (i.e. 2008-2015) to
16 years in 2015 (i.e. 2015-2030)
Key assumptions
the targets whose costs were estimated will be reached by 2030
GDP growth rates follow IMF projections up to 2016;
after that converge to a long-term average growth rate of 5%
Increase in (i) tax ratios as share of GDP and (ii) share of
government budget allocated to education by 2030
18. Results: total annual cost
The annual total cost of universal pre-primary, primary and
secondary education is projected to:
more than double in LICs and LMICs from US$149 billion in 2012
to an annual average of US$340 billion between 2015 and 2030*
increase from 3.5% to 6.3% of GDP in LICs/LMICs between 2012
and 2030
consist of recurrent expenditure (84%), capital expenditure (11%)
and catering for marginalized (5%)
(but 8% in LICs and above 12% in some of the poorest countries)
Higher enrolment (18%) and higher expenditure per student (82%)
account for the increase in total cost. For example:
the number of children in pre-school will increase six-fold in LICs
the cost per primary education student in LICs will need to
increase from US$65 to US$199.
* GPE has transformed this figure into an estimate of $1.08 -- the amount needed each year to educate a child
from pre-primary all the way to upper secondary in all low and lower middle income countries from 2015 to 2030.
19. Results: government spending
The exercise assumes significant increase in domestic effort:
Combined effect of increasing tax revenue as a share of GDP and
share of the budget allocated to education (above 20%) will be to
increase public expenditure on pre-primary, primary and
secondary education:
- from 2.6% to 3.9% of GDP in LICs excluding aid
(for reference these countries increased the relevant share of
GDP by 0.8 percentage points between 1999 and 2012)
- from 3.3% to 3.9% of GDP in LMICs excluding aid
21. Results: financing gap
Many countries are unlikely to increase their public education
expenditure to cover the total cost of meeting the targets:
the average annual financing gap remaining across all LICs and
LMICs between 2015 and 2030 is estimated at US$39 billion
in Low income countries, the annual gap of US$21 billion is 42%
of the total cost
in Lower middle income countries, the annual gap of US$18
billion is 6% of the total cost
across LICs and LMICs, aid to pre-primary, primary and lower
secondary education (currently at 6.2 billion) would need to
increase by at least 6 times to address to fill the financing gap
… unless other external sources of financing step in
23. Better quality data and financing policies are needed
These estimates for LICs and LMICs are based on the most recent
data available and give good indication of the real financing gap.
Even so:
the quality and coverage of official financing data remain poor
– national level analysis must complement global estimates
strong national policies are needed to accompany more finance;
same spending levels produce different results across countries as
result of differences in:
equity: more than just a higher cost per (marginalized) student
efficiency: political economy issues on how money is spent
effectiveness: e.g. effects of investment in health on education
25. Do planners have the needed data?
Do planners have sufficient data on how much is spent and by
which sources to make informed decisions?
transparency and timeliness of data on approved, revised and
actual spending
low quality of Education Management Information Systems
financial information at the school level (not collected in many
countries)
lack of information or records on local government expenditure
in all sectors, especially in education; and
insufficient use of complementary data sources, such as:
development aid databases or NGOs allocations
household expenditure surveys
valuable IIEP work on national education accounts (sources,
uses and levels)
26. Are financing policies fair and equitable?
Are financial resources directed at the population groups or
geographical locations which need them most?
Are there policies to provide more resources to students / schools
from disadvantaged households? If so:
what share of total public education spending is reallocated
(depth)
what percentage of the student population does it reach
(coverage)
How are targeting decisions made…
…and is the success of targeting monitored and evaluated?
Is information on such policies and programs clear, publicly
available and well-known to disadvantaged students / schools?
27. Are financing policies efficient?
Can the same outcomes (eg. participation, completion, learning) be
achieved with fewer resources?
Strong public financial management cycle, including proper
accounting, reporting and auditing
Accountable and transparent governance and scrutiny of public
spending to fight corruption and open the budget process
Different expenditure mix
between levels: basic, ECCE, post-compulsory, non-formal
between inputs
28. Are financing policies effective?
Do planners monitor whether policies have the desirable effect?
Are data used to identify whether current financial allocations
are having intended effects on results?
Do planners look not only at education policies but also at other
government policies which may be complementary and having a
positive effect on education?
(e.g. health and social protection policies)
29. Of course, much rests outside education…
Needless to say: higher resource envelope for education requires
Strong domestic resource mobilization capacity, ranging from
internal revenue services to management of natural resources
Better management of external assistance
Support of the international community to prevent tax avoidance
and tax evasion
A lot of discussion on private (and innovative) financing…
…but, if anything, private financing of education is already too
high in poorer countries
30. Conclusion
To sum up
Global costing gives a sense of the (massive) overall challenge
But challenges differ from context to context and the overall
challenge needs to be applied to national realities:
e.g., the projected need is too high for some countries
Planners will need to improve their data sources and data uses
Focus on policies for
equity: not all students / schools should receive the same
efficiency: do away with incremental budgets
effectiveness: be concerned that your policies work
Be part of the overall national debate for improved public finance
31. en.unesco.org/gem-report/
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