Education for All- Unesco 2009

The Road to 2015: Reaching the Education Goals

Annual Report 2008

© 2008 The Education for All – Fast Track Initiative Secretariat World Bank 1818 H Street, NW Washington, DC 20433 Website: www.education-fast-track.org E-mail: fti@education-fast-track.org All rights reserved The Education for All – Fast Track Initiative (FTI) was launched in 2002 as a global partnership between donor and developing countries to ensure accelerated progress towards the Millennium Development Goal of universal primary education by 2015. All low-income countries that demonstrate serious commitment to achieving universal primary completion can receive support from FTI. This volume is a product of the staff of the Education for All – Fast Track Initiative Secretariat/FTI Secretariat. The findings, interpretations, and conclusions expressed in this volume do not necessarily reflect the views of the FTI partners or the governments or organizations they represent.

The FTI Secretariat does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of the FTI Secretariat concerning the legal status of any territory or the endorsement or acceptance of such boundaries.

Design: The Word Express Photo credits title page: Upper row (from left to right): Alain Iloniaina (Madagascar); UNICEF/Giacomo Pirozzi (Yemen); UNICEF/Giacomo Pirozzi (Djibouti) Lower row (from left to right): UNICEF/Giacomo Pirozzi (Mozambique); UNICEF/Roger LeMoyne (Vietnam)

Table of Contents

Abbreviations and Acronyms.......................................................................................................................... v Definitions..........................................................................................................................................................vi Foreword............................................................................................................................................................vii Preface.................................................................................................................................................................ix Chapter 1:

Progress in Primary Education.............................................................................................1 Grade One Intake Rate...............................................................................................................1 Primary Completion Rate..........................................................................................................2 Repetition....................................................................................................................................4 Gender Disparities......................................................................................................................5

Chapter 2:

FTI as a New Aid Paradigm.....................................................................................................7 Aid Effectiveness . ......................................................................................................................7 Third High-Level Forum on AidEffectiveness, Accra, Ghana.................................................7 Future of FTI and the Paris Declaration...................................................................................9

Chapter 3:

Chapter 4:

Reaching the Hard-To-Reach With a Good Quality Education....................................11 Education in Countries Affected by Conflict.........................................................................12 Global Food and Economic Crisis...........................................................................................13 HIV/AIDS Orphans..................................................................................................................15 Children with Disabilities........................................................................................................16 Improving Learning Outcomes...............................................................................................17 Measurement of Learning Outcomes . ..................................................................................18 Rapid Reading Assessment: Words Correct per Minute (wcpm).........................................18 Programs to Improve Reading Skills.......................................................................................19 Financing for Education.......................................................................................................21 The Big Picture: Total Official Development Assistance.......................................................21 Education ODA.........................................................................................................................22 Basic Education As a Share of Total Education ODA............................................................24 Basic Education ODA by Region and Country Income.........................................................24

iv | The Road to 2015: Reaching the Education Goals

Donor Financing in FTI Countries..........................................................................................26 Fragmentation of Aid...............................................................................................................26 Catalytic Fund...........................................................................................................................27 Education Program Development Fund . ..............................................................................28

Chapter 5

The Way Forward....................................................................................................................31

References................................................................................................................................... 35 Annexes

Annex 1: Annex 2: Annex 3:

Annex 4:

On-Track/Off-Track Status of Current FTI Countries: Summary of Trends................37 Basic Education Commitments in FTI Countries...........................................................39 CF Performance: Time Between Allocation, Grant Signature and First Disbursement.....................................................................................................44 FTI Country Profiles...........................................................................................................45

Boxes

Chapter 2 Box 1: Case Study – Aid Effectiveness in the Education Sector in Rwanda...................................... 8 Box 2: Aid Information Databases and the Paris Declaration – The Case of Cambodia.................. 9

Chapter 3 Box 3: FTI and School Feeding in Mauritania...................................................................................14 Box 4: Systematic Method for Reading Success in Mali...................................................................20

Figures

Chapter 1 Figure 1: Change in Grade One Intake Rate (GIR)............................................................................ 1 Figure 2: Primary Enrollment............................................................................................................. 2 Figure 3: Change in Primary Completion Rate (PCR)...................................................................... 3

Chapter 4 Figure 4: Commitments and Net Disbursements of ODA to Developing Countries..................21 Figure 5: Commitments and Disbursements of Education ODA by Level...................................22 Figure 6: Total ODA to Basic Education in Low-Income Countries as

Percentage of Gross National Income, 2002–2006........................................................23 Figure7: Priority Given to Education and Basic Education in ODA.............................................24 Figure 8: Priority Given by Donors to Education and

Basic Education in ODA Commitments...........................................................................25 Figure 9: Commitments to Basic Education and Out-of-School Children by Region.................25 Figure 10: Time between CF Grant Allocation and First Disbursement........................................28

Abbreviations and Acronyms

AAA CF CPIA CRS DAC EFA EPDF ESSP FTI FY GA GBS GER GIR GNI IDA MDG ODA OECD PCR PFM PTR SWAP TQSI UIS UNDP UNESCO UNICEF UPE wcpm

Accra Agenda for Action Catalytic Fund Country Policy and Institutional Assessment Creditor Reporting System OECD Development Assistance Committee Education for All Education Program Development Fund Education Sector Strategic Plan Fast Track Initiative Fiscal Year Grant Agreement General Budget Support Gross Enrollment Ratio Grade One Intake Rate (or Gross Intake Rate) Gross National Income International Development Association Millennium Development Goal Official Development Assistance Organization for Economic Co-operation and Development Primary Completion Rate Public Financial Management Pupil-teacher Ratio Sector-wide Approach Ten Question Screening Instrument UNESCO Institute for Statistics United Nations Development Program United Nations Educational, Scientific, and Cultural Organization United Nations Children’s Fund Universal Primary Education words correct per minute

All dollar amounts are U.S. dollars unless otherwise indicated. A billion is 1,000 million.

vi | The Road to 2015: Reaching the Education Goals

Definitions

Grade One Intake Rate (Gross Intake Rate)

Total number of new entrants to the first grade of primary education, regardless of age, expressed as a percentage of the population at the official school entrance age for that grade.

Gross Enrollment Ratio

Total enrollment in primary education, regardless of age, expressed as a percentage of the population in the official age group corresponding to this level of education. The GER can exceed 100 percent due to early or late entry and/or grade repetition.

Off Track

Countries predicted not to achieve a primary completion rate of 95 percent by 2015 but to reach it by 2040, based on their progress between 2000–2006.

On Track

Countries predicted to achieve a primary completion rate of at least 95 percent by 2015, based on their progress between 2000–2006.

Primary Completion Rate (Gross Intake Rate to the last Grade of Primary)

Total number of new entrants to the last grade of primary education, regardless of age, expressed as a percentage of the population at the official age for that grade.*

Seriously Off Track

Countries predicted not to achieve a primary completion rate of 95 percent by 2040, based on their progress between 2000–2006.

* The Primary Completion Rate is based on new entrants into the final grade rather than those who graduate from primary school because of the difficulty in obtaining accurate graduation data.

Foreword

T

he past decade has seen a largely unbroken positive trend in terms of access to primary education in low-income countries around the world. Support from the Fast Track Initiative (FTI) partnership appears to have accelerated progress for countries with FTI-endorsed education sector plans.

ment trends, with the efforts of many partner countries increasingly shifting from access alone to incorporate a new focus on learning. This has been a “fast-track� shift, with initiatives under way to improve assessment and teaching of reading, for instance, in 21 FTI countries, up from only four one year ago.

The year 2008 has seen high volatility in global financial markets and witnessed the reemergence in force of chronic challenges for low-income countries such as an escalating food crisis and increases in the price of oil and other commodities. Indications are that these pressures could lead to more than 100 million people being pushed into poverty. These developments will place pressures on families to pull their children out of school and will increase the challenges for the FTI partnership.

Against this backdrop of positive developments, the FTI partnership is also faced with several challenges. First, several FTI countries have seen delays in disbursements from the Catalytic Fund (CF), which is reflected in overall slower FTI disbursements of commitments than anticipated. Second, considering the great need for further investment in basic education, additional financing for the FTI CF is required to fill current and projected funding gaps—this requires that a transparent and predictable replenishment mechanism of the FTI funds be considered.

Finally, as the partnership has grown in size and overall importance, there is a need to strengthen the governance structure of the FTI, ensuring accountable and efficient procedures and decisionmaking processes of the partnership.

During the past year, the FTI partnership has achieved clear progress on a number of fronts.

One is the emergence of the FTI in 2008 as a global leader in the implementation of the Paris Declaration on Aid Effectiveness. Indeed, many of the challenges cited below may, in part, be seen as the outcome of a process by which the FTI partners are demonstrating serious commitment to the Paris Declaration, and going through the process of changing the way they do business.

The partnership also continues to report good progress in terms of primary school enroll-

The partnership is taking steps to address these challenges. The FTI meetings in September in Paris led to decisions on increasing flexibility of implementation mechanisms and on proceeding with the work necessary for making these operational (e.g., the possibility of selecting an alternate supervising entity among the

viii | The Road to 2015: Reaching the Education Goals

partners best placed to facilitate implementation in a given FTI country). Another example is the decision to integrate the Transition Fund for education in conflict-affected states (managed

by UNICEF), as a financing tool within the FTI framework, providing more options for fragile states to participate in FTI. During 2008, substantial efforts have been made to strengthen country-level processes in FTI countries, and to prepare the groundwork for the possible establishment of a CF replenishment mechanism in the future. Part of this preparation involves the continued improvement of the efficiency and effectiveness of implementation and timely disbursement of funds to FTI countries for education investments, a work still in progress. The importance of ensuring prompt access to funds committed while maintaining quality assurance is recognized.

the governance structure of the FTI partnership. This proposal will take into consideration the increase in size, funding, and importance of the partnership. It will be presented to the Steering Committee at the meeting in Oslo in December 2008.

An external evaluation of the FTI is currently underway . The partnership expects this evaluation to assess the FTI’s effectiveness and efficiency objectively and to provide suggestions for further improvement.

Many important decisions have already been taken with regard to the overall challenges outlined above. As the partnership implements these decisions in support of country-level processes, we believe that in spite of the challenging economic environment, the coming months and years will see renewed progress towards the FTI goal.

The Steering Committee has designated a task team to develop a proposal for revising

Co-chairs of the FTI Steering Committee

Shinichi Asazuma Senior Coordinator Global Issues Cooperation Division International Cooperation Bureau Ministry of Foreign Affairs Japan

John Nielsen Head of Department Ministry of Foreign Affairs Denmark

Preface

T

his report has been prepared by the FTI Secretariat in fulfillment of its obligation to provide an annual update to the FTI partnership. This annual report provides an overview of progress toward the goal of universal primary education (UPE) in FTI countries.

It also mentions FTI activities in addressing the hardest-to-reach and vulnerable children, as well as initiatives to measure learning outcomes. It includes an assessment of progress on implementing the Paris Declaration on Aid Effectiveness in the education sector and an overview of Official Development Assistance (ODA) trends for education. The report concludes by outlining the FTI Secretariat’s assessment of the urgent challenges to be tackled if countries are going to make faster progress toward the education goals, including the need to address the financing gaps confronting currently endorsed and upcoming FTI countries.

This report focuses on the Millennium Development Goal (MDG) of achieving universal primary education by 2015. It should be read in the context of the broader assessment of progress toward all Education for All (EFA) goals provided by the EFA Global Monitoring Report and the UNESCO Global Action Plan. Data used in this report were extracted from the online

databases of the UNESCO Institute for Statistics (UIS) and the Organization for Economic Co-operation and Development (OECD) Development Assistance Committee (DAC), as well as from FTI documents and implementation reports.

This Annual Report provides an analysis of 35 FTI endorsed countries. Zambia’s Education Sector Plan was endorsed on October 31, 2008, bringing the total of FTI countries to 36. However, for the purposes of this report, information on Zambia is not included since it joined FTI after the deadline for editing and publishing the analysis, graphs and country profiles.

This report was prepared by a core team consisting of Koli Banik, Angela Bekkers, Olav Christensen, Luc-Charles Gacougnolle, Michelle Mesen, and Mamadou Thiam—under the leadership of Desmond Bermingham and Robert Prouty. Sincere thanks to all the contributors to the report, in particular, the EFA Global Monitoring Report team, the World Bank, and the Co-chairs of the FTI Steering Committee.

The views expressed in this report represent those of the FTI Secretariat and should not be attributed to the FTI partners.

CHAPTER 1

Progress in Primary Education

T

he low-income countries as a group entered a period of stagnating enrollments that began in the mid-1970s and continued through the 1990s. This situation has now been reversed in virtually all regions, with only a handful of countries remaining behind. Education is increasingly a high-visibility policy item for low-income countries, and the combined efforts of the international community and the countries themselves are showing impressive results.

Grade One Intake Rate

percent or above in 2006. In 2005, 24 FTI countries had achieved this level, as compared to only 17 in 2000. However, urgent improvements are needed in a group of six countries—Burkina Faso, Central African Republic, Djibouti, the Gambia, Haiti, and Niger. The exact situation in Haiti is unclear because of a lack of data, but none of these six countries will come close to achieving the MDG goal of universal primary education without dramatic improvements in the number of children arriving in school for the first time.

The situation is particularly dire in Djibouti, the Gambia, Niger, and the Central African Republic.

As shown in Figure 1, the Grade One Intake Rate (GIR) trends are positive in most FTI countries—26 of 35 countries achieved a GIR of 95

Overall enrollment numbers are up by 36 percent in Sub-Saharan Africa, including a remarkable increase of 52 percent in FTI countries

FIGURE 1

Change in Grade One Intake Rate (GIR) 250

percent

200 150 100 50

2000/2001 Source: FTI Secretariat, using data from UNESCO Institute of Statistics and FTI country reports.

2005/2006

Guyana

Haiti

Viet Nam

Rwanda

Nicaragua

Madagascar

Sierra Leone

Ethiopia

Mozambique

Honduras

Cambodia

Mauritania

Benin

Mongolia

Yemen

Timor-Leste

Kenya

Sao Tome and Principe

Ghana

Liberia

Lesotho

Cameroon

Tajikistan

Albania

Georgia

Moldova

Senegal

Kyrgyz Republic

Mali

Guinea

Burkina Faso

Niger

Gambia

Djibouti

Central African Republic

0

2 | The Road to 2015: Reaching the Education Goals

Photo by: World Bank/Curt Carnemark

Mali: Teacher looking at home work at a primary school in Mali.

compared to 23 percent in non-FTI countries (see Figure 2). Nearly two thirds of FTI partner countries are in Sub-Saharan Africa.

Gross Enrollment Ratios have shown a steady increase in low-income countries over the six-year period—up 15 percent overall, 18 percent in FTI countries, and 20 percent in Sub-Saharan Africa.

Primary Completion Rate Within the FTI, progress has always been considered from the perspective of primary completion (i.e., the percentage of children in a given country who enter and complete their primary schooling). Each year, the overall trends in terms of primary completion rates (PCR) are

used as the basis for determining which countries are on track to reach Universal Primary Education (UPE) by 2015—the milestone chosen by the World Education Forum and the UN Millennium Summit of 2000.

Based on 2006 data, 21 of 35 FTI countries are not on track for achieving universal primary

FIGURE 2

Percent Change in Primary Enrollment: 2000–2006 52% 36% 24%

Low income countries

27%

FTI countries all regions

23%

Sub-Saharan Africa

Sub-Saharan Africa FTI countries

Source: FTI Secretariat, using data from UNESCO Institute of Statistics and FTI country reports.

Sub-Saharan Africa Non FTI countries

Progress in Primary Education | 3

Photo by: UNICEF/Giacomo Pirozzi

Kenya: A six-year old girl learns how to write at the Peleleza primary school in the town of Mombassa on the south-eastern coast of Kenya.

completion, including nine seriously off-track (see Annex 1). These numbers are only marginally better than they were six years ago, when 23 of these countries were off-track. However, many countries were so far from achieving UPE that while the gains seen to date have not

sufficed to put them on a trajectory to achieve this goal by 2015, they have nonetheless made remarkable progress. At present rates, all but eight countries will achieve a PCR of 80 percent by 2015 (see Figure 3).

FIGURE 3

Change in Primary Completion Rate (PCR) 150 125 percent

100 75 50 25

Source: FTI Secretariat, using data from UNESCO Institute of Statistics and FTI country reports.

2005/2006

Haiti

Albania

Viet Nam

Guyana

Rwanda

Tajikistan

Mongolia

Kyrgyz Republic

Kenya

Moldova

Honduras

Georgia

Cambodia

Lesotho

Nicaragua

Sao Tome and Principe

Timor-Leste

Benin

2000/2001

Ghana

Liberia

Guinea

Yemen

Gambia

Madagascar

Sierra Leone

Mali

Cameroon

Senegal

Ethiopia

Mauritania

Mozambique

Niger

Djibouti

Burkina Faso

Central African Republic

0

4 | The Road to 2015: Reaching the Education Goals

Photo by: World Bank/Arne Hoel

Burkina Faso: Class room at a school in Ouagadougou, Burkina Faso. In recent years, school enrollment rates in Burkina Faso have increased significantly, both for girls and boys.

The PCR for low-income countries overall increased by 13 percent compared to 18 percent in FTI countries; in Sub-Saharan Africa, the increase was 22 percent. In 1999, when the primary school age population in low- and middleincome countries was estimated at about 583 million, 103 million children (about one child in six) were not in school. In 2006, the school-age population in low- and middle-income countries was 584 million children, and the number of out-of-school children had dropped to about 75 million children in total (about one child in eight), with strong momentum for further improvements. Such improvements will depend, in large part, on increasing access for the most vulnerable children, including girls, AIDS orphans, child laborers, children living in remote areas, children with disabilities, children of ethnic and linguistic minorities, children living in poverty and children in fragile and conflict-affected countries.

The rate of increase seen over the past six years, particularly in Sub-Saharan Africa, is without historical precedent. It has implications that go well beyond the FTI partnership’s current mandate—for instance, there is a vast increase in the number of children arriving at the secondary level, yet external financing for secondary education has not increased since 1999. This is a situation that requires immediate global attention on a scale similar to that which was given to UPE. Whether within the context of the FTI partnership or through a separate initiative, the need for a concerted international effort in support of secondary education is clear and pressing.

Repetition Many of the FTI countries were characterized by high repetition rates at the time they joined the partnership. This has been recognized as an area of particular concern since the time

Progress in Primary Education | 5

Photo by: UNICEF/Giacomo Pirozzi

Djibouti: A girl holds up her slate in a child-care center for approximately 20 pre-schoolers, in Djibouti, the capital.

the FTI was created. Historically, no countries with repetition rates above 10 percent had ever achieved UPE. The FTI partnership tracks key indicators of progress through its Indicative Framework. One of the Indicative Framework indicators specifically targets repetition, seeking to bring it below 10 percent. As recently as 2004, 16 of the 35 FTI countries exceeded this target, with six countries above 20 percent. By 2006, however, only eleven countries exceeded the 10-percent target and three countries were above 20 percent.

Automatic promotion policies explain the significant reduction in repetition rates in some

countries. This is the case in Mozambique, for instance, where the repetition rate exceeded 20 percent prior to the country’s endorsement, but dropped to 10 percent in 2005 and 5 percent in 2006. Going forward, it will be important to analyze the impact of such policies on learning outcomes.

Somewhat unexpectedly, there are no gender disparities in the global repetition rates for the 27 FTI countries where data are available.

About one-third of the countries show slightly higher repetition rates for boys than girls, while the other countries show no gender difference at all.

6 | The Road to 2015: Reaching the Education Goals

Gender Disparities In 2006, an equal percentage of boys and girls were attending primary school in 15 FTI countries, including four countries that had significant gender disparities in 1999 (Ghana, Lesotho, Mongolia, and Senegal). Gender disparities in primary school participation were also greatly reduced in six other FTI countries because of improved girls’ access to the first grade of primary school. The gender gap in access to the first grade of primary school thus was reduced by 33 percent in Ethiopia, 20 percent in Djibouti, 18 percent in Burkina Faso, 14 percent in Benin, 13 percent in Guinea, and 11 percent in Mozambique. These six countries are currently all on track to eliminate the GIR disparities in the next few years.

Trend data on primary completion are available in 27 of the 35 FTI countries for the

period 1999–2006. In seven of these countries (Albania, Georgia, Guyana, Kyrgyz Republic, Madagascar, Moldova, and Mongolia), boys and girls remained equally likely to complete primary education. Gender disparities in favor of boys were largely eliminated in four countries (Mauritania, Cambodia, Rwanda, and Tajikistan) and were reduced in twelve other countries (Benin, Burkina Faso, Central African Republic, Djibouti, Ethiopia, Ghana, Guinea, Mali, Mozambique, Niger, Senegal, and Yemen).

The increase in the share of girls completing primary school as compared to boys was particularly strong in Guinea (78 percent), Ethiopia (44 percent), Yemen (37 percent), Benin (29 percent), and Senegal (24 percent). In Lesotho, Nicaragua, and Sao Tome and Principe, boys were less likely to complete primary school, while in Cameroon the gender gap remained unchanged in favor of boys.

CHAPTER 2

FTI as a New Aid Paradigm

T

he FTI seeks to mobilize both domestic and external funding in ways that encourage demand-driven approaches, aligned with countries’ own planning processes, and harmonized across donors if alignment is not feasible. As such, the Paris Declaration on Aid Effectiveness, approved in 2005, is a valuable tool for strengthening buy-in for this approach, and the FTI has been exploring a range of possibilities to get maximum leverage from it.

approaches (SWAps), joint field missions, and joint analytical work. The quality of country Public Financial Management (PFM) systems shows significant improvements since 2005. A total of 70 percent of the surveyed FTI countries have moved up at least 0.5 points on the World Bank’s Country Policy and Institutional Assessment (CPIA) scale.1 However, there is little correlation between improved country systems and increased use of those systems by donor agencies.

Aid Effectiveness

A concerted effort to encourage the selection of more aligned aid modalities is needed to speed up the use of country systems. This should reduce transaction costs to countries and donors alike, and increasingly strengthen both implementation and absorptive capacity. The draft modality guidelines prepared by the FTI Secretariat would assist the local education group in making this happen. However, it is important to monitor the improvements in aid effectiveness closely.

In 2008, the FTI Secretariat conducted an education sector survey of the Paris Declaration’s aid effectiveness indicators closely aligned to the 2008 OECD-DAC. The aim was to track progress toward implementing the Paris Declaration indicators in the education sector and to facilitate dialogue at the country and international levels on the five pillars of the Paris Declaration.

The survey covered 10 FTI endorsed countries: Burkina Faso, Cambodia, Ethiopia, Ghana, Honduras, Madagascar, Mauritania, Mozambique, Nicaragua, and Rwanda.

The survey found a positive impact of the FTI process, most evident in the core areas of sound and operational education sector strategies and results-oriented frameworks for their performance assessment, coordination of technical cooperation through the local donor groups, use of programbased approaches such as Education sector-wide

Third High-Level Forum on Aid Effectiveness, Accra, Ghana The results of the survey were summarized in a synthesis report that was presented to the 1

The CPIA attempts to measure the extent to which a country’s policy and institutional frameworks support sustainable growth and poverty reduction, and consequently the effective use of development assistance.

8 | The Road to 2015: Reaching the Education Goals

Photo by: World Bank/Eric Miller

Mozambique: Primary School of Nhanpfuine.

Children have class in the shade of a tree.

Third High-Level Forum in Accra in September 2008. More importantly, the experience with the survey will form the basis of making more concrete suggestions for a sustainable countryled monitoring effort of aid effectiveness in FTI countries.

The Accra meeting concluded that there is a need for accelerated action in order to meet the 2010 aid effectiveness targets. The Accra Agenda for Action (AAA) identified three issues to move ahead with the Paris Declaration: (1) country ownership, (2) more effective and inclusive part-

Box 1 Case Study—Aid Effectiveness in the Education Sector in Rwanda In Rwanda, the education sector has become a “model sector” for aid effectiveness. In 2003, the Government of Rwanda adopted its first Education Sector Strategic Plan (ESSP), consolidating policies into a single comprehensive sector strategy. As a result of the ESSP, spending on primary education has increased significantly.

In its “Aid Policy” (2006), the government states a clear preference for budget support over other aid modalities. Under the leadership of the United Kingdom, donors in the education sector were first to deliver on that preference by introducing a sector-wide approach (SWAp), which bundles both government and external resources in support of the ESSP. A SWAp provides more effective support to national priorities, increases country ownership and stewardship, and creates a sense of partnership between the government and local donors. It also helps to promote the delivery of aid in more efficient ways.

By and large, this positive impact has been confirmed in the findings of FTI’s 2008 pilot survey on aid effectiveness in the education sector. Following the reform of Rwanda’s PFM systems, the FTI survey results show that both country PFM and procurement systems are now highly used by donors in the education sector. Under the framework of the SWAp, donors collaborate on joint country reviews and other missions, and conduct more of their analytical work jointly, thereby freeing government capacities for more urgent tasks. On the other hand, Parallel Project Implementation Units, which have long been known for bypassing country policies and procedures, have been phased out in the education sector.

One remaining challenge is to prevent Rwanda’s education sector from falling victim to its own success. The number of donors who support the education sector has been growing in recent years. The need to address funding shortages and to attract more donors has to be balanced with the increased requirements in coordination, harmonization, and alignment. In response, the government is taking a more proactive stance to encourage donors to adopt an improved division of labor.

FTI as a New Aid Paradigm | 9

nerships, and (3) accountability for achieving development results. The AAA contains several commitments of particular interest for the FTI partnership, with specific actions as follows: ●●

●●

●●

Developing countries and donors will jointly assess the quality of country systems in a country-led process using mutually agreed diagnostic tools.

Donors will immediately start working and sharing transparent plans for undertaking their Paris commitments on using country systems in the form of development assistance, will provide staff guidance on how these systems can be used, and will ensure that internal incentives encourage their use.

Donors reaffirm their Paris Declaration commitments to provide 66 percent of aid through program-based approaches. In addition, donors will aim to channel 50 percent or more of government-to-government assistance through country fiduciary systems, including increasing the percentage of assistance provided through program-based approaches.

The AAA acknowledges the increasingly important role played by global funds and programs in the changing international aid architecture. The FTI partnership plans to use the messages of the AAA to inform and guide the discussion on strengthening country-level processes, work in fragile states, and the Catalytic Fund’s performance on aid effectiveness. In the near future, the FTI will use the Working Party

on Aid Effectiveness to share the lessons learned within the FTI partnership and with the broader development community in the context of the global programs.

Future of FTI and the Paris Declaration FTI has worked hard to ensure that the agreed approaches assist countries to reach full primary Box 2 Aid Information Databases and the Paris Declaration—The Case of Cambodia Up-to-date information on aid flows is key to effective planning, budgeting, and management of external resources. Starting in 2002, the United Nations Development Program (UNDP) supported the Government of Cambodia in establishing a comprehensive web-based aid information management system that today provides a complete record of all development assistance to Cambodia.

By tracking project-level information and other key data such as aid commitments, disbursement rates, or project status, Cambodia’s ODA database promotes and monitors the alignment of aid with national and international priorities.

Use of the database shortened the time for entering a new project to about 20 minutes and in 2008, Cambodia was the first country to submit the data for the monitoring survey of the Paris Declaration on Aid Effectiveness (OECD-DAC/Kingdom of Cambodia, 2008). The database allows users to generate predefined or customized reports and thus contributes to decreasing donor missions and time spent on analytical work. For example, the government’s widely acclaimed Aid Effectiveness Report (2007), which presented a thorough and policy-oriented analysis of the existing challenges in the aid sector and thereby contributed to strengthening the government’s role and ownership of its development, relied on the data contained in the database. Furthermore, the general public can access the database through a website, which helps to disseminate crucial information and promote the transparency of the aid process.

10 | The Road to 2015: Reaching the Education Goals

enrollment and completion in FTI countries before 2015. FTI donors and partner countries increasingly work jointly in the education sector particularly during appraisal and monitoring.

The FTI is regarded as a possible model for other sectors in putting Paris Declaration principles into practice in one of the largest spending sectors. A new initiative in health—the International Health Partnership—is taking a similar approach. FTI countries have shown convergence toward a number of the policy benchmarks that are part of the indicative framework

for FTI. This is true for average teacher salaries as a percentage of gross domestic product, the portion of primary recurrent spending not devoted to teacher salaries, the percentage of revenue devoted to education, and the average percentage of repeaters.

An ongoing external evaluation of FTI aims to analyze and evaluate the effectiveness of the FTI partnership and its programs. All aspects of the FTI partnership are being assessed, with final results expected by September 2009.

Photo by: GTZ (German Technical Cooperation agency)

Guinea: Teacher using the active instruction method in the classroom.

CHAPTER 3 Reaching the Hard-To-Reach With a Good Quality Education

M

ost of the 75 million children out of school are hard to reach—girls, AIDS orphans, child laborers, children living in remote areas, children with disabilities, children of ethnic and linguistic minorities, children living in poverty and children in fragile and conflict-affected countries.

There is a pressing need to ensure equal access to a quality primary education for all vulnerable groups. One challenge countries face is the lack of data on the number of disabled students within the school population. According to the World Vision UK’s report, “Education’s Missing Millions” (2007), many of the FTI-endorsed education sector plans address the inclusion of children with disabilities, particularly in ways to make regular schools more inclu-

sive through teacher training and the provision of additional learning materials and support.

However, the FTI partnership acknowledges that more work needs to be done to guarantee these children’s right to education. FTI partner countries are responsible for ensuring that during the preparation of their education sector plans, vulnerable groups are not neglected.

The World Vision UK’s report concluded that “the FTI partnership is not considered responsive enough to disability/inclusion.” Through this report and a recent initiative that included representatives of the Global Advisory Committee of the UN Girls’ Education Initiative, the UNAIDS Inter-Agency Task Team on Education, the EFA Flagship on the Right to Education for Persons with Disabilities, and the FTI Secre-

Photo by: UNICEF/Indrias Getachew

Ethiopia: A boy stands at the blackboard and recites the alphabet at a primary school in the subdistrict of Aybaito in Afar, a remote and rural region where many nomadic people live.

12 | The Road to 2015: Reaching the Education Goals

Photo by: UNICEF/Giacomo Pirozzi

Yemen: Children enter Sumeiah Primary School in the remote, desert village of Muredifeia in Hodeidah Governorate. More boys than girls attend the overcrowded, thatched-hut school.

tariat, an Equity and Inclusion in Education tool was developed. The overall purpose of the tool is to improve the quality of the education sector plans by supporting ministries of education and other stakeholders to include excluded groups by considering gender, HIV/AIDS, disability, child labor, and other equity and inclusion issues relevant at the national level to the development and financing of education sector plans.

Education in Countries Affected by Conflict More than half of the world’s out-of-school population, 38 million children, lives in countries affected by conflict (Save the Children Alliance, 2007). About six of the 35 low-income countries whose education sector plans have been endorsed by the FTI partnership are emerging from conflict. Of the countries scheduled to be endorsed in 2009, 12 are considered fragile states. These countries received modest support for planning and capacity building through the Education Program Development Fund (EPDF).

However, many conflict-affected countries face

chronic challenges requiring support over a longer time frame in order to develop institutions and scale up service delivery while they are working toward a fully comprehensive approach to the education sector. This means creating a framework that mitigates the sources of fragility and supports transition toward a more stable system capable of developing and implementing a credible education sector plan. This longer-term perspective goes well beyond what the EPDF can support, and yet these countries have difficulty presenting a strong case for support through the CF because of the lack of overall capacity.

The FTI Steering Committee, following the recommendation of the Fragile States Task Team, recognized the need for a financing mechanism for such countries to provide financial support that can be disbursed quickly, is predictable and yet flexible enough to address urgent needs within the country and help to stabilize the system.

This single FTI process, as defined by the Fragile States Task Team, would involve the development and endorsement of an interim strategy that would facilitate a country’s access to fund-

Reaching the Hard-To-Reach with a Good Quality Education | 13

ing, both bilateral and through other funding mechanisms. Details will be discussed further.

The Transition Fund, a multidonor trust fund created in 2007 by the Netherlands and managed by UNICEF headquarters and field staff, was proposed by the FTI Steering Committee for this purpose. The Transition Fund supports four broad objectives: (1) invest in education provision, (ii) strengthen the education system, (iii) increase the sector’s contribution to country stability and reducing fragility, and (iv) enhance the quality of all education interventions. The Transition Fund is consistent with FTI principles and will be integrated into the overall FTI structure. Under the FTI partnership and the goal of a single process, the Transition Fund will be an important mechanism for countries to access while achieving milestones toward the development of a comprehensive education-sector strategy, as well as improving implementation capacity. While the Transition Fund would be managed by UNICEF, it will be part of the FTI Single Process.

Global Food and Economic Crisis The food and economic crises present serious challenges for the FTI partnership. The price increase for food and fuel over the past two years is pushing over 100 million people into poverty, and creating pressures on families to pull their children out of school. The global economic crisis is expected to impact more than 2 billion people and may have further ramifications by reversing

the financial, education, and health gains of the last decade (Bundy, D. et al., 2008). Even before the crisis, an estimated 60 million children, out of 560 million school-aged children in poor communities, suffered from hunger, more than half from micronutrient deficiencies, and a third were infected with worms.

In general, the poorer the country, the more likely an economic shock will lead to adverse school impacts. In Indonesia, the 1997 economic crisis was associated with significant declines in school enrollment among the poorest, particularly in rural areas where the percentage of 7- to 12-year-olds not enrolled in school doubled from 6 percent to 12 percent. Evidence from a recent survey in Bangladesh suggests that about half of the households surveyed reduced spending on education to cope with rising food prices. Policy responses to minimize the potential effects of higher food and fuel prices on schooling are thus essential, as even a temporary gap in attendance can significantly affect a child’s educational attainment.

The FTI partnership has supported development of school feeding programs through the EPDF and CF (see Box 3) as part of its policy response. These school feeding programs are seen as an important mechanism to impact the negative effects of the crisis on education and in addressing social vulnerability. In many FTI countries, families must decide on basic choices for their child’s well-being, and currently the situation makes it increasingly difficult for parents

14 | The Road to 2015: Reaching the Education Goals

Photo by: UNICEF/Olivier Asselin

Senegal: Girls enter and leave new toilets at Idrissa Diouf Primary in the town of Bignona in the south-western Ziguinchor Region. Separate toilets for girls and boys have been installed to allow for girls’ participation in schools.

to provide adequate supplies for their children and themselves. Food for education programs can increase school enrollment and help keep children in school, and in-school feeding programs can enhance educational outcomes.

School feeding programs can also contribute to social safety nets and provide a potential

point of entry to the community. School feeding programs exist in all high- and upper-middleincome countries, but pose significant challenges for sustainability in low-income countries. According to World Food Program estimates, these programs are present in 71 of 108 low- and lower-middle-income countries, with countries

Box 3 FTI and School Feeding in Mauritania Mauritania faces chronic food shortages. Several years of drought and locust invasions have kept food production at extremely low levels and contributed to skyrocketing prices. For children in rural families, low access to food means that education comes second to their subsistence farming.

Afternoon absenteeism was also found to be an education problem related to hunger: children unable to eat breakfast would get so hungry that they would head home for the afternoon meal, often their only meal of the day. School feeding programs in Mauritania try to ensure access to food through education by feeding children twice a day at school.

Mauritania has received three allocations from FTI’s CF, providing sustainable financing for school feeding programs complemented by funding from other donors. A last grant of US$14 million was approved in May 2007, of which 14 percent is dedicated to fund school feeding programs. The government manages the school feeding programs with support from various donor organizations under the umbrella of FTI and the World Food Program. David Munnich, an education specialist at the Agence Française de Développement (French Development Agency; AFD) describes the goals and impact of school feeding: “School feeding is decisive in terms of lasting results of education. Children learn more and are less tempted to abandon school for work. This underlines the need for comprehensive education policies, including water, sanitation, or health where necessary. School feeding can serve as a gear stick for education.”

Reaching the Hard-To-Reach with a Good Quality Education | 15

Photo by: World Food Program/Sandra Hart

Mauritania: Children eat lunch at a school in Azlat in the Southern region of Brakna, as part of a school feeding program sponsored by FTI’s Catalytic Fund and several donor organizations.

such as Malawi and Burkina Faso actively seeking to scale up school feeding efforts. In order to help countries make rational decisions about initiating or scaling up school feeding operations, current, evidence-based guidance is needed on the education sector costs and benefits of these programs, and on good operational practices.

HIV/AIDS Orphans The education sector has typically paid little attention to the challenges faced by orphans and children made vulnerable through the HIV/AIDS pandemic. Within the FTI Partnership, there is no systematic approach to ensure that individual country plans include HIV/AIDS components, in particular HIV/AIDS orphans and children made vulnerable. The UNAIDS Inter-Agency Task Team (IATT) on Education commissioned

two studies to review the way in which the HIV/ AIDS response of the education sector had been addressed in FTI endorsed country plans. The second report concluded that the current FTI processes for education plan preparation, appraisal and endorsement do not yet provide a systematic approach to ensure that the key components of an HIV/AIDS response for the sector are adequately addressed (Clarke, D. et al., 2007).

Overall efforts have tended to be informal with little input from the formal education sector.

However, this is changing. For example, a World Bank study found that at least two thirds of the countries in Eastern and Western Africa and three in Central Africa exempt orphans and vulnerable children from paying school fees, although implementation is uneven (Bundy, D. et al., 2008). Only in some countries were ministries of education found to keep data on orphans and vulnerable

16 | The Road to 2015: Reaching the Education Goals

Photo by: UNICEF/Roger LeMoyne

Vietnam: Two girls discuss a lesson in a classroom in a village in the southern province of Dong Thap.

children. Kenya and Malawi have begun to put in place systematic mechanisms to coordinate education support to orphans and vulnerable children.

In Tanzania, consultations between the government, UNICEF and other stakeholders have resulted in the finalization in September 2006 of a fully costed Action Plan (2006–2010) to mitigate the effects of HIV on the most vulnerable children and to reduce their vulnerability (Bundy, D. et al., 2008). The development of these programs was funded through the use of EPDF funds to help countries in Sub-Saharan Africa accelerate their education sector response to HIV/AIDS.

Children with Disabilities The goal of UPE for all children by 2015 can only be achieved if children with disabilities attend school. Estimates of the percentage of children with disabilities who do not attend school range from 30 to 90 percent, depending on definitions used. A World Bank report reviewing the coverage of disability issues within FTI education sector plans (Venalainen, R., 2006) found that only half of the endorsed education sector plans mentioned inclusion or mainstreaming as a main policy option and de-

Reaching the Hard-To-Reach with a Good Quality Education | 17

Photo by: World Bank/Bill Lyons

Yemen: Female students taking end of year exams at a the Martyr Kardi School in Sana’a.

scribed strategies to address education of these children. The lack of reliable data on children with disabilities in- and out-of-school makes it virtually impossible for government officials and policy makers to develop strategies and interventions for early identification, assessment, and schooling.

Three strategies that have been recognized globally to improve disability and inclusion policies are (1) teacher training in special needs education, (2) creation of accurate databases and conducting surveys about the actual needs of special needs education, and (3) community sensitization, including support to parents of children with special needs.

The experience with the Ten Question Screening Instrument (TQSI) piloted by the OECD/ World Bank Disability Screening Initiative is an example of best practice that could be scaled up with appropriate support—linking development of accurate databases with provision of services.

Improving Learning Outcomes Countries with FTI-endorsed education sector plans are leading the way in a fast-moving global effort to increase the focus on learning outcomes. The FTI Educational Quality Task Team has provided opportunities for donor partners to develop new results-based approaches to learning. A groundbreaking seminar cosponsored by the FTI partnership was held in March 2008 to generate awareness of early-grade reading activities on the part of donors and partner countries, and to support development of programs for interested countries. It included representatives of 17 FTI countries (among others).2 Following this program, over half of FTI countries have initiated programs to assess and improve reading outcomes.

2

Other cosponsors were the U.S. Agency for International Development, the World Bank, RTI International, and the William and Flora Hewlett Foundation; a total of 40 countries were represented.

18 | The Road to 2015: Reaching the Education Goals

Measurement of Learning Outcomes While the goal of EFA has always included learning—i.e., the concept that EFA means not only that all children should have access to school, but that all children should be learning—in reality, there has been little effort in many low-income countries to systematically measure and improve specific learning goals.

Few low-income countries have participated in the big international tests of learning such as the Program for International Student Assessment, Progress in International Reading Literacy Study (PIRLS), and Trends in International Mathematics and Science Study; very few also have high-quality national tests available for tracking trends over time. However, within the FTI partnership, an implicit agreement has emerged that all FTI countries should track progress in children’s reading (and, over time, mathematics and other content areas).

Several important regional programs are in place in FTI countries to support better information about learning outcomes. These include the Program of Analysis of Education Systems assessments in Francophone Africa and the Southern and Eastern Africa Consortium for Monitoring Educational Quality assessments in Anglophone Africa. More recently, a wide range of activities in support of an increased focus on reading in FTI countries has emerged.

Most of these have been put in place since the March workshop. These include (1) Research Triangle Institute Early Grades Reading Instruc-

tion and Early Grades Reading Assessment programs, including preparation of a guidebook for early reading interventions, (2) World Bank Africa Alliance for Learning and Education Results, Africa Impact Evaluation Initiative, and country-specific programs, (3) Hewlett Foundation support for reading and math assessments and interventions, (4) Russian Education Aid for Development, (5) USAID Ed-Data, (6) Plan International, (7) Save The Children–US, and (8) International Reading Association technical support. These programs are all built around FTI countries, though some include other countries as well. At least 21 of the 35 FTI countries now have targeted programs in place or about to be in place to measure and improve reading outcomes.

Similar programs have been initiated by the International Rescue Committee in Afghanistan and the Bangladesh Rural Advancement Committee in Bangladesh.

Rapid Reading Assessment: Words Correct per Minute (wcpm) Also known as Oral Reading Fluency, a simple, inexpensive diagnostic test for reading has become increasingly popular. It consists of asking children to read a grade-level passage, or a word list, for one minute, and then counting the number of wcpm. The results from this test accurately predict future reading success, and are closely correlated with comprehension.

In many developed countries, average wcpm scores by grade level are used as a reflection of

Reaching the Hard-To-Reach with a Good Quality Education | 19

Photo by: UNICEF/Giacomo Pirozzi

Djibouti: Primary-school girls attend Koranic school in Tadjourah, north-west of Djibouti, the capital.

emerging literacy skills (a typical progression would be from about 40 to 50 wcpm after one year, and increases of about 40 to 50 wpcm each succeeding year to over 200 wcpm by the end of primary school). This test can make information about overall student progress easily accessible to teachers and local school officials.

Baseline tests have been conducted in about half of FTI countries.

In addition, the International Association for the Evaluation of Educational Achievement (IEA) has developed a pre-PIRLS test for measuring reading in Grades 4 and 5 in low-income countries. This is an attempt to get better measurements in these countries where few children in the fourth grade are significantly advanced in the process of learning to read.

It is anticipated that the FTI Indicative Framework will be revisited to include an

indicator reflecting the percentage of children able to read. This could be in the form of either a formative indicator measuring the ability to read by the end of Grade 2 or Grade 3, or of a summative indicator measuring the ability to read at the end of the primary cycle. The intent would not be to develop cross-country comparisons (reading definitions may differ across countries and language groups), but to establish a baseline for measuring progress within countries.

Programs to Improve Reading Skills As an increasing number of countries have become aware that their levels of reading attainment are low by international standards, they are beginning to explore new approaches to reading, often with nongovernmental organization support. Box 4 tells of one such effort in Mali.

20 | The Road to 2015: Reaching the Education Goals

Photo by: UNICEF/Olivier Asselin

Senegal: A teacher holds an arithmetic class in Tanghory Transgambienne 2 Primary School in the town of Bignona in the south-western Ziguinchor Region.

Box 4 Systematic Method for Reading Success in Mali During the 2007–2008 school year, Plan Mali piloted what was termed a “fast-track” reading program, with the goal of rapidly accelerating progress in terms of reading outcomes. The program was collaboratively developed with Malian government specialists and consisted of a series of modules to introduce children to all of the phonemes in the Bamanankan language. Combined with creative use of illustrations for words that children had not yet learned, the program allowed children to “read” from the first day of instruction. Teachers were given two weeks of training in use of the approach, plus supportive supervision. This was the first explicit reading instruction for either the teachers or their supervisors, most of whom had not previously been introduced to the concept of phonemic awareness.

The program was taught in the local language Bamanankan to 1,267 students in 25 community schools (ages 6 to 8). From a baseline of 0, after four months of instruction, 89.7 percent of students in the Systematic Method for Reading Success schools could read fluently at grade level with good comprehension, compared to 41.1 percent of the students in national curriculum (or bilingual) schools after a full year of instruction. The same reading passage and comprehension question measure was used in both the control and experimental schools. An expansion of the program is under way in four maternal languages.

A similar program has also been developed in Niger where 390 students in 15 community schools received four months of reading instruction in Zarma.

From a baseline of 2 percent, 21 percent could read and comprehend fluently on the posttest. The ministry compared those results to another test in French with a full year of instruction in government schools, where only 14 percent of students in the first cycle could comprehend what they read. The program in Niger is being incorporated into preservice teacher training.

CHAPTER 4

Financing for Education

A

id to education has been a consistent liminary data for 2007 indicate a year-to-year priority of the donor community for decrease in ODA disbursements by 8.4 percent, almost a decade, averaging between 11 largely because of a decrease in debt relief and 13 percent of Official Development As(OECD-DAC, 2008). sistance (ODA) commitments since 1999 and just over 14 percent of commitments.3 Within Overall, most donors are not on track to this, basic education’s share increased from meet their aid commitments for 2010. Since about 38 percent in 1999–2000 to 44 percent in 2004, ODA has risen only at half the rate re2005–2006. These numbers, while positive, have quired to meet these targets. Only five countries consistently fallen well short of most estimates of the overall need, and have been somewhat 3 The share of education ODA is calculated in pervolatile—for instance, there was a sharp drop in centage of sector-allocable aid and global budget commitments in 2005, followed by a rebound in support only (excluding food and emergency 2006. Disbursements have shown much more assistance, debt relief, administrative costs of donors, support to nongovernmental organizations, stability, increasing by more than 60 percent berefugees in donor countries, and unallocated aid). tween 2002 and 2006, and by 80 percent in FTI countries. Secondary educaFIGURE 4 tion remains the level with Commitments and Net Disbursements of ODA to Developing the least external support, Countries with commitments that have not increased since 1999.

140

124.6

The Big Picture: Total Official Development Assistance ODA commitments to developing countries increased by 65 percent from US$79.3 billion in 1999 to US$130.7 billion in 2006, as shown in Figure 4. However, pre-

Constant 2006 US$ billions

120 100 80 60

79.3

72.2

0

109.5 79.3

70.2

104.4

95.6

75.8

49.8

40 20

130.7

102.6

25.3

24.7 18.3 6.9

2.9

18.6 8.7

6.2

1999 2000 2001 2002 2003 2004 2005 2006

2002 2003 2004 2005 2006 2007

Commitments

Net Disbursements

Sector allocable

Total ODA

Debt forgiveness

Source: OECD-DAC DAC and Creditor Reporting System (CRS) databases and FTI Secretariat estimates. 2007 data is provisional.

22 | The Road to 2015: Reaching the Education Goals

currently exceed the United Nations target of 0.7 percent of their gross national income: Denmark, Luxembourg, the Netherlands, Norway, and Sweden. Bilateral aid commitments to SubSaharan Africa, excluding debt relief, increased by 10 percent in real terms between 2006 and 2007 but at current trends, donors will not meet the Gleneagles summit commitment to double aid to Africa by 2010.

Education ODA ODA commitments to education increased by 65 percent in real terms between 2000 and 2004, from US$6.6 billion to US$10.9 billion.4 Following a decrease in 2005, commitments rebounded to US$11.3 billion in 2006 (see Figure 5). Howev-

er, this is a sharp slowdown in the rate of increase of education ODA, compared to the 2000–2004 trends.

ODA commitments to basic education increased by 83 percent between 2000 and 2006, from US$2.8 billion to US$5.1 billion. Between 2002 and 2006, aid disbursements to basic education increased by 70 percent from US$2.1 billion to US$3.5 billion. However, unless disbursement rates can be improved, it is likely that the relative decrease in commitments in 2005–2006 will translate into a slowdown in disbursements over the next several years.

More than half of the increase in commitments between 1999–2000 and 2005–2006 was provided by the Netherlands (36 percent)

FIGURE 5

Commitments and Disbursements of Education ODA by Level 4

Constant 2006 US$ billions

12

11.3

10.9

10 8

7.3

8.4

6.6 5.2

6 4

3.7

2 0

4.1 4.5 1.7

1.8

9.0

5.5

5.1

2.8

8.1

7.2

2.7

3.5 1.3

2.1 0.8

1999 2000 2001 2002 2003 2004 2005 2006

2002 2003 2004 2005 2006

Commitments Total Education

Total Post-Secondary Education

Source: OECD-DAC CRS database and FTI Secretariat estimates.

Disbursements Total Basic Education

Total Secondary Education

Aid for education described in this note includes 20 percent of general budget support amounts. Aid for basic education includes 10 percent of general budget support amounts and half of amounts reported under “education level unspecified.” Similarly, aid amounts for secondary and postsecondary education both include 5 percent of general budget support amounts and 25 percent of amounts reported under “education level unspecified.”

Financing for Education | 23

Photo by: UNICEF/Giacomo Pirozzi

Central African Republic: A young girl is drawing on a slate in an early childhood development center in the village of Sangala in Lobaye Province, near the DRC border. The village is near an indigenous Aka settlement, and most of the children at the school are Aka, one of several Pygmy ethnic groups.

and the United States (18 percent), which increased their commitments by 420 percent and 240 percent respectively over the period.

Ireland and Canada increased their commitments by 460 percent and 400 percent, although Ireland’s share in the total remained modest. In 2005–2006, five donors provided about half of the total commitments to basic education: the Netherlands (17 percent), United Kingdom (12 percent), United States (11 percent), International Development Association (10 percent), and the European Commission (9 percent).

FIGURE 6

Total ODA to Basic Education in Low-Income Countries as Percentage of Gross National Income, 2002–2006 Netherlands Norway United Kingdom Ireland Luxembourg Sweden New Zealand Denmark Finland Belgium Canada Portugal France Australia Japan Switzerland Germany Spain United States Austria Greece Italy 0.000%

0.005%

0.010%

0.015% 2002

0.020% 2006

Source: OECD-DAC CRS database and FTI Secretariat and EFA Global Monitoring Report estimates.

0.025%

0.030%

24 | The Road to 2015: Reaching the Education Goals

FIGURE 7

Priority Given to Education and Basic Education in ODA 60% 50%

48%

45%

39% 38% 38% Fiscal Year5 (FY) 2007 40% showed record Inter30% national Development 20% 15% 14% 13% 13% Association (IDA) com13% 11% 10% mitments to education 11% (US$1.6 billion). These 0 1999 2000 2001 2002 2003 2004 2005 2006 2002 2003 2004 2005 2006 remained high in FY08 at Commitments Disbursements US$1.2 billion. CommitShare of Basic Education Share of total Education ments to basic education in total Education ODA in Sector Allocable ODA and GBS increased in FY07 and Source: OECD-DAC CRS database and FTI Secretariat estimates.

FY08, reaching US$820 million, the highest level since FY98. However, baBasic Education As a Share of Total sic education disbursements in FY07 and FY08 Education ODA were significantly lower than what would have been expected from earlier trends. After a drop The share of basic education in total education from their highest level ever in FY06 (US$450 ODA commitments increased from 40 percent in million), disbursements in FY07 and FY08 1999–2000 to 44 percent in 2005–2006, while averaged US$305 million a year. its share in total education ODA disbursements has remained stable at just under 40 percent Secondary education remains an area of (see Figure 7). Five countries allocate more than concern. Pressures on enrollments are high, but 10 percent of their ODA to basic education: the ODA commitments have not increased since Netherlands, New Zealand, Canada, Ireland, and 1999. Secondary education commitments have the United Kingdom, as illustrated by Figure 8. declined over that period from two-thirds of the level of basic education commitments to only one-third. Post-secondary investments are also Basic Education ODA by Region a concern—for instance, while overall totals and Country Income have increased, it is estimated that in 2006, Sub-Saharan Africa is the region that is home to US$2.3 billion (more than half) of ODA comthe highest numbers of out-of-school children mitments and disbursements reported under (33 million, 45 percent of the world’s total), postsecondary education referred to imputed student costs (estimated cost for foreign stu5 dents in donor countries).

The World Bank’s fiscal year is from July 1 through

June 30.

Financing for Education | 25

FIGURE 8

Priority Given by Donors to Education and Basic Education in ODA Commitments

Share of Basic Education in Total Education ODA Commitments, 2005–2006

100% Canada

United States

80%

Sweden

60%

Denmark EC

+ Average

Switzerland

Australia

New Zealand Luxembourg

Spain

Greece

Germany

0%

France

Belgium

Japan

20% 0%

Ireland

Norway

Finland

40%

Netherlands

United Kingdom

10%

20%

Portugal

Austria

30%

40%

50%

Share of Education in Total ODA Commitments, 2005–2006

(Bubble sizes represent the amount of total basic education commitments in 2005–2006)

Source: OECD-DAC CRS database and FTI Secretariat estimates.

FIGURE 9

Commitments to Basic Education and Out-of-School Children by Region 1,769

Constant 2006 US$ millions

1,800 1,600

30

1,400

1,181

1,200 800

15 513

600 400 200 0

25 20

1,000

265 279

130 41

24 64

Central and Eastern Europe

Central Asia

Latin America and the Caribbean

Basic Education ODA commitments 1999–2000

317

Arab States

526 446

South and West Asia

Basic Education ODA commitments 2005–2006

536

10

298

East Asia and the Pacific

5 Sub-Saharan Africa

0

Number of children out of school in 2005 (right scale)

Source: ODA: OECD-DAC CRS database and FTI Secretariat estimates, out-of-school children: EFA GMR 2008.

In 2005–2006, all but 3 percent of aid commitments to basic education were allocated to low- or low-middleincome countries.6

35 children out of school, millions

2,000

which is reflected in its 47 percent share of total aid to basic education. However, 17 million out-of-school children (24 percent of the world’s total number) live in South and West Asia, which received only about 14 percent of total aid to basic education, which would appear to represent an underfunding of the region. In this respect, Arab states and Latin America and the Caribbean receive notably more.

6

Some commitments do not have a specific country income allocation; they amounted to US$671 million in 2005–2006. Part of this important amount is the result of contributions to the FTI CF, although the fund is intended primarily for low-income countries.

Percentages refer to the share of the amount allocable by income.

26 | The Road to 2015: Reaching the Education Goals

Photo by:UNICEF/Roger LeMoyne

Haiti: Two girls walk arm in arm to school in ‘Cité Jeanne’, a slum area in the northern city of Gonaives, capital of Artibonite Department.

Donor Financing in FTI Countries The 13 countries whose education sector plans were endorsed by the FTI partnership between 2002 and 2004 have seen commitments to basic education double between 1999–2000 and 2005–2006, and have seen the number of major donors increase. Guinea, the Gambia, and Mozambique are the only countries in this group where the number of donors committing more than US$1 million per year to basic education has remained the same (Guinea four; Gambia two; and Mozambique six).

In comparison with non-FTI countries (and FTI countries endorsed after 2004), the early FTI countries seem to have experienced a greater increase in basic education commitments. However, the success has been mixed. The increase has occurred mainly in countries already receiv-

ing significant amounts of ODA in education and the ‘donor orphans’ have not been catching up on the same level (see Annex 2).

Fragmentation of Aid In 2005–2006, out of the 68 low-income countries as defined by the OECD, 26 countries had 10 or more DAC and multilateral donors with activities in basic education. In 22 of these countries, six or more donors collectively provided less than 10 percent of that country’s total aid to basic education. At the other extreme, 14 countries—mostly small island states, but also including Central African Republic, the Republic of the Congo, Kyrgyz Republic, and Uzbekistan—had four or fewer donors in total.

These results offer insight into where it might be possible to reduce the number of actors with

Financing for Education | 27

which each partner has to deal. At the same time, they make it clear that in some countries, usually fragile states, there is a need for more, not fewer, donors in order to improve diversification and scale-up aid without incurring undue transaction costs.

Catalytic Fund Since the CF Committee meeting in Tokyo in April 2008, overall disbursements to existing country beneficiaries have increased by US$80 million to reach US$350 million at the end of October 2008.

The key financial performance indicators for the CF are as follows: (1) share of pledges allocated to countries (100%), (2) share of allocated funds signed into grant agreements (68%), and (3) share of amounts disbursed from signed grant agreements (43%). Figure 10 illustrates the time lag between CF grant allocation, grant signatures and first disbursement. A clear distinction can be made between disbursement performance under the original rules (of 2003) and revised rules that became effective in 2008, as explained below.

Disbursement Performance Under the Original Concept Under the original Catalytic fund, simplified processes and procedures were used over the period 2003–2005. The time lag between allocations and grant signature averaged 3–6 months; and the delay between grant signing and first disbursement averaged about a month. That success led to more donors joining the trust fund,

and the concept of ‘donor orphan’ which penalized unduly large countries with unmet financial needs was removed. An expanded Catalytic Fund was created with access to more countries getting larger amounts of grants.

New Procedures In parallel, an internal process was initiated in the World Bank to subject IDA rules to all trust fund grants over US$5 million. Board approval was obtained and the new rule became effective on July 1, 2008. In response, IDA preparation processes and clearance procedures were made mandatory for all CF grants regardless of when the allocations were made. The requirement to retrofit the new rules to allocations already made has caused major delays of several months to countries.

Cash Receipts From Donors Since the Catalytic Fund Committee meeting in Tokyo, cash receipts from donors have increased from US$825 million to just over US$1 billion largely because of receipts from the United Kingdom, Ireland, and the European Commission, and from two new donors to the fund (Australia and Japan).

Funding Gap of Catalytic Fund and Replenishment Mechanism Additional financing for the FTI Catalytic Fund is urgently needed. The FTI Secretariat anticipates that demand outweighs supply signifi-

28 | The Road to 2015: Reaching the Education Goals

FIGURE 10

Time between CF Grant Allocation and First Disbursement

cantly and the CF could be confronted with a financing gap of US$300–400 million by the beginning of 2009.

Depending on donor disbursements to the CF in the last quarter of 2008, there is a risk that the CF financing gap could increase with the substantial number of applications for CF funding in 2009.

Guyana-Phase 2 Madagascar-Phase2 Senegal Sao Tome & Principe Ethiopia Guinea Sierra Leone Mozambique Cambodia Benin Mauritania-Phase 2 Mali Rwanda Cameroon Kyrgyz Republic Mongolia Lesotho Timor Leste Tajikistan Moldova Djibouti Kenya Madagascar Ghana The Gambia Guyana Nicaragua Yemen Mauritania Niger

52+ 175+ 327+ 327+ 327+ 256 541+ 541+ 409 353 343 217 314 217 202 125 77 50 32 138 104

217 193 179 175 153 70 19 76

107 363 332 290 174 174 86

71+

47 188+ 198+ 150 43 15 48 65

42 91

89

219 Technical work on 45 the CF replenishment 99 103 mechanism is under way. To 95 complement this, the FTI Jan-03 Jan-04 Jan-05 Jan-06 Jan-07 Jan-08 Secretariat expects a comNumber of days between allocation and Number of days between grant agreement prehensive communications grant agreement signature (average: 242 days*) signature and first disbursement (average: 70 days*) approach will be necessary Source: FTI Secretariat. to mobilize the substantial Note: Number of days followed by a + sign indicate the status as of Oct. 23, 2008, at which point the process had not been completed. additional financing required * Average number of days only refer to those countries for which the corresponding processes have been completed. to support the FTI-endorsed education sector plans in low-income countries. There is a need for ining gap for the 56 countries that are expected creased predictability and firm commitments in to join the FTI by 2010 will be in the region of donor pledges to take into consideration the 3US$2 billion annually. to 5-year planning cycles of recipient countries.

The estimates of the financing gap for the CF should be seen in the context of the overall financing need for basic education in low-income countries, which is estimated at US$11 billion per year (UNESCO 2007). The FTI Secretariat estimates that the total long-term external financ-

Education Program Development Fund The Education Program Development Fund (EPDF) continues to be a very important source of technical assistance to countries in their

Financing for Education | 29

Photo by: UNICEF/Giacomo Pirozzi

Mozambique: Children study together at a primary school in Maganja da Costa, one of the poorest districts in Zambezia Province.

efforts to plan and implement their Education Sector Plans (ESPs). As more and more countries have their ESPs endorsed, EPDF may shift its focus to financing “downstream� activities, or support to monitoring of ESP execution by Local Donor Groups (LDGs).

There have been substantive efforts to improve the strategic focus of EPDF, to address concerns by donors. First, donors required that requests provide evidence of stronger linkages among EPDF objectives and activities proposed.

The explanations are included in the 2008 EPDF annual status report. Second, the FTI Secretari-

at, with the agreement of the EPDF Committee, commissioned a desk review of EPDF profile and performance, since its inception. Conclusions of this evaluation were mixed. On the positive side, for example, most EPDF-funded activities could be linked to at least one EPDF objective, and funds were spent on appropriate activities.

Moreover, IDA countries were major beneficiaries, particularly in Sub-Saharan Africa.

However, available records imply that not enough attention has been paid to marginalized people (including those with HIV/AIDS).

There is no information about the involve-

30 | The Road to 2015: Reaching the Education Goals

ment of Local Education Groups (LEGs), which gives the impression that proposals are not demand-driven. There are undue variations among regions with regard to strategic focus of activities.

Based on the desk review, the Committee concluded that strategic improvements were necessary. The preparation and dissemination of EPDF Guidelines, as a communication package, is one step toward the goal of a strategically-focused EPDF. The EPDF Committee approved the preparation of EPDF guidelines. This decision was made in April 2008 in Tokyo and confirmed in Paris in September 2008. The delivery of the guidelines is planned for the third quarter of 2009 so that they are effective for the 2010

round of requests planned for December 2009.

Due to the interest of the World Bank to contribute to the improved performance of EPDF and in its role as trustee of EPDF and executor of EPDF grants, the development of EPDF guidelines will be a collaborative effort between the FTI Secretariat and the World Bank. The first deliverable is a complete annotated outline, including, inter alia, content, issues, and timeline. This outline will be reviewed by the EPDF Committee in Oslo in December 2008.

Since its inception in 2004, the total amount pledged for the EPDF is about US$96 million.

Out of this, US$58.5 million has been allocated to date with about US$37.5 million available for allocation in December 2008.

CHAPTER 5

The Way Forward

T

he FTI partnership faces several important challenges over the next 12 months. The first of these is to resolve the outstanding issues relating to CF processing and disbursement delays. One solution will be to provide full support for education sector plans through more aligned modalities, making greater use of country systems in line with the best practice principles of the Paris Declaration.

The Strengthening Country Level Processes Task Team has created a comprehensive set of recommendations for improving performance in this area, in part by moving much of the analytic work preceding CF processing further upstream.

Greater flexibility is also being provided for alternate Supervising Entities, depending on country circumstances.

The second challenge will be to mobilize the additional resources needed to support realistic but ambitious education sector plans that have been endorsed by the FTI partnership as credible strategies to accelerate progress toward the education MDGs. These resources will be delivered through a variety of channels: domestic budgets, bilateral and multilateral aid agencies as well as the multidonor trust funds working within the FTI framework, the CF, the EPDF, and the Transition Fund, managed by UNICEF in fragile states.

The FTI donor partners have a critical role to play in mobilizing additional, long-term predictable financing for education programs through all of these channels. The groundwork is already under way to prepare for the proposed establishment of a CF replenishment mechanism in the near future.

Photo by: Alain Iloniaina

Madagascar: Two third-grade school girls on their way to the Ambohimandroso Elementary school, located in a small village at 13 km from the capital city of Antananarivo.

32 | The Road to 2015: Reaching the Education Goals

Photo by: World Bank/Alfredo Srur

Honduras: A young student from public primary school Alvaro Contreras in the capital city Tegucigalpa.

The third challenge will be to resolve the outstanding issues relating to the governance and management arrangements for the FTI partnership. It will be particularly important to ensure that all partners are actively involved and are clear about their roles and responsibilities within the FTI partnership.

The independent external evaluation of FTI was launched in September 2008. It will provide the partnership with important insights into many of these challenges, and the governing bodies of the FTI will need to take account of preliminary findings and final reports as they become available.

These challenges should in no way be taken as negative indicators. Rather, they are symptoms of the success of a partnership that has grown rapidly over the past three years from 17 to 36 countries with endorsed education sector plans and with direct financial commitments rising from US$300 million in 2006 to over US$1.2 billion in 2008.7 They will be addressed within the framework of the Paris Declaration, recognizing that the partnership must break

7

Zambia’s Education Sector Plan became endorsed

by FTI on October 31, 2008. The total number of endorsed countries is 36 (per November 2008).

The Way Forward | 33

new ground in joint efforts to deal with complex issues relating to financial management, capacity development, and quality-quantity trade-offs.

The FTI partnership has the opportunity over the next 12 months to build on the solid foundations that have been laid over the past six years to turn the FTI into a truly effective global program that is delivering significant additional financial and technical support to all countries where the needs are greatest.

Innovative approaches to mobilizing and delivering resources should be explored in order to maximize the value added by the FTI framework. Particular effort should be devoted to increasing support for education programs in fragile states and conflict-affected countries, including through the UNICEF-managed Transition Fund. Countries should also be encouraged to give special attention to reaching children who are excluded from school through a combination of poverty, geography, instability and insecurity and disabilities of various kinds. Lastly, the partnership should make a joint and concentrated effort to “walk the talk� of the Paris

Declaration by putting in place measures for genuine mutual accountability, strengthening and then using country financial management systems, and focusing relentlessly on the results and outcomes that all finances are designed to achieve: more children learning to become active and productive citizens.

There has never been a better opportunity or a more urgent time to meet these challenges. The growing pressure on scarce natural resources, the increased instability caused by climate change and food shortages, the likelihood of continuing conflict, and the changing face of global economic structures are all likely to place increasing pressure on the bottom billion. Without education, the poor of the world will remain excluded and unable to take control of their own lives and shape the futures of their communities and nations. The FTI partnership has helped many countries to make historically unprecedented advances over the past five years. It now has the opportunity to truly deliver on the promises of Dakar and help countries take that last big step toward the education MDG of a good quality education for every child in the world.

References

Bundy, D.A.P., Patrikios, A., Mannathoko, C., Tembon, A., Manda, S., Sarr, B. & Drake, L.J. (2008). Accelerating the Education Sector Response to HIV&AIDS in sub-Saharan Africa: Five Years of Experience, 2002–2007.

Washington, DC: World Bank.

Clarke, D. & Bundy, D. (2007). The EFA Fast Track Initiative: An Assessment of the Responsiveness of Endorsed Education Sector Plans to HIV and AIDS. Washington, DC: World Bank.

Development Gateway Foundation. (2008). Aid Management Platform – The Web-based Software Solution for Developing Country Governments and Donors. Retrieved October 2008, from the Development Gateway Foundation Country Operations Team. Web site: http://www.dgfoundation.org/fileadmin/ templates/pdfs/ampupdatedfs08.pdf Kingdom of Cambodia. (2008). Promoting Evidence-based Development Management through the Cambodia ODA Database. Retrieved October 2008, from the Council for the Development of Cambodia. Web site: http://www. cdc-crdb.gov.kh/database/index.htm OECD. (2008). Debt Relief is down: Other ODA rises slightly. Communiqué, OECD Development Assistance Committee Preliminary Figures on 2007 ODA, Press release 4 April 2008. Retrieved September 2008. Web site: http://www.oecd.org/document/8/0,3343,en _2649_34447_40381960_1_1_1_1,00.html

OECD. (2008). Development Co-operation Report 2007. OECD Journal on Development. Paris, France: OECD. Save the Children. (2007). Last in Line, Last in School. How donors are failing children in conflict-affected fragile states. London, UK: International Save the Children Alliance.

UNESCO. (2007). Education for All by 2015: Will we make it? EFA Global Monitoring Report 2008. Paris, France: UNESCO. UNESCO. (2007). Education for All (EFA); Global Action Plan: Improving support to countries in achieving the EFA goals. Paris, France: UNESCO. UNESCO. (2008). 75 million children out of school, according to new UIS data. Press release 15 May 2008. Update by the UNESCO Institute of Statistics. Retrieved September 2008. Web site: http://portal.unesco.org/geography/ en/ev.php-URL_ID=8824&URL_DO=DO_ TOPIC&URL_SECTION=201.html Venalainen, R. (2006). Have the education sector plans of the FTI countries addressed education of children with disabilities? Presentation given at World Bank Human Development Learning Week. Washington, DC: World Bank.

World Vision UK. (2007). Education’s Missing Millions. Milton Keynes, UK: World Vision UK. Retrieved September 2007. Web site: https://www.worldvision.org.uk/server. php?show=nav.00100400300k008

ANNEX 1

On-Track/Off-Track Status of Current FTI Countries: Summary of Trends

FTI Endorsed Country

GIR

PCR

Overall Progress

2006

2000

Albania (2006)

97

99–2

95

96–2

Achieved

PCR relatively stable

Benin (2007)

95

115

35

64

On track

Surge in PCR since 2002

Burkina Faso (2002)

2006

(2006)

Comments

2000

45

73

25

31

Seriously off track

PCR slowly increasing

Cambodia (2006)

121

131

47

87

On track

PCR increasing over time

Cameroon (2006)

77

107

50

52

Seriously off track

PCR plateau at 52%

Central African Republic (2008)

—

61

24

Seriously off track

PCR plateau at 24%

Djibouti (2006)

30

52

28

35

Seriously off track

PCR slowly increasing

Ethiopia (2004)

78

137

22

46

Off track

PCR slowly increasing

The Gambia (2003)

71

68

53

63

Seriously off track

PCR available only for 2006

–1

+1

Georgia (2007) 93 100 101 85 Off track

Drop in PCR linked to redefinition of primary from 4 to 6 years, beginning in 2004

Ghana (2004)

86

107

63+1

71–1

Off track

Most recent PCR is for 2005

Guinea (2002)

62

91

33

64

On track

PCR has nearly doubled since 2002

Guyana (2002) 130 126–2 114 123–1 Achieved

PCR jumped from 98% in 2004 to 123% in 2005

Haiti (2008)

—

—

—

Data point on PCR missing since 1999

Honduras (2002)

140

137

On track

PCR was 81% in 2004

89

Kenya (2005) 102 110 93 On track

PCR available only in 2004 (90%) and in 2006 (93%)

Kyrgyz Republic

97

97

95

99

Achieved

PCR stabilized

Lesotho (2005)

189

102

60

78

On trackSurge in

PCR from 62% in 2005

Liberia (2007)

60

108

63

Off track

PCR available only for 2006

Madagascar (2005)

–1

–1

–1

–1

110

178

36

57

Off track

Stagnant PCR

Mali (2006)

60

83

33

49

Off track

Slowly increasing PCR

Mauritania (2002)

91

127

53

47

Seriously off track

Stagnant PCR

Moldova (2005)

104

98

98

98

Achieved

Stagnant PCR but GER is gradually falling

Mongolia (2006) 108 122 87 109 Achieved

Surge in GIR from 118% in 2004 to 163% in 2005

Mozambique (2003)

PCR plateau at 42%

112

148

16

42

Off track

Nicaragua (2002) 141 168 66 73 Off track

Stagnant PCR but surge in GIR from 147% in 2005 to 168% in 2006

38 | The Road to 2015: Reaching the Education Goals

On-Track/Off-Track Status of Current FTI Countries: Summary of Trends (Continued) FTI Endorsed Country

Niger (2002)

GIR

PCR

2000

2006

2000

2006

45

68

18

33

Overall Progress (2006) Off track

Comments PCR slowly increasing

Rwanda (2006) 137 208 21 35–2 Off track

GIR increased from 195% in 2005 to 208% in 2006

Sao Tome and Principe

116+1

112

46–1

72+1

On track

PCR improved over time

Senegal (2006)

84

97

38

49

Off track

PCR slowly increasing

Sierra Leone (2007)

82

180

81

Off track

PCR data available only for 2007

Tajikistan (2005)

96

106

Achieved

+1

101

95

+1

Timor-Leste (2005) — 112 71 —

PCR data available for 2005–2007, but not validated by UIS

Vietnam (2003)

PCR slightly decreasing from 100% in 2003

–1

Yemen, Rep. of (2003) x –n value for year (2006 – n) x + n value for year (2006 + n)

105

—

96

92

On track

88

112

55

60

Seriously off trackStagnant PCR

–1

ANNEX 2

Basic Education Commitments in FTI Countries

Country and year of endorsement

US$ millions (constant 2006) 2002

2003

2004

2005

2006

Total (endorsed + 2008)

757.4

1 752.5

1 781.7

1 901.5

2 267.0

FTI-endorsed countries

474.1

763.5

805.3

869.7

1 047.7

o/w from Bilaterals

225.0

444.1

424.3

478.6

633.4

from Multilaterals

154.6

233.6

286.1

279.4

290.6

94.6

85.8

94.8

111.7

123.7

5.8

53.0

6.0

3.8

4.1

from General Budget Support (GBS) Albania (2006) o/w from Bilaterals

3.0

47.5

3.3

3.1

2.1

from Multilaterals

2.8

5.5

2.7

0.3

0.4

from GBS

0.0

0.0

0.4

1.6

Benin (2007)

9.3

16.1

23.0

20.6

16.1

o/w from Bilaterals

2.0

13.8

15.1

13.3

10.8

from Multilaterals

3.7

1.5

5.4

4.2

1.8

from GBS

3.6

0.8

2.4

3.0

3.5

Burkina Faso (2002)

36.1

42.9

45.0

48.5

85.0

o/w from Bilaterals

14.8

23.3

22.5

30.6

59.3

from Multilaterals

13.6

12.5

16.3

8.7

14.6

from GBS

7.6

7.1

6.2

9.2

11.1

13.7

13.9

17.9

17.3

29.4

o/w from Bilaterals

7.9

9.2

15.1

11.9

19.3

from Multilaterals

4.1

2.8

2.3

5.3

10.1

Cambodia (2006)

from GBS

1.7

1.9

Cameroon (2006)

8.2

13.3

15.9

0.5 13.6

28.4

o/w from Bilaterals

7.5

11.4

14.7

10.4

10.6

from Multilaterals

0.8

0.7

1.1

2.1

5.2

from GBS

0.0

1.2

0.1

1.2

12.6

Central African Rep. (2008)

0.9

0.9

3.4

3.9

1.3

o/w from Bilaterals

0.6

0.6

0.7

1.9

0.4

from Multilaterals

0.3

0.2

0.3

1.2

0.1

from GBS

0.1

0.1

2.4

0.8

0.8

40 | The Road to 2015: Reaching the Education Goals

Basic Education Commitments in FTI Countries (Continued)

Country and year of endorsement

US$ millions (constant 2006) 2002

2003

2004

2005

2006

Djibouti (2006)

3.2

4.5

6.0

15.3

9.1

o/w from Bilaterals

0.0

0.9

4.9

15.0

5.6

from Multilaterals

2.2

2.9

1.1

0.3

3.5

from GBS

1.0

0.8

0.0

Ethiopia (2004)

28.3

55.6

79.0

40.1

0.0 129.7

o/w from Bilaterals

7.1

35.4

45.9

27.8

98.2

from Multilaterals

13.1

14.9

16.5

6.1

31.5

from GBS

8.1

5.3

16.7

6.2

0.0

Gambia (2003)

5.2

3.1

3.9

6.6

6.2

o/w from Bilaterals

0.4

0.5

0.4

0.9

1.3

5.6

4.9

from Multilaterals

4.3

2.6

3.6

from GBS

0.5

0.0

0.0

Georgia (2007)

2.6

2.5

2.5

4.2

6.5

o/w from Bilaterals

0.3

1.4

0.8

1.4

1.2

from Multilaterals

1.4

1.0

1.6

2.3

1.9

from GBS

0.9

0.1

0.5

3.4

65.1

81.0

77.2

Ghana (2004)

40.5

67.3

o/w from Bilaterals

20.0

34.3

28.2

29.1

24.1

from Multilaterals

11.8

18.4

25.1

41.0

39.1

8.7

14.6

11.8

10.9

14.0

from GBS Guinea (2002)

5.3

16.8

18.3

17.9

14.3

o/w from Bilaterals

4.9

15.6

16.7

13.9

10.9

from Multilaterals

0.2

1.0

1.6

4.0

3.5

from GBS

0.2

0.3

Guyana (2002)

1.5

5.4

3.6

7.7

11.8

o/w from Bilaterals

0.9

3.2

1.8

2.3

6.9

from Multilaterals

0.6

2.2

1.0

4.3

4.3

from GBS Haiti (2008) o/w from Bilaterals

0.0

0.0

0.8

1.1

0.7

10.1

10.9

18.7

14.7

17.0

9.1

7.9

12.6

11.4

11.0

from Multilaterals

1.0

3.0

5.7

3.1

4.8

from GBS

0.0

0.0

0.4

0.1

1.3

Annex 2: Basic Education Commitments in FTI Countries | 41

Basic Education Commitments in FTI Countries (Continued)

Country and year of endorsement Honduras (2002)

US$ millions (constant 2006) 2002

2003

2004

2005

2006

15.8

28.0

40.4

33.6

21.4

o/w from Bilaterals

8.1

19.8

16.4

18.3

20.7

from Multilaterals

7.3

8.2

22.7

15.3

0.7

from GBS

0.4

Kenya (2005)

9.0

83.0

37.5

1.3 58.1

27.0

o/w from Bilaterals

6.5

44.6

18.0

25.4

20.9

from Multilaterals

2.6

38.3

19.1

26.3

6.1

from GBS

0.0

0.4

6.4

Kyrgyz Rep. (2006)

0.4

2.0

3.0

1.7

2.5

o/w from Bilaterals

0.1

1.0

2.7

0.9

1.5

from Multilaterals

0.3

0.3

0.2

0.5

0.8

from GBS

0.6

0.0

0.3

0.2

Lesotho (2005)

6.6

6.4

10.9

10.1

8.0

o/w from Bilaterals

2.3

3.3

2.2

6.7

4.5

from Multilaterals

4.9

2.9

3.4

4.1

5.4

from GBS

0.8

0.4

0.7

0.1

0.2

Liberia (2007)

1.2

2.4

2.9

2.7

1.0

o/w from Bilaterals

0.7

0.5

1.5

1.6

0.7

from Multilaterals

0.4

1.8

1.4

1.1

0.2

from GBS

0.1

0.0

0.1

Madagascar (2005)

20.2

34.7

40.0

40.3

44.3

o/w from Bilaterals

1.9

2.8

5.0

17.4

22.0

from Multilaterals

12.7

25.9

32.2

20.3

17.2

5.7

6.0

2.7

2.6

5.1

Mali (2006)

from GBS

32.6

50.1

59.5

63.8

69.6

o/w from Bilaterals

20.6

33.3

45.8

50.4

58.2

from Multilaterals

5.5

9.3

7.8

4.9

3.7

from GBS

6.5

7.5

5.8

8.5

7.8

Mauritania (2002)

9.2

8.5

10.3

14.5

13.0

o/w from Bilaterals

4.1

2.3

2.5

6.3

5.8

from Multilaterals

4.3

5.3

7.2

8.2

6.7

from GBS

0.8

0.8

0.6

0.0

0.6

42 | The Road to 2015: Reaching the Education Goals

Basic Education Commitments in FTI Countries (Continued)

Country and year of endorsement

US$ millions (constant 2006) 2002

2003

2004

2005

2006

Moldova (2005)

0.9

0.9

0.7

1.4

2.2

o/w from Bilaterals

0.4

0.6

0.3

0.3

0.2

from Multilaterals

0.5

0.3

0.3

1.1

1.7

from GBS

0.3

Mongolia (2006)

9.4

5.7

6.2

7.7

14.3

o/w from Bilaterals

8.3

5.7

6.2

7.3

14.0

from Multilaterals

0.1

0.0

0.1

0.1

0.3

from GBS

1.0

0.3

Mozambique (2003)

62.0

73.5

65.3

95.5

119.7

o/w from Bilaterals

38.3

46.3

32.6

61.0

87.9

5.9

11.9

17.6

14.0

8.4

from GBS

from Multilaterals

17.8

15.4

15.0

20.5

23.5

Nicaragua (2002)

18.3

25.4

27.1

26.5

47.5

o/w from Bilaterals

8.1

12.1

6.7

13.2

23.9

from Multilaterals

8.7

11.4

19.0

10.5

19.7

from GBS

1.5

1.8

1.5

2.8

3.9

Niger (2002)

16.9

18.9

29.4

39.4

30.3

o/w from Bilaterals

4.4

7.0

11.0

19.8

13.2

from Multilaterals

7.2

7.0

13.9

14.8

14.1

from GBS

5.3

4.9

4.5

4.8

3.1

Rwanda (2006)

22.6

17.4

28.4

26.2

23.5

o/w from Bilaterals

6.7

6.9

7.2

5.9

11.5

from Multilaterals

6.9

2.8

15.5

9.0

2.4

from GBS

9.1

7.8

5.8

11.4

9.6

Sao Tome & Principe (2007)

0.9

0.9

0.8

0.9

0.5

o/w from Bilaterals

0.7

0.6

0.6

0.4

0.2

from Multilaterals

0.2

0.1

0.1

0.4

0.3

from GBS

0.1

Senegal (2006)

21.4

32.0

42.3

30.7

17.2

o/w from Bilaterals

11.0

23.5

31.0

22.2

14.8

from Multilaterals

6.9

8.5

7.6

6.9

1.8

from GBS

3.5

0.0

3.8

1.5

0.6

Annex 2: Basic Education Commitments in FTI Countries | 43

Basic Education Commitments in FTI Countries (Continued)

Country and year of endorsement

US$ millions (constant 2006)Â 2002

2003

2004

2005

2006

Sierra Leone (2007)

8.6

6.1

11.1

13.5

9.7

o/w from Bilaterals

1.9

2.0

3.0

2.8

1.8

from Multilaterals

4.7

2.1

3.8

5.3

4.3

from GBS

2.0

2.0

4.3

5.4

3.6

Tajikistan (2005)

3.3

1.2

2.9

4.3

9.3

o/w from Bilaterals

0.3

0.5

2.1

1.0

1.3

from Multilaterals

0.5

0.7

0.8

3.3

7.1

from GBS

2.4 Â

0.0

0.0

0.9

Timor-Leste (2005)

3.1

4.3

7.1

10.6

12.4

o/w from Bilaterals

1.0

2.0

5.1

8.6

8.7

from Multilaterals

0.2

0.9

0.2

1.3

3.5

from GBS

1.8

1.4

1.7

0.7

0.2

Viet Nam (2003)

25.9

33.4

41.6

43.0

63.4

o/w from Bilaterals

15.3

15.0

27.9

14.1

30.9

from Multilaterals

7.4

14.4

8.3

16.1

17.6

from GBS

3.3

4.0

5.4

12.8

15.0

Yemen (2003)

13.7

22.3

34.3

49.3

72.5

o/w from Bilaterals

5.9

9.5

13.7

21.9

29.4

from Multilaterals

7.8

12.0

20.7

27.4

43.0

from GBS

0.0

0.8

0.0

0.0

0.1

ANNEX 3

CF Performance: Time Between Allocation, Grant Signature and First Disbursement Grant signature and disbursement Monitoring table for the Catalytic Fund

Total US$ Country millions

Allocation announced Grant First in Date Date disbursement

1 Benin 2 Cambodia 3 Cameroon 4 Djibouti 5 Ethiopia 6 Ghana 7 Guinea 8 Guyana

9 Kenya 10 Kyrgyzstan 11 Lesotho 12 Madagascar 13 Mali 14 Mauritania

15 Moldova 16 Mongolia 17 Mozambique 18 Nicaragua 19 Niger 20 Rwanda 21 Sao Tome Principe 22 Senegal 23 Sierra Leone 24 Tajikistan 25 The Gambia 26 Timor Leste

76.1 57.4 47.3 8.0 70.0 33.2 117.8 12.0 20.5 121.0 15.0 11.9 145.1 8.7 9.0 14.0 8.8 29.4 79.0 24.0 21.0 70.0 3.6 81.5 13.9 18.4 13.4 8.2

Bonn Bonn Cairo Beijing Dakar Brasilia- Dakar Oslo Phase I Paris Phase 2 DC Cairo Beijing Paris Bonn Oslo –Phase 1 Dakar-Phase 2 Beijing Cairo Bonn Oslo Oslo Cairo Bonn Dakar Bonn Beijing Oslo Beijing

40.0

Oslo

27 Yemen

Total

Allocation and signature lag (months)

May-07 Apr-08 11 May-07 Jun-08 Jul-08 13 Nov-06 Jun-07 Jun-07 7 Dec-05 May-06 Aug-06 5 Dec-07 Nov-04 Feb-05 May-05 3 Dec-07 Aug-08 8 Nov-03 Sep-04 May-05 10 Sep-08 Sep-05 Nov-05 Dec-05 2 Nov-06 May-07 Jul-07 6 Dec-05 Jul-06 Sep-06 7 Jul-05 Jul-05 Oct-05 0 May-07 Dec-07 May-08 7 Nov-03 Apr-04 Jul-04 5 Dec-07 Apr-08 4 Dec-05 May-06 Oct-06 5 Nov-06 Mar-07 May-07 4 May-07 Aug-08 15 Nov-03 Aug-04 Oct-04 9 Nov-03 Jan-04 Apr-04 2 Nov-06 Sep-07 Oct-07 10 May-07 Dec-07 May-07 Dec-05 May-06 Jun-06 5 Nov-03 Oct-04 Jan-05 11 Dec-05 Jun-06 Aug-06 6 Nov-03

Apr-04

Jul-04

5

Allocation and first disbursement lag (months) 14 7 8 6 18 3 8 9 3 12 8 10 6 11 5 11

6 14 8 8

1178.2

Average time lag

7

9

ANNEX 4

FTI Country Profiles

T

his section presents data on enrollment and financing trends for 34 countries with FTI-endorsed education sector 8 plans. Data were extracted from the online databases of the UNESCO Institute for Statistics (UIS) and the OECD Development Assistance Committee (DAC), as well as from FTI documents and implementation reports.

Data were often found to present discrepancies across sources, and especially between the global and country-level reports. Preference was given to UIS data where available. When UIS data were missing, country data were used as a complement provided that the combined data presented consistent trends over the reference

period (2000–2006). Further details are available from the FTI Secretariat.

The Country Profiles include four main sections: 1. A written synopsis of salient country trends 2. The charts, offering a visual presentation of trends in the main education indicators 3. The education indicators table, presenting the evolution of most of the indicators included in the FTI Indicative Framework 4. The external financing tables, offering an overview of aid to education in these countries

8

Zambia and Haiti are not included in this annex.

Zambia’s Education Sector Plan was endorsed

by FTI on October 31, 2008, which was after the deadline for editing and publishing the country profiles, and there is currently insufficient data to present a comprehensive overview of Haiti.

46 | The Road to 2015: Reaching the Education Goals

Albania Albania’s primary school enrolment rates have remained stable between 1999 and 2004. Overall, grade one intake ratio was about 99% and gross enrolment ratio was just above 100%. During the same time period, primary completion rates have also stabilized around 95% and repetition rates did not exceed 5%. Albania is considered to have achieved the goal of universal primary education.

Over time, both girls and boys remained equally likely to enroll and complete primary school. However, repetition rates are slightly higher among boys than girls.

Gross Intake and Completion Rates (percentage)

120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

160 140 120 100 800 60 40 20 0

2000

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics

Education Indicators

2000

2001

2002

2003

2004

2005

2006

2007

Education share of current budget (%)

— 2.7 — 23 97 96 102 101 95 96 4 283 137 19 10

— 2.8 63 22 99 98 101 101 95 96 4 274 133 21 10

— 2.9 61 21 99 97 101 99 94 93 4 264 126 21 12

11 2.9 66 21 100 99 101 100 96 95 3 253 122 18 10

11 3.5 65 21 99 99 105 105 96 96 2 250 121 15 8

11 3.6 64 — — — — — — — — — — — —

11 — — — — — — — — — — — — — —

— —— — — — — — — — — — — — —

Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold) —: Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 9.2 6.8 6.6 7.5 10.6 16.9 26.4 31.3 8.6 9.9 33.6 30.6

2002 5.7 3.2 10.5 19.6 6.3 22.0

2003 53.0 40.1 14.3 107.4 34.5 211.9

Disbursements 2004 6.0 3.9 18.7 28.5 9.1 25.2

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 3.4 1.8 21.0 27.0 8.6 14.9

2006 2.5 5.2 16.8 27.8 8.8 11.5

FTI Country Profiles | 47

Benin Benin has made progress in primary education as evidenced by the increase in primary gross enrolment ratio (GER) from 74% in 1999 to 98% in 2007 and the increase in primary completion rate (PCR) from 35 to 66% during the same time period. Since 2005 the percentage of repeaters in primary school, which had remained just above 20%, started to decrease and reached 10% in 2007. Given these improvements, Benin is considered to be on-track in terms of achieving universal primary education by 2015.

Although both girls and boys benefited from the overall progress in primary education girls remained disadvantaged over time. Indeed, while the gender difference in GER was reduced from 28 to 18 percentage points between 2000 and 2006, the gender gap in PCR remained around 20 percentage points during the same time period.

Gross Intake and Completion Rates (percentage)

120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

800 700 600 500 400 300 200 100 0

2000

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000 — 3.1 — 53 95 83 77 63 35 24 20 932 375 576 338

2001 — 3.3 — 54 97 84 85 70 39 27 20 1,055 428 — —

2002 — 3.1 — 53 99 87 91 76 41 29 22 1,153 476 — —

2003 — — — 62 98 88 94 80 45 33 20 1,233 516 261 203

2004 21 4.4 50 52 103 94 98 86 49 38 23 1,320 565 226 180

2005 — — — 47 103 96 96 85 65 51 17 1,318 574 277 198

2006 — — — 44 115 108 96 87 64 52 8 1,357 603 244 173

Disbursements 2004 20.6 4.9 20.3 50.6 6.2 15.3

2005 17.5 4.9 23.9 52.4 6.2 12.7

2007 — — — — — — 98 — 66 56 10 — — — —

Source: UNESCO Institute for Statistics. —: Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 10.6 28.8 7.5 7.6 6.3 26.1 31.1 75.5 4.2 8.8 8.7 20.6

2002 5.7 3.7 14.4 30.9 4.0 4.5

2003 15.3 4.1 19.6 40.6 5.1 11.7

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2006 12.6 3.1 25.4 48.1 5.5 8.9

48 | The Road to 2015: Reaching the Education Goals

Burkina Faso In Burkina Faso, the grade one access rate increased significantly from 45% in 1999 to 73% in 2006. Much of this improvement took place since the country’s endorsement in 2002. As a result, the primary gross enrolment ratio also improved from 43% to 60% during the same time period. These improvements were accompanied with a slow increase in the primary completion rate which went from 23% to 31%. However, the levels of these education indicators are well below the FTI benchmarks, and Burkina Faso is considered to be seriously off-track regarding the achievement of universal primary education.

Although both boys and girls benefited from the overall improvement in primary school enrolment and completion, gender gaps still remained in favor of boys.

Gross Intake and Completion Rates (percentage)

120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

1,400 1,200 1,000 800 600 400 200 0

2000

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000 — — — 49 45 38 44 36 25 21 17 852 348 1,249 674

2001 — — — 47 47 40 45 38 26 21 18 901 372 1,272 685

2002 2003 — — — — 70 46 45 51 55 44 47 46 47 39 41 27 28 23 24 16 15 957 1,012 399 427 1,291 1,331 693 711

2004 14 — 66 49 69 64 52 46 29 25 13 1,140 492 1,310 700

2005 — 4.2 71 47 73 67 56 50 30 26 12 1,271 556 1,260 676

2006 15 4.2 66 46 73 67 60 54 31 28 12 1,391 615 1,215 653

2007 — — — — — — — — — — — — — — —

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold). — : Data not available.

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 38.0 89.9 5.8 14.0 11.1 20.3 68.2 179.4 5.7 12.7 19.2 39.2

2002 28.5 4.8 9.9 58.4 4.6 13.8

2003 35.8 7.5 11.0 68.5 5.2 16.8

Disbursements 2004 38.8 8.2 10.9 70.3 5.2 17.6

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 39.3 6.2 22.4 86.3 6.2 17.4

2006 73.9 6.1 17.2 119.4 8.3 31.8

FTI Country Profiles | 49

Cambodia In Cambodia, access into grade one of primary school increased significantly from 109% in 1999 to 131% in 2006, thus boosting the primary gross enrolment ratio from 97% to 122%. During the same time period, the primary school completion rate (PCR) was doubled to reach 87%, and the percentage of repeaters in primary school was nearly halved (from 25% to 13%). Given the trend in PCR, Cambodia is considered to be on track toward achieving universal primary education by 2015.

Both girls and boys benefited from the overall improvement in gross primary enrolment ratios and the gender gap in favor of boys was reduced by 5 percentage points over time. Also, boys and girls became over time equally likely to complete primary school. In fact although they initially had a lower PCR, girls consistently had over time a higher annual increase than boys.

180 160 140 120 100 80 60 40 20 0

Gross Intake and Completion Rates (percentage)

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

1,600 1,400 1,200 1,000 800 600 400 200 0

2000

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

2007

— 1.7 62 50 121 118 102 95 47 41 22 2,248 1,031 277 178

14 1.7 73 53 140 136 110 103 51 45 16 2,431 1,125 342 203

15 1.7 — 56 174 168 124 117 59 55 10 2,729 1,269 293 174

20 1.8 — 56 143 137 127 120 65 61 10 2,772 1,297 96 70

17 1.7 62 55 140 135 127 122 76 72 11 2,763 1,299 95 66

19 2.0 72 53 128 124 126 121 85 83 14 2,695 1,273 75 44

19 2.1 68 50 131 127 122 118 87 86 13 2,582 1,221 213 114

20 2.4 70 51 — — — — — — — — — — —

2005 17.3 3.8 18.1 39.1 2.8 8.0

2006 29.4 4.2 12.6 46.2 3.3 13.9

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold). — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 3.7 37.3 3.4 5.6 35.4 15.6 47.2 58.5 3.7 4.2 1.7 17.5

2002 12.0 3.0 12.1 30.4 2.3 5.4

2003 12.0 5.0 18.1 39.0 2.9 5.5

Disbursements 2004 17.4 3.6 14.9 36.9 2.7 8.0

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

50 | The Road to 2015: Reaching the Education Goals

Cameroon Cameroon’s primary grade one intake ratio significantly increased from 77% in 2000 to 118% in 2001 and thus boosted the primary gross enrolment ratio (GER) from 86 to 102% during the same time period. The surge in enrolment was also accompanied with an increase in the pupil-teacher ratio (PTR) from 52 to 63. Since this surge in enrolment, GER remained above 100% while PTR progressively dropped to 45 in 2006.

Between 1999 and 2006, repetition rates in Cameroon were stagnant at about 25%, and the primary completion rate remained below 60%. Given this trend, Cameroon is considered to be seriously off-track in terms of the UPE goal.

In terms of gender disparity, girls’ GER is on average 16 percentage points below boys’ GER. Primary school completion has also been higher among boys than girls except in 2002 when PCR was about 50% for both.

Gross Intake and Completion Rates (percentage)

120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

1,800 1,600 1,400 1,200 1,000 800 600 400 200 0

2000

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000 11 1.9 — 52 77 70 86 79 50 46 27 2,237 1,023 — —

2001 — 2.6 — 63 118 109 102 95 — — — 2,689 1,241 — —

2002 — 3.0 — 61 103 96 103 95 51 50 25 2,742 1,259 — —

2003 16 3.3 56 57 96 90 104 95 57 53 26 2,799 1,279 — —

2004 16 3.3 55 54 100 93 109 101 59 54 25 2,979 1,364 — —

2005 16 3.1 35 48 104 97 108 98 52 48 26 2,978 1,347 — —

2006

2007

13 3.3 34 45 107 100 107 98 52 48 25 2,998 1,357 — —

— — — — — — — — — — — — — — —

2005 12.4 3.2 99.5 117.5 6.6 4.5

2006 15.8 3.0 100.5 144.5 8.0 5.7

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold). — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 14.5 20.3 4.9 4.2 60.6 69.7 88.8 112.8 5.5 6.3 5.5 7.3

2002 8.2 1.3 80.5 90.1 5.4 3.1

2003 12.1 2.1 88.3 105.0 6.2 4.5

Disbursements 2004 15.8 3.4 91.5 110.9 6.4 5.8

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

FTI Country Profiles | 51

Central African Republic Central African Republic appears to be making no progress in primary education as evidenced by the decrease in primary gross enrolment ratio (GER) from 73% in 2001 to 61% in 2006. Primary completion and repetition rates have also been stagnant at about 24% and 30% since 2003, respectively. Given the low level of enrolment and completion rates and the lack of progress, Central Africa Republic is considered to be seriously off track in terms of achieving universal primary education.

As for gender disparities, girls remain considerably disadvantaged over time. Indeed, the gender difference in GER was 28 and 23 percentage points in 2001 and 2006, respectively; and 11 percentage points for primary school completion in 2006.

Gross Intake and Completion Rates (percentage)

120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

400 350 300 250 200 150 100 50 0

2000

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

2007

— — — — — — — — — — — — — — —

— — — — — — 73 59 — — — 459 188 — —

— — — — 62 51 64 51 — — — 411 166 — —

— — — — 58 48 63 51 25 18 31 415 170 — —

— — — — 58 48 54 43 22 16 31 363 146 — —

— — — — 64 55 61 49 24 18 29 412 169 372 212

— 1.4 52 — 61 52 61 49 24 19 28 419 172 375 215

— — — — — — — — — — — — — — —

Disbursements 2004 1.0 0.8 6.2 12.9 3.1 1.5

2005 3.1 0.1 7.3 12.1 2.9 4.6

2006 0.5 0.3 5.4 7.9 1.8 0.8

Source: UNESCO Institute for Statistics. — : Data not available.

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 2.8 4.7 2.6 0.2 8.9 5.4 18.0 20.6 4.6 4.9 4.6 6.9

2002 0.8 0.6 6.4 7.9 2.0 1.3

2003 0.8 0.6 6.3 7.9 2.0 1.3

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

52 | The Road to 2015: Reaching the Education Goals

Djibouti Djibouti’s primary grade one intake ratio increased from 29% in 1999 to 52% in 2006, thus boosting the primary gross enrolment ratio from 33 to 44% during the same time period. The increase in primary enrolment was accompanied by an increase in the primary completion rate from 24 to 35%. Although these improvements are significant, the levels of the indicators are well below the FTI benchmarks and Djibouti is considered to be seriously off-track in terms of achieving the goal of universal primary education.

Over time primary enrolment and completion rates remained higher among boys than girls. However, there was no gender difference in repetition rates in primary school.

Gross Intake and Completion Rates (percentage)

120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

70 60 50 40 30 20 10 0

2000

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

2007

— 9.7 — 32 30 26 32 27 28 23 14 38 16 86 45

— 7.8 — 36 38 33 36 31 28 23 14 43 18 85 44

— 8.4 — — 38 35 36 32 — — 11 44 19 85 45

— 8.8 — 35 40 37 38 33 33 28 11 47 20 83 44

19 9.3 41 35 41 37 40 35 33 27 9 49 21 81 43

19 8.4 — 35 47 44 42 37 31 27 9 51 23 79 41

21 8.4 41 34 52 48 44 39 35 32 7 54 24 75 40

— — — — — — — — — — — — — — —

2005 15.3 0.1 19.7 35.2 43.7 125.4

2006 9.1 0.8 20.6 30.5 37.3 74.6

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold). — : Data not available.

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 3.8 24.3 23.4 3.1 15.3 20.5 46.1 47.9 62.4 59.1 31.8 199.1

2002 2.2 5.8 12.1 22.0 28.9 18.2

2003 3.7 4.9 12.2 22.4 28.8 30.5

Disbursements 2004 6.0 4.1 13.2 23.4 29.6 49.0

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

FTI Country Profiles | 53

Ethiopia Access into grade one of primary school significantly increased from 78% in 2003 to 138% in 2005. Outside of this time period access rates remained stagnant. As a result of the increase in grade one access between 2003 and 2005, the primary gross enrolment ratio (GER) was boosted from 48% in 1999 to 91% in 2007, with its biggest annual increase rate of 18% taking place in 2005.

The improvement in primary school enrolment was accompanied with an increase in primary school completion rates (PCR): from 19% in 1999 to 46% 2007. Despite this significant increase in PCR, Ethiopia remains off-track regarding progress towards UPE. Both boys and girls benefited from the improvement of primary school enrolment and completion rates. Although gender disparities in GER and PCR were reduced over time, girls still remained disadvantaged. As for repetition, it has been below 10% since the country’s endorsement in 2004 and both boys and girls have the same repetition rates.

140 120 100 80 60 40 20 0

Gross Intake and Completion Rates (percentage)

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

8,000 7,000 6,000 5,000 4,000 3,000 2,000 1,000 0

2000

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000 10 4.0 — — 78 67 52 41 22 15 13 5,847 2,292 6,875 3,758

2001 13 3.9 — — 81 71 58 47 27 19 13 6,651 2,698 6,628 3,623

2002 14 3.8 — — 78 69 61 50 30 21 14 7,213 2,984 6,571 3,587

2003 — 4.8 — 64 78 70 62 53 33 24 15 7,623 3,196 6,632 3,605

2004 — 5.0 — 65 97 91 66 58 36 27 11 8,270 3,596 6,400 3,443

2005 — 5.0 — 66 138 131 78 71 41 34 7 10,020 4,516 5,091 2,768

2006 19 6.0 51 62 137 130 83 77 43 38 9 10,972 5,058 4,473 2,426

2007 — — — — 136 128 91 85 46 41 6 12,175 5,665 3,721 2,054

2005 33.9 15.3 29.3 91.0 1.2 2.6

2006 129.7 22.7 36.4 188.8 2.3 9.9

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold). — : Data not available.

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 34.8 164.1 12.0 22.6 25.7 34.0 85.4 231.3 1.2 2.9 3.1 12.6

2002 20.2 6.1 16.5 58.9 0.8 1.7

2003 50.2 11.6 23.2 95.7 1.3 4.1

Disbursements 2004 62.4 12.0 17.5 125.2 1.6 5.0

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

54 | The Road to 2015: Reaching the Education Goals

Gambia Between 1999 and 2006, primary school participation rates in Gambia remained low as evidenced by the gross enrolment ratio (GER) which was below 80% and the slow increase in the number of new entrants to grade 1 (8%). During the same time period, the percentage of repeaters in primary school was reduced by half from 12 to 6%. The primary completion rate also dropped from 86% in 2001 to 63% in 2006. Given the trend in PCR, Gambia is considered to be seriously off-track in terms of the UPE goal.

In terms of gender disparities, boys had higher enrolment rates until in year 2002 when girls’ GER started to move faster and thus closing the gap over time.

Gross Intake and Completion Rates (percentage)

120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

140 120 100 80 60 40 20 0

2000

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000 14 2.7 — 37 71 71 77 71 — — — 155 71 71 39

2001 — — 52 37 69 69 75 72 86 — 9 157 75 63 34

2002 14 2.8 — 37 86 90 79 79 — — — 171 85 57 28

2003 12 2.2 69 37 82 85 78 78 71 63 9 175 87 61 30

2004 12 2.0 70 35 — — 76 78 65 62 9 175 89 — —

2005 10 — 71 — — — — — 64 61 6 181 89 — —

2006 16 — 73 35 68 71 74 77 63 64 6 182 94 90 41

Disbursements 2004 3.9 0.8 1.4 6.1 3.9 17.1

2005 6.6 0.4 0.7 7.7 4.8 27.5

2007 — — — — — — — — — — — — — — —

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold). — : Data not available.

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 5.0 5.1 0.2 1.4 0.3 0.7 7.5 7.2 5.3 4.4 24.1 21.1

2002 4.7 0.7 1.6 8.0 5.4 21.7

2003 3.1 0.7 1.3 5.1 3.3 13.8

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2006 6.2 0.3 0.9 7.4 4.5 25.3

FTI Country Profiles | 55

Georgia Georgia has high primary school enrolment rates. Following a drop from 99% in 1999 to 90% in 2001, the primary grade one intake ratio has increased and stabilized at about 100%. Between 1999 and 2006, the primary gross enrolment ratio has also remained relatively stable and above 90%, and repetition rates were negligible. Until year 2004, more than 90% of children were completing primary education. Following the change in the duration of primary education from 4 to 6 years, the primary completion rate (PCR) has been about 85%.

In terms of gender disparities, boys and girls equally enroll and complete primary education.

Gross Intake and Completion Rates (percentage)

120 100

200

80

150

60

100

40

50

20 0

Primary Gross Enrollment and Children Out of School (thousands)

250

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

0

2007

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

2000

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics Note: Begninning in 2004, the primary cycle was lengthened from four grades to six.

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000 — 2.2 — 17 93 92 100 100 101 101 — 298 145 59 29

2001 — 2.1 — 16 90 91 97 99 103 105 — 277 137 66 31

2002 — 2.2 — 14 95 98 94 96 100 103 — 255 127 68 32

2003 — 2.1 — 15 99 102 94 95 92 91 — 239 117 66 31

2004 14 2.9 — 15 104 103 95 95 97 97 — 364 176 33 16

2005 — 2.5 — 9 104 105 94 94 87 87 — 338 163 37 17

2006 — 3.1 — — 100 103 96 97 85 86 — 327 160 33 14

Disbursements 2004 2.4 1.4 21.5 25.5 5.6 6.4

2005 3.7 1.8 26.1 32.7 7.3 10.2

2007 11 2.1 — — — — — — — — — — — — —

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold). — : Data not available.

Note: Begninning in 2004, the primary cycle was lengthened from four grades to six.

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 7.9 3.3 3.7 1.9 13.1 13.7 26.3 28.3 5.6 6.4 27.0 9.3

2002 1.7 0.9 14.5 19.0 4.1 6.3

2003 2.5 2.2 18.7 23.3 5.1 9.7

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2006 3.1 1.7 24.3 35.8 8.1 9.1

56 | The Road to 2015: Reaching the Education Goals

Ghana Prior to Ghana’s endorsement in 2004 the access rate to grade one of primary education remained stable at about 85%. Since 2004, GIR has been increasing and reached 107% in 2006. This trend in GIR is reflected in the primary gross enrolment ratio which has also gained much of its improvement since 2004. The primary gross enrolment ratio increased from 75% in 1999 to 98% in 2007.

With a primary completion rate which reached 70% in 2005 for the first time, Ghana appears to be off-track in terms of the UPE goal. However, the percentage of repeaters in primary school has always been below 10% (between 4% and 7%). In terms of gender disparities, boys and girls are equally likely to enroll in primary school. Also the gender gap in primary completion rate was reduced over time.

Gross Intake and Completion Rates (percentage)

120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

2,000 1,800 1,600 1,400 1,200 1,000 800 600 400 200 0

2000

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000 — — — 34 86 85 80 77 — — 5 2,561 1,208 1,256 630

2001 — — — 33 82 82 76 74 62 59 5 2,478 1,175 1,428 707

2002 — — — 32 82 82 79 76 — — — 2,586 1,227 1,350 666

2003 21 5.6 — 31 84 84 76 75 65 66 6 2,519 1,219 1,271 621

2004 27 5.6 — 32 85 87 80 78 64 — 7 2,679 1,270 1,413 688

2005 27 5.4 34 33 93 94 87 85 71 68 6 2,930 1,404 1,191 587

2006 23 5.6 — 35 107 110 92 91 — — — 3,131 1,518 1,210 587

2007 — — — 35 — — 98 97 — — — 3,366 1,634 967 490

2005 70.1 4.9 19.1 115.9 5.1 20.8

2006 63.1 9.8 21.8 122.9 5.3 18.5

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold). — : Data not available.

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 10.4 83.8 3.6 29.2 6.8 40.8 66.4 227.5 3.3 10.0 3.2 24.7

2002 31.8 1.0 8.2 58.5 2.8 9.7

2003 52.8 11.0 21.8 114.8 5.3 15.9

Disbursements 2004 53.2 10.3 20.9 108.1 4.9 15.9

Source:OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

FTI Country Profiles | 57

Guinea Guinea’s primary grade one gross intake ratio increased from 52% in 1999 to 91% in 2006. This significant improvement in primary school access is mainly due to the surge in access in 2000 and 2003 (19% and 13% increase, respectively). As a result, the gross enrolment ratio was boosted from 57% in 1999 to 88% in 2006.

As more children entered primary school, more children also completed primary school. In fact, the percentage of children completing primary school doubled between 2000 and 2006 from 30% to 64%. The most significant annual increase in PCR took place during the endorsement year (13%) and the second and third years after endorsement (27% and 14%, respectively).

Both girls and boys benefited from the overall improvement in primary enrolment: 81% and 37% increase in GER, respectively. Although girls have lower enrolment rates, their GER annual increase remained consistently higher than boys’ and the gender difference in GER was reduced from 25 to 15 points over time. Also, more girls completed primary school during the same time period.

Gross Intake and Completion Rates (percentage)

120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

800 700 600 500 400 300 200 100 0

2000

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000 — 1.8 — 46 62 58 61 50 33 21 23 790 315 668 374

2001 16 — 41 44 66 61 65 54 35 23 20 854 350 631 355

2002 18 — — 47 71 66 75 64 40 28 21 998 418 534 311

2003 19 — — 45 80 75 79 69 40 31 20 1,073 458 487 287

2004 15 2.0 — 45 87 82 83 73 51 40 10 1,147 497 445 265

2005 — 1.6 — 45 89 84 86 77 58 47 9 1,207 532 418 248

2006 — — — 44 91 87 88 81 64 53 9 1,258 564 389 230

Disbursements 2004 18.3 2.5 11.5 32.3 3.7 13.3

2005 17.9 3.8 14.7 36.5 4.0 12.8

2007 — — — — — — — — — — — — — — —

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold). — : Data not available.

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 57.9 17.0 8.3 3.1 7.2 19.8 82.5 39.9 10.0 4.4 44.5 12.0

2002 5.1 1.4 8.5 15.4 1.8 3.8

2003 16.5 3.5 10.6 31.2 3.6 12.2

Source:OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2006 14.3 3.2 22.8 40.3 4.4 10.1

58 | The Road to 2015: Reaching the Education Goals

Guyana Between 1999 and 2006, primary gross enrolment ratios in Guyana remained relatively stable with levels above 100%. This is the case for both boys and girls whom also have equal access to primary education.

Overall, the primary completion rate (PCR) gradually decreased from 114% in 2000 to 96% in 2003 and then started to increase until it reached 123% in 2005. This overall trend in the PCR is the same for both girls and boys who became equally likely to complete primary school in 2005. With an overall PCR above 95%, Guyana is considered to have achieved UPE. Moreover, Guyana’s pupil-teacher ratio and percentage of repeaters in primary school are below the FTI Indicative framework benchmarks.

160 140 120 100 80 60 40 20 0

Gross Intake and Completion Rates (percentage)

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

70 60 50 40 30 20 10 0

2000

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics and country reports

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

2007

— 8.5 — 26 130 126 125 123 114 116 2 109 53 2 1

— 8.6 — 26 161 159 126 125 103 97 2 109 53 2 1

22 8.4 42 26 157 156 125 123 104 97 2 109 53 9 4

— 7.0 — 27 136 136 124 123 96 92 1 111 54 8 4

14 5.5 34 27 126 127 125 124 98 94 1 115 56 — —

21 8.5 34 28 — — 124 124 123 122 1 117 57 4 4

25 8.3 27 27 — — — — — — 1 111 54 — —

— — — 26 — — — — — — — — — — —

Disbursements 2004 2.8 3.2 1.1 8.7 11.8 30.7

2005 6.6 1.9 0.7 11.5 15.6 70.1

2006 11.2 1.0 0.6 14.1 19.1 116.3

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold). — : Data not available.

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 0.5 2.1 1.4 0.0 0.2 0.3 2.2 3.4 3.0 4.6 5.4 22.0

2002 1.5 7.3 1.4 10.2 13.8 17.4

2003 5.4 6.8 1.8 14.1 19.1 60.6

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

FTI Country Profiles | 59

Honduras Honduras has high primary school access rates as evidenced by the grade one intake ratio which remained above 100% between 2000 and 2006. As a result, the gross enrolment ratio increased from 107 to 118% during the same time period. Data for the period 2004–2006 indicate that more than 80% of children complete primary education. Honduras is therefore considered to be on track in terms of the UPE goal.

In terms of gender disparities, boys and girls equally enroll in primary school. However, girls have a slightly higher primary completion rate than boys: 91% and 86% in 2006, respectively.

140 120 100 80 60 40 20 0

Gross Intake and Completion Rates (percentage)

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

700 600 500 400 300 200 100 0

2000

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000 — — — 34 140 140 107 108 — — — 1,095 543 116 55

2001 23 — — 34 141 141 108 108 — — 8 1,116 553 114 54

2002

2003

— — — — — — — — — — — — — — —

— — — — 134 131 — — — — — — — — —

2004 — — — 33 132 130 116 115 81 83 8 1,257 616 43 16

2005 — — — — 127 124 113 113 82 84 9 1,232 605 84 37

2006

2007

— — — 28 137 134 118 118 89 91 7 1,293 634 33 11

— — — — — — — — — — — — — — —

2005 33.6 9.2 7.7 50.6 7.4 30.8

2006 21.4 18.9 3.5 43.8 6.3 19.6

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold). — : Data not available.

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 37.7 25.0 4.8 3.3 8.4 4.3 53.7 42.1 8.6 6.1 36.7 22.9

2002 15.3 4.1 8.7 29.0 4.5 14.6

2003 28.0 2.4 4.2 34.6 5.3 26.0

Disbursements 2004 39.1 6.8 6.2 54.6 8.1 36.0

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

60 | The Road to 2015: Reaching the Education Goals

Kenya Following the introduction of free universal primary education in 2002, Kenya’s primary grade one intake ratio (GIR) rose from 90 to 125% in 2003 thus boosting the primary gross enrolment ratio (GER) from 92 to 108% during the same time period. Since these improvements, GER has remained stagnant and GIR dropped to 110% in 2006.

These trends in enrolment are the same for both girls and boys and there is no gender disparity in primary school access. Data on primary completion rates is often missing, thus making it difficult to predict the path to UPE.

Gross Intake and Completion Rates (percentage) 120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

3,500 3,000 2,500 2,00 1,500 1,000 500 0

2000

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000 28 5.2 68 34 — — 97 96 — — — 5,035 2,486 1,723 829

2001 26 5.2 67 — — — — — — — — — — — —

2002 — 6.2 — 34 90 89 92 90 — — — 4,904 2,375 1,963 965

2003 23 6.6 64 38 125 123 108 105 — — 12 5,811 2,820 1,319 653

2004 35 6.9 63 40 119 117 108 105 90 89 6 5,926 2,861 1,388 688

2005 — 7.3 — 40 110 108 108 106 93 92 6 6,076 2,960 1,319 649

2006 — 6.9 55 43 — — 106 104 — — 6 6,101 2,991 1,371 662

Disbursements 2004 37.1 7.7 10.2 55.8 1.6 6.8

2005 51.7 7.8 13.0 85.2 2.4 9.2

2007 — — — 44 — — — — — — 6 — — — —

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold). — : Data not available.

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 20.9 80.6 2.3 29.5 70.4 26.1 123.8 136.2 3.9 3.8 4.0 14.2

2002 9.0 4.8 17.8 31.6 1.0 1.7

2003 83.0 7.3 17.2 107.5 3.2 15.4

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2006 27.0 12.7 19.8 59.5 1.6 4.7

FTI Country Profiles | 61

Kyrgyz Republic Between 1999 and 2006 Kyrgyz Republic had high primary school participation rates as evidenced by the primary gross enrolment ratio which remained stagnant at about 97% and the grade one intake ratio which was above 90% over time. The proportion of repeaters in primary school has been negligible and primary completion rates remained above 90% over time. Given this trend, Kyrgyz Republic is considered to have achieved universal primary education. Moreover, both girls and boys are equally likely to enroll and complete primary school.

Gross Intake and Completion Rates (percentage)

120 100

250

80

200

60

150

40

100

20

50

0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

Primary Gross Enrollment and Children Out of School (thousands)

300

0

2007

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

2000

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

2007

— 2.9 — 24 97 97 97 96 95 94 — 466 227 33 16

21 3.1 — 24 98 97 96 95 93 92 — 459 223 33 17

— 4.4 16 24 101 101 96 95 93 92 — 453 221 33 17

22 4.4 47 24 102 101 96 96 90 90 — 449 220 34 17

23 — 45 24 97 96 97 97 92 93 — 444 218 15 61

24 4.9 42 24 94 93 97 96 97 97 — 434 212 29 41

22 — 46 24 97 97 97 96 99 100 — 424 207 29 4

— — — — — — — — — — — — — — —

Disbursements 2004 2.9 1.4 4.7 9.1 1.8 6.4

2005 1.4 0.9 7.0 9.9 1.9 3.1

2006 2.3 1.5 7.1 11.3 2.1 5.3

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold). — : Data not available.

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 3.0 12.0 1.9 1.8 1.9 5.9 11.1 19.7 2.2 3.8 6.3 27.0

2002 0.4 0.6 2.0 3.0 0.6 0.8

2003 1.4 1.3 3.9 7.8 1.5 3.0

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

62 | The Road to 2015: Reaching the Education Goals

Lesotho In 2000 Lesotho introduced free universal primary education. As a result of this policy change, grade one intake ratio (GIR) was doubled in 2000 (189%), and the gross primary enrolment ratio (GER) increased from 102% in 1999 to 114% in 2000. Since this improvement, the GER has stabilized around 114% but the GIR progressively dropped to 102% in 2006.

Between 1999 and 2006 the repetition rate remained at about 20% but the primary completion rate (PCR) increased from 61% to 78%. However, much of the increase in PCR took place one year after the country’s endorsement in 2005. Given the trend in PCR, Lesotho is considered to be on track in terms of the UPE goal.

In terms of gender disparities, the surge in GIR was higher among boys than girls: 102% increase versus 80%. As a result, this introduced a gender gap for the GIR which has been progressively closing. Over time, girls remained less likely to repeat grades and more likely to complete primary education than boys.

Gross Intake and Completion Rates (percentage) 180 160 140 120 100 80 60 40 20 0

Primary Gross Enrollment and Children Out of School (thousands)

250 200 150 100 50

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

0

2007

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source: UNESCO Institute for Statistics

2000

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source: UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000 21 10.2 47 48 189 179 114 116 60 70 18 411 208 80 34

2001 — 9.7 51 47 133 125 115 116 62 71 20 415 208 80 34

2002 — — — 47 114 109 115 116 63 73 21 419 210 79 34

2003 — — 40 46 111 107 117 118 65 75 22 430 215 79 34

2004 — — 39 44 114 108 116 116 67 78 18 427 212 88 39

2005 31 13.8 39 42 101 98 114 114 62 73 21 422 210 91 41

2006 — 13.0 38 40 102 99 114 114 78 92 19 425 211 101 47

Disbursements 2004 5.6 3.2 0.8 11.1 5.6 15.2

2005 10.7 2.3 0.8 14.2 7.1 29.0

2007 — — — — — — — — — — — — — — —

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold). — : Data not available.

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 2.4 5.3 1.4 0.3 22.2 0.3 28.6 6.0 15.0 3.0 6.7 14.2

2002 7.2 5.5 2.5 16.8 8.7 19.6

2003 6.2 3.8 0.9 11.7 6.0 17.0

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2006 9.9 1.7 0.3 12.3 6.2 26.6

FTI Country Profiles | 63

Liberia Not enough data to analyze trends

Gross Intake and Completion Rates (percentage)

120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

350 300 250 200 150 100 50 0

2000

2001

2002

2003

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2004

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

— — — 38 — — 100 84 — — — 496 208 168 104

— — — — — — — — — — — — — — —

— — — — — — — — — — — — — — —

— — — — — — — — — — — — — — —

— — — — — — — — — — — — — — —

— — — — — — — — — — — — — — —

— — — 19 108 106 91 87 63 58 6 538 254 356 179

2007 — — — — — — — — — — — — — — —

Source: UNESCO Institute for Statistics — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06

1.0 5.6

0.4 2.4

0.1 2.1

1.5 10.2

0.5 2.9

1.9 9.7

2002 1.1 0.6 0.3 2.1 0.6 2.0

2003 2.4 0.4 0.3 3.0 0.9 4.3

Disbursements 2004 2.9 0.4 0.3 3.6 1.1 5.2

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 2.7 0.3 0.3 3.2 0.9 4.7

2006 0.9 0.3 0.2 1.6 0.5 1.6

64 | The Road to 2015: Reaching the Education Goals

Madagascar Until 2001, grade one intake ratio remained stagnant at about 110%. However, it started to increase the following year and reached 178% in 2006. As a result, the primary gross enrolment ratio in Madagascar significantly increased from 93% in 1999 to 139% in 2006 that is by 50%. Most of this improvement took place in 2003 and 2004 during which years the annual increase rate was about 15%. Children of official primary school age particularly benefited from this improvement as evidenced by the significant drop in the percentage of out-of-school children from 37% to 4% during that period. Despite the surge in enrolment, the pupil-teacher ratio remained stagnant at about 50. However, the primary completion rate improved from 32% in 1999 to 57% in 2006. Given this trend in PCR, Madagascar is considered to be off-track in terms of the UPE goal.

In Madagascar, there have been no gender disparities and both girls and boys equally benefited from the improvement in primary school access and completion.

180 160 140 120 100 80 60 40 20 0

Gross Intake and Completion Rates (percentage)

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

2,000 1,800 1,600 1,400 1,200 1,000 800 600 400 200 0

2000

2001

2002

2003

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2004

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

2007

—

3.2

—

48 110 108

99

97

36

36

28 2,208 1,082 784 388

— 2.9 35 50 109 108 100 98 — — 30 2,308 1,131 777 383

— — — 47 116 114 102 100 35 36 30 2,408 1,180 776 383

— — — 52 149 147 117 114 39 40 29 2,856 1,398 557 276

— 3.3 54 52 167 165 134 131 45 46 30 3,366 1,648 267 134

29 3.2 47 54 181 178 139 136 58 58 18 3,598 1,759 176 89

— 3.1 46 48 178 176 139 137 57 57 20 3,699 1,813 106 52

— — — — — — — — — — — — — — —

2002 14.6 3.0 25.7 54.6 3.2 6.1

2003 28.7 5.2 30.6 76.5 4.3 11.8

Source: UNESCO Institute for Statistics — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06

5.0 53.8

2.0 6.0 14.1 31.9 33.8 117.0

2.1 6.2

2.2 20.5

Disbursements 2004 37.2 14.6 39.3 96.6 5.3 14.8

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 37.7 8.9 38.0 89.9 4.8 14.6

2006 39.2 10.8 32.8 92.9 4.9 14.8

FTI Country Profiles | 65

Mali Between 1999 and 2006, primary school participation rates have improved in Mali as evidenced by the increase in the primary gross enrolment ratio from 59 to 80%, and in the primary completion rate from 33 to 49% during the same time period. Although these improvements are significant, the levels of the indicators are well below the FTI benchmarks and Mali is considered to be off-track in terms of achieving universal primary education by 2015.

As for gender disparities, girls consistently had lower primary gross enrolment and completion rates with on average a difference of 20 and 18 percentage points, respectively. However, there is no gender difference in primary repetition rates which remained close to 20% over time.

Gross Intake and Completion Rates (percentage)

120 100

1,000

80

800

60

600

40

400

20

200

0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

Primary Gross Enrollment and Children Out of School (thousands)

1,200

2007

0

2001

2002

2003

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics

2000

2004

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

—

—

—

65

60

52

61

51

33

25

17 1,017 427

—

—

— — — 63 66 57 66 55 37 27 18 1,127 470 — —

2002 — 3.4 — 56 72 65 69 59 38 29 19 1,227 520 817 475

2003

2004

2005

2006

23 4.1 — 57 71 64 71 60 41 32 20 1,295 553 846 492

24 4.3 — 52 74 67 74 64 43 34 19 1,397 602 873 485

23 4.1 — 54 75 68 77 67 44 35 19 1,506 654 797 470

24 4.5 60 56 83 76 80 71 49 40 17 1,610 709 793 466

2002 26.1 7.7 15.1 61.8 5.8 14.7

2003 42.6 11.3 22.1 91.1 8.3 23.2

2007 — — — — — — — — — — — — — — —

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold) — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 75.7 135.8 13.4 10.3 13.7 23.3 124.0 192.0 12.2 16.3 44.7 68.6

Disbursements 2004 53.7 12.2 24.0 101.5 9.0 28.4

2005 55.3 13.7 26.4 112.4 9.7 28.3

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2006 61.8 6.9 21.7 106.0 8.9 30.8

66 | The Road to 2015: Reaching the Education Goals

Mauritania Until the country’s endorsement in 2002, the primary gross enrolment ratio in Mauritania remained at about 90%. One year after endorsement, enrolment ratios started to increase and reached 102% in 2006. Despite the improvement in primary school enrolment, the primary completion rate has remained stable and below 50%. Given this trend, Mauritania is considered to be seriously off-track in terms of the UPE goal. However, since 2005 the percentage of repeaters in primary schools corresponds to the FTI benchmark of 10%. This represents a slight improvement from the previous years during which the repetition rate was stagnant at 15%.

In Mauritania, there was no gender difference in GER in 1999; however as more girls entered primary education since the country’s endorsement, their GER became in 2006 5% higher than boys’ GER. The gender gap in PCR in favor of boys was also eliminated over time.

Gross Intake and Completion Rates (percentage) 120 100 80 60 40 20 0

Primary Gross Enrollment and Children Out of School (thousands)

300 250 200 150 100 50

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

0

2001

2002

2003

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics

2000

2004

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

2007

— — — 45 91 94 89 89 53 — 15 356 172 142 69

— 3.3 — 42 101 101 88 88 49 46 15 361 174 130 64

— 3.5 — 39 119 120 90 90 46 45 14 376 183 127 61

— 3.8 46 41 110 113 92 93 47 46 15 394 194 124 59

— 3.1 54 41 114 117 99 101 44 43 14 434 215 94 42

13 2.3 62 40 123 127 99 102 46 46 10 444 222 102 45

13 2.9 — 41 127 129 102 104 47 47 10 466 232 92 40

— — — — — — — — — — — — — — —

Source: UNESCO Institute for Statistics — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 20.6 34.9 11.0 12.1 19.9 16.9 61.9 64.6 23.8 21.5 50.9 77.0

2002 8.4 2.9 10.4 23.4 8.6 20.1

2003 7.6 3.8 13.9 27.0 9.6 17.9

Disbursements 2004 9.7 3.0 12.9 26.8 9.3 22.1

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 14.5 2.6 15.8 32.9 11.1 32.4

2006 12.5 4.2 17.1 34.9 11.5 27.2

FTI Country Profiles | 67

Mongolia Between 1999 and 2006 Mongolia had high primary school participation rates as evidenced by the primary grade one intake ratio which has been above 100% and the primary gross enrolment ratio stagnant at about 100%. The percentage of repeaters has been negligible over time and the primary school completion rate progressively increased from 87% in 1999 to 109% in 2006. Given this trend, Mongolia is considered to have achieved the UPE goal.

In terms of gender disparity, both boys and girls are equally likely to enroll and complete primary education.

Gross Intake and Completion Rates (percentage) 160 140 120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

140 120 100 80 60 40 20 0

2000

2001

2002

2003

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2004

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNESCO Institute for Statistics Note: Begninning in 2005, the primary cycle was lengthened from four grades to five.

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

2007

— 6.7 — 33 108 109 99 101 87 90 1 253 127 18 6

18 8.0 — 32 104 104 100 101 91 94 1 250 125 19 6

20 9.0 39 32 102 103 99 100 96 98 1 241 121 24 10

18 7.2 — 31 118 118 102 103 97 99 1 239 118 40 18

18 5.2 24 33 118 119 106 106 94 95 1 236 116 21 10

19 — — 34 163 163 97 98 93 96 — 251 124 22 9

17 — — 33 122 122 101 102 109 110 — 250 124 7 1

— — — — — — — — — — — — — — —

2002 8.4 0.2 12.9 23.4 9.3 34.4

2003 5.7 1.2 23.3 30.2 11.9 24.4

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold) — : Data not available Note: Begninning in 2005, the primary cycle was lengthened from four grades to five.

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06

6.9 18.1

0.4 2.9 17.0 13.8 24.3 35.0

9.8 13.5 27.1 71.2

Disbursements 2004 6.2 1.1 21.1 28.4 11.1 28.0

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 7.4 1.0 22.6 31.5 12.2 28.6

2006 14.3 1.0 16.8 32.1 12.3 57.6

68 | The Road to 2015: Reaching the Education Goals

Mozambique Between 1999 and 2006 the primary gross school enrolment ratio in Mozambique increased from 70% to 105%. The primary grade one intake ratio particularly increased in 2005 by 17 percentage points following the abolition of school fees by the goverment in 2005 and the introduction of a new curriculum along with free textbooks and school supplies in 2004. Despite the increase in enrolment, the pupil-teacher ratio has stabilized just above 60 during this period. As more children were entering into primary education, more children were also completing primary school and repetition rates were falling. In fact, although the primary completion rate of 42% in 2006 is far below the FTI target, it is a significant improvement from 1999 when PCR was 14%. The biggest annual increase in PCR (41%) took place in 2005; that i, 2 years after the country’s endorsement.

It is also since 2005 that the country had its biggest drops in repetition rates: until 2004, the percentage of repeaters in primary school was about 25% compared to 10% and 5% in 2005 and 2006, respectively. This significant reduction in repetition rates resulted from the semi-automatic promotion policy in basic education that went into effect in 2004. Mozambique is considered to be off track in terms of the UPE goal.

In terms of gender disparity, the difference in access to the first grade of primary in favor of boys improved by 11% over time and as a result, gender disparities in primary school participation have been reduced. The gender disparity in PCR has also been reduced over time.

Gross Intake and Completion Rates (percentage) 140 120 100 80 60 40 20 0

Primary Gross Enrollment and Children Out of School (thousands)

2,500 2,000 1,500 1,000 500

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

0

2001

2002

2003

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics

2000

2004

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

—

—

—

64 112 104

75

64

16

13

24 2,544 1,094 1,491 844

— — — 66 119 112 81 71 19 14 23 2,830 1,232 1,363 779

— — — 67 113 107 85 75 22 17 23 3,023 1,334 1,538 839

— — — — — — — — — — — — — — —

26 4.3 70 65 131 127 95 86 30 24 21 3,569 1,618 1,084 615

— 5.0 — 66 148 143 102 93 42 34 10 3,943 1,802 903 523

— 4.9 58 67 148 143 105 97 42 35 5 4,173 1,928 954 535

2007 — 6.0 51 — — — — — — — — 4,507 — — —

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold) — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 57.6 120.7 14.1 25.1 22.3 22.7 139.2 233.0

7.6 11.2 16.8 30.8

2002 44.2 8.9 17.5 106.2 5.6 12.4

2003 58.1 15.9 28.5 133.4 6.8 15.9

Disbursements 2004 50.2 16.2 25.3 121.8 6.1 13.4

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 75.0 19.3 26.6 162.0 7.9 19.4

2006 96.3 28.0 26.8 198.0 9.4 24.2

FTI Country Profiles | 69

Nicaragua Nicaragua’s endorsement in 2002 coincided with a slight increase in the country’s primary school enrolment ratios. This increase was both preceded and followed by stagnation in the primary gross enrolment ratio (GER) and the grade one intake ratio (GIR) until year 2005. GIR increased from 147% in 2005 to 168% in 2006 and GER from 112% to 116% during the same time period. Between 1999 and 2006, the primary completion rate increased only by 6 percentage points to reach 73%. Given this slow trend, Nicaragua is considered to be off-track in terms of progress towards universal primary education by 2015.

Between 1999 and 2006 boys and girls were equally likely to enroll in primary school and the GER was above 100% for both. However, repetition and dropout rates were consistently higher among boys, and as a result there were more girls than boys completing primary education.

Gross Intake and Completion Rates (percentage) 160 140 120 100 80 60 40 20 0

Primary Gross Enrollment and Children Out of School (thousands)

600 500 400 300 200 100

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

0

2001

2002

2003

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics

2000

2004

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

2007

— 3.9 — 36 141 136 101 101 66 70 5 838 415 146 68

14 3.8 65 37 142 138 103 104 66 71 7 868 428 121 56

— 3.1 — 35 146 141 109 109 73 77 9 923 452 73 34

12 3.1 32 34 140 135 109 108 71 75 11 927 452 70 32

12 — 37 35 142 138 111 110 71 74 11 942 458 59 28

14 — 36 34 147 142 112 110 74 77 10 945 458 55 27

14 — 42 33 168 163 116 114 73 77 10 966 468 72 34

— — — — — — — — — — — — — — —

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold) — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 15.2 52.2

3.6 10.7 10.7 5.9 29.6 80.6

5.8 14.7 18.2 62.1

2002 16.7 4.2 11.8 35.9 6.8 19.8

2003 23.5 5.1 12.9 45.2 8.5 27.7

Disbursements 2004 25.7 6.4 8.9 43.9 8.1 30.2

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 23.7 14.7 11.5 55.5 10.2 28.0

2006 43.6 14.6 8.7 74.6 13.5 52.3

70 | The Road to 2015: Reaching the Education Goals

Niger Between 1999 and 2006, Niger made significant progress in access to primary education as evidenced by the increase in the primary grade one intake ratio from 43 to 68% and in the primary gross enrolment ratio from 31 to 51% during that time period. The grade one intake ratio reached its highest annual increase of 24% during the country’s endorsement year (2002). Two years after the country’s endorsement the primary completion rate (PCR), which was stagnant at about 20%, also started to increase slowly and reached 33% in 2006. Given the low level of primary enrolment ratios and the slow trend in PCR, Niger is considered to be off-track in terms of achieving universal primary education by 2015.

As for gender disparities, girls remain disadvantaged in terms of access to and completion of primary education. However, both girls and boys have the same repetition rate which was reduced from 12 to 5% between 1999 and 2006.

Gross Intake and Completion Rates (percentage)

120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

1,400 1,200 1,000 800 600 400 200 0

2000

2001

2002

2003

2004

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

30

—

—

41

45

37

33

27

18

15

12 579 228 1,287 665

29 2.3 — 42 47 39 36 29 20 15 10 657 260 1,269 666

2002 28 — — 41 58 49 40 33 21 17 9 761 303 1,249 665

2003

2004

2005 — — — 44 63 54 50 42 30 23 5 1,064 434 1,232 670

2006 — 3.4 64 40 68 59 51 43 33 26 5 1,127 462 1,245 680

2007

— 2.4 — 42 59 50 43 36 20 17 7 858 344 1,221 657

— — — 44 64 54 48 40 27 21 5 980 395 1,191 652

— — — 40 — — — — — — — 1,235 — — —

Commitments Aver. 2000–01 Aver. 2005–06

2002

2003

Disbursements 2004

2005

2006

11.6 6.8 6.0 35.0 2.9 6.1

14.0 5.4 6.6 35.8 2.9 7.1

24.9 5.1 7.8 46.7 3.6 12.1

34.6 4.0 8.9 57.1 4.3 16.2

27.3 3.9 9.2 46.5 3.4 12.2

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold) — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

11.9 3.6 4.4 43.1 3.8 6.6

24.4 6.5 8.9 66.0 4.9 11.2

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

FTI Country Profiles | 71

Republic of Moldova Primary school participation is high in Moldova as evidenced by the level of the primary gross enrolment ratio which remained stagnant at about 100%. The primary completion rate also remained above 95% over time and Moldova is considered to have achieved the goal of universal primary education.

Moreover, the percentage of repeaters in primary school is negligible, and the pupil-teacher ratio of about 20:1 is below the FTI benchmark. In terms of gender disparity, both girls and boys are equally likely to enroll and complete primary school.

Gross Intake and Completion Rates (percentage)

120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

140 120 100 80 60 40 20 0

2000

2001

2002

2003

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2004

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

2007

— 4.5 — 21 104 104 101 101 98 — 1 252 123 6 3

— 4.8 — 20 106 105 101 101 97 98 1 239 117 8 5

— 5.5 — 20 109 107 101 101 97 96 1 227 111 10 5

— 5.4 — 19 108 106 101 101 95 95 — 215 105 7 4

— 6.8 — 19 107 106 101 101 96 97 — 202 98 7 3

— 7.2 — 18 91 90 98 97 99 99 — 184 89 12 6

23 7.6 — 17 98 97 97 96 98 98 — 171 83 17 8

— — — — — — — — — — — — — — —

Source: UNESCO Institute for Statistics — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06

0.3 5.7

0.1 3.3

3.0 9.6

7.1 20.0

2.0 5.4

1.3 31.2

2002 0.9 0.6 4.8 6.4 1.8 4.2

2003 0.9 0.9 6.1 7.9 2.2 4.1

Disbursements 2004 0.7 0.5 7.0 8.1 2.3 3.4

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 1.4 0.3 9.6 11.2 3.1 7.3

2006 1.9 1.5 12.0 16.1 4.2 10.6

72 | The Road to 2015: Reaching the Education Goals

Rwanda In Rwanda, the primary grade one intake ratio has significantly increased from 127% in 1999 to 208% in 2006, thus boosting the primary gross enrolment ratio from 92 to 140%. During the same time period, pupil-teacher ratio also increased beyond the FTI benchmark of 40 (66 in 2006). Despite the rapid growth in enrolment, the primary completion rate (PCR) slowly improved by 8 percentage points in 7 years to reach 35% in 2006. Given this trend in PCR, Rwanda is considered to be off-track in terms of the UPE goal. Since 2002, the repetition rate has been falling to reach 15% in 2006 compared to 29% and 36% in 1999 and 2002, respectively.

Both girls and boys equally benefited from the overall improvement in primary school enrolment and repetition rates. Also, the gender gap in PCR that existed during 2000–2002 was eliminated over time.

Gross Intake and Completion Rates (percentage) 200 175 150 125 100 75 50 25 0

Primary Gross Enrollment and Children Out of School (thousands)

1,200 1,000 800 600 400 200

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

0

2001

2002

2003

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics

2000

2004

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

2007

—

2.8

—

54 137 135

96

94

21

19

33 1,432 710

—

—

— — — 51 109 110 95 94 22 20 36 1,476 738 487 240

— — — 59 126 126 98 98 27 26 36 1,535 771 458 222

— — — 60 162 161 106 106 35 35 17 1,637 826 376 179

— — — 62 183 183 117 117 35 35 19 1,753 890 423 202

16 3.8 54 66 195 194 128 130 — — 15 1,852 950 303 135

— — — 66 208 206 140 142 — — 15 2,020 1,036 — —

30 — 45 — — — — — — — — — — — —

2002 13.6 7.6 10.6 50.0 5.7 8.7

2003 9.7 5.4 9.7 40.3 4.5 6.3

Source: UNESCO Institute for Statistics — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 23.4 20.2 13.4 7.3 15.1 18.6 78.2 81.5

9.4 8.7 15.4 14.0

Disbursements 2004 22.7 12.7 17.1 63.9 7.1 15.1

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 14.8 8.0 15.6 61.2 6.6 10.3

2006 13.9 5.6 16.0 54.8 5.8 9.6

FTI Country Profiles | 73

Sao Tome and Principe Primary school participation rates are high in Sao Tome and Principe as evidenced by the primary gross enrolment ratio which was stagnant at about 128% between 1999 and 2007 and the primary grade one intake ratio consistently above 100%. However, the percentage of repeaters in primary has been above 20% during the same time period (26% in 2007), suggesting a high proportion of overaged children in primary school.

Primary school completion has significantly improved from 46% in 1999 to 72% in 2007 and Sao Tome and Principe is considered to be on-track in terms of achieving universal primary education. In terms of gender disparities, boys have slightly higher enrolment and repetition rates and as a result, girls’ primary completion rate is slightly higher.

Gross Intake and Completion Rates (percentage)

120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

18 16 14 12 10 8 6 4 2 0

2000

2001

2002

2003

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2004

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

— — — — — — — — — — — — — — —

— — — 34 116 114 126 122 — — — 28 13 — —

— — — 33 115 113 129 126 62 67 26 29 14 0 0

— — — 32 109 108 129 126 60 62 29 29 14 0 0

— — — 32 111 111 128 126 73 75 25 30 15 0 0

— — — 31 111 114 128 126 74 76 23 30 15 0 0

— — — 31 112 114 128 126 74 76 23 31 15 0 0

2007 — — — — 114 114 127 127 72 74 26 31 15 1 0

Source: UNESCO Institute for Statistics — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06

1.2 2.1

1.8 1.6

4.3 4.8

7.9 8.5 55.6 55.1 52.7 86.4

2002 0.9 1.6 2.2 4.7 32.4 41.6

2003 0.7 0.6 3.8 5.5 36.9 32.7

Disbursements 2004 0.8 0.9 3.7 5.4 35.9 32.5

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 0.9 0.6 4.6 6.0 39.3 35.9

2006 0.5 1.3 4.4 6.3 40.5 22.5

74 | The Road to 2015: Reaching the Education Goals

Senegal In Senegal the primary grade one intake ratio increased from 66% in 1999 to 97% in 2006, and thus boosted the primary gross enrolment ratio from 64 to 80% during that time period. This improvement in enrolment was accompanied with a reduction in pupil-teacher ration from 49:1 to 39:1. However, the primary completion rate (PCR) slowly increased from 41 to 49% during the same period. Given this slow trend in PCR, Senegal is considered to be off-track in terms of achieving universal primary education by 2015.

In terms of gender gap, between 1999 and 2006 there was no difference in access to primary grade one among children of official primary entrance age. Moreover, the gender gap in gross enrolment ratios in favor of boys was eliminated over time due to higher annual increase rates in GER among girls. The gender difference in primary completion rates also improved from 12 to 4 percentage points during the same period.

Gross Intake and Completion Rates (percentage)

120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

1,000 900 800 700 600 500 400 300 200 100 0

2000

2001

2002

2003

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2004

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

2007

—

3.4

—

51

84

82

67

62

38

32

14 1,108 510 714 385

— 3.5 38 51 76 76 69 64 42 36 14 1,160 540 704 376

— 3.6 — 49 80 79 70 66 44 39 14 1,197 564 793 423

— 3.8 — 46 87 86 74 70 44 40 14 1,287 612 639 341

— 4.1 44 43 91 92 78 75 46 43 13 1,383 667 577 303

— 5.4 46 42 92 93 80 78 51 48 12 1,444 702 488 259

39 5.0 — 39 97 98 80 79 49 47 11 1,473 725 513 262

— — — — — — — — — — — — — — —

Source: UNESCO Institute for Statistics — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 59.4 76.6 15.2 109.2 29.8 88.7 108.2 277.6 10.3 23.3 35.5 41.9

2002 17.9 5.5 51.2 81.7 7.5 10.4

2003 31.9 9.1 61.8 102.9 9.2 18.2

Disbursements 2004 38.5 17.6 64.2 127.8 11.1 21.6

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 29.2 17.0 69.4 118.6 10.1 16.1

2006 16.6 16.3 71.7 105.9 8.8 9.0

FTI Country Profiles | 75

Sierra Leone Not enough data to analyze trends

180 160 140 120 100 80 60 40 20 0

Gross Intake and Completion Rates (percentage)

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

700 600 500 400 300 200 100 0

2000

2001

2002

2003

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics and country reports

Primary Gross Enrollment and Children Out of School (thousands)

2004

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNUNESCO Institute for Statistics and country reports

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

— 4.9 — — 82 81 65 — — — — 443 — — —

2001

2002

2003

— 4.6 — 37 — — 79 66 — — — — — — —

— 4.7 — — — — — — — — — — — — —

18 4.6 52 — — — — — — — — — — — —

2004 20 4.2 49 — — — 121 113 55 45 12 — — — —

2005 18 3.8 51 61 159 152 — — 55 45 12 1,134 516 — —

2002 6.6 0.2 1.3 12.1 2.5 9.0

2003 4.1 1.1 1.5 10.6 2.1 5.4

Disbursements 2004 6.8 2.4 1.2 19.0 3.5 8.5

2006 19 — 49 60 149 143 — — 59 50 11 1,124 526 — —

2007 — — — 44 180 172 147 139 81 70 10 1,322 628 — —

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold) — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06

3.9 5.6

0.3 0.9

1.3 1.3 33.9 21.5

7.4 3.8

5.6 6.5

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 8.1 2.9 1.4 23.2 4.2 9.7

2006 6.1 3.0 1.3 17.6 3.1 7.0

76 | The Road to 2015: Reaching the Education Goals

Tajikistan Primary school participation rates in Tajikistan remained high over time as evidenced by the primary grade one intake ratio consistently above 90% and the primary gross enrolment ratio close to 100%. The primary completion rate has been over 95% except in 2004 when it was 92%. The percentage of repeaters in primary school is negligible and the pupil-teacher ratio is stagnant at 22:1, which is well below the FTI benchmark. Given these high performances, Tajikistan is considered to have achieved the goal of universal primary education.

In terms of gender gaps, the difference in primary enrolment and completion rates between boys and girls has not exceeded 5 percentage points except in 2000–2001 during which years the difference in favor of boys was close to 10 percentage points.

Gross Intake and Completion Rates (percentage)

120 100 80 60 40 20 0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

400 350 300 250 200 150 100 50 0

2000

2001

2002

2003

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics

Primary Gross Enrollment and Children Out of School (thousands)

2004

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNUNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

2007

— 2.3 — 22 96 93 98 95 95 90 — 692 328 23 23

— 2.4 — 22 92 90 97 93 98 93 — 680 322 28 27

— 2.8 29 22 102 100 97 95 97 95 — 685 329 21 19

20 2.4 29 22 106 105 99 97 95 92 — 695 334 24 20

22 2.8 26 22 95 93 99 97 92 89 — 690 331 19 17

— 3.5 27 21 98 95 100 98 102 100 — 693 334 17 15

— 3.4 — 22 101 99 100 98 106 104 — 688 330 19 17

— — — — — — — — — — — — — — —

Source: UNESCO Institute for Statistics — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06

2.7 10.0

0.2 2.8

0.3 2.2

8.9 16.9

1.4 2.6

3.8 14.5

2002 0.8 0.3 1.1 7.1 1.1 1.2

2003 1.2 0.6 0.7 2.5 0.4 1.7

Disbursements 2004 2.9 1.4 1.6 5.9 0.9 4.2

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 4.3 1.7 1.3 7.3 1.1 6.3

2006 8.4 1.4 2.3 13.8 2.1 12.2

FTI Country Profiles | 77

Timor-Leste Not enough data to analyze trends

Gross Intake and Completion Rates (percentage)

120 100

100

80

80

60

60

40

40

20

20

0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

Primary Gross Enrollment and Children Out of School (thousands)

120

2007

0

2001

2002

2003

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics

2000

2004

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNUNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

— — — — — — — — — — — — — — —

— — — 51 — — 126 — — — — 189 — — —

— — — 51 — — 117 — — — — 184 — — —

— — — 47 — — 112 — — — — 184 — — —

— — — 51 — — 106 102 — — — 183 86 — —

— — — 34 112 105 99 95 64 — 11 178 83 57 29

— — — — — — 111 — 71 — 15 170 — — —

2002 1.2 8.9 5.9 19.6 21.9 8.0

2003 2.9 1.0 6.4 13.2 13.9 17.7

2007 — — — — 114 — 116 — 74 — 13 185 — — —

Source: UNESCO Institute for Statistics — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06

2.5 11.6

5.5 4.0

5.4 6.6 14.0 23.1 16.8 21.1 16.8 63.2

Disbursements 2004 5.3 1.6 5.7 16.1 15.9 30.9

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 9.9 5.0 5.2 21.4 20.1 54.9

2006 12.1 2.1 6.4 21.2 19.0 65.1

78 | The Road to 2015: Reaching the Education Goals

Viet Nam Not enough data to analyze trends

Gross Intake and Completion Rates (percentage)

120 100

5,000

80

4,000

60

3,000

40

2,000

20

1,000

0

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

Primary Gross Enrollment and Children Out of School (thousands)

6,000

2007

0

2001

2002

2003

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics and country reports

2000

2004

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNESCO Institute for Statistics

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

2002

2003

2004

2005

2006

2007

—

—

—

30 105 104 106 103

96

93

3 10,063 4,801 506

—

— — — 28 — — 107 104 — — 3 9,751 4,647 — —

20 24.1 32 26 94 — — — 80 — 2 9,337 4,437 — —

— — — 25 — — — — — — 2 8,841 4,199 — —

— 7.1 — 23 — — — — — — — 8,350 3,951 — —

— 7.2 — 22 — — — — — — 1 7,773 3,691 — —

— — — 21 — — — — — — 1 7,318 3,506 — —

— — — — — — — — — — — — — —

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold) — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 36.7 67.2 17.4 46.4 68.6 112.1 153.4 260.6

1.9 3.0

— —

2002 22.7 6.3 43.2 78.8 1.0 —

2003 29.4 18.1 68.0 123.5 1.5 —

Disbursements 2004 36.2 17.3 79.7 143.9 1.7 —

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 30.2 13.0 93.3 161.9 1.9 —

2006 48.5 12.4 124.7 215.6 2.5 —

FTI Country Profiles | 79

Yemen In Yemen, access to primary education significantly improved between 1999 and 2005. During this period, the primary grade one intake ratio increased from 76% to 112% and thus boosted the primary gross enrolment ratio by 16 points to reach 86%. The improvement in school participation rates particularly benefited children of official primary school age among whom 25% were not enrolled in school in 2005 compared to 44% in 1999.

Although more children were entering primary school, the primary completion rate (PCR) was nearly stagnant (54% in 1999 and 60% in 2005) and repetition rates fell from 11% in 1999 to 5% in 2005. These results confirm the high dropout rates observed during that time period (20% in 1999 and 41% in 2005). With the slow trend in PCR, Yemen is considered to be seriously off-track in terms of progress towards UPE. Regarding gender disparities, girls remain disadvantaged in terms of access to and completion of primary school. However, the gender gap is slowly narrowing over time since the annual increase rate in both primary enrolment and completion rates has been consistently higher among girls than boys.

Gross Intake and Completion Rates (percentage)

120 100

2,000

80 60

1,500

40

1,000

20 0

Primary Gross Enrollment and Children Out of School (thousands)

2,500

2000

2001

2002

2003

Gross Intake Ratio (GIR), total (%) Girls' GIR (%) Path to 100% in 2010

2004

2005

2006

2007

0

Primary Completion Rate (PCR), total (%) Girls' PCR (%) Path to 100% in 2015

Source UNESCO Institute for Statistics

2000

2001

2002

2003

Number of boys in Primary, all ages Number of girls in Primary, all ages Number of boys of primary age

2004

2005

2006

2007

Number of girls out of school, primary age Number of boys out of school, primary age Number of girls of primary age

Source UNESCO Institute for Statistics and country reports

Education Indicators

Education share of current budget (%) Public Education expenditure as % GDP Primary share of recurrent education budget (%) Pupil-teacher ratio Gross Intake Ratio (GIR), total (%) Girls’ GIR (%) Gross Enrollment Ratio (GER), total (%) Girls’ GER (%) Primary Completion Rate (PCR), total (%) Girls’ PCR (%) Repetition rate (%) Total primary gross enrollment (thousands) Girls’ primary gross enrollment (thousands) Out-of-school children, total (thousands) Out-of-school children, girls (thousands)

2000

2001

— 9.9

—

22

88

75

74

57

55

36

7 2,464 926 1,374 869

22 9.6 48 25 91 78 78 60 58 38 7 2,644 994 1,147 —

2002 — — — — 97 85 80 63 57 39 7 2,783 1,080 — —

2003

2004

2005

2006

21 6.8 70 26 105 92 83 67 61 43 4 2,950 1,175 1,000 706

17 6.4 65 27 109 96 86 71 60 44 4 3,108 1,257 932 667

17 6.2 69 27 112 102 87 74 60 46 5 3,220 1,339 906 632

14 5.4 67 25 — — — — — — — 3,120 1,319 — —

2002 13.6 7.1 8.7 29.4 1.5 3.9

2003 21.5 8.6 9.4 41.2 2.1 6.0

2007 — — — — — — — — — — — — — — —

Source: UNESCO Institute for Statistics (normal font) and FTI Country Reports (bold) — : Data not available

External Financing Education ODA Commitments and Disbursements†

by Sub-Sector Basic education Secondary education Post-Secondary education Education (total*) Education ODA Per Capita (dollars) Basic Ed. ODA per primary-aged child (dollars)

Commitments Aver. 2000–01 Aver. 2005–06 63.2 47.9

5.8 1.0 10.4 4.4 80.1 53.6

4.3 2.5 18.8 12.9

Disbursements 2004 34.3 7.7 10.6 52.7 2.6 9.5

Source: OECD/DAC CRS online database and World Bank. † All values given in constant 2006 US$ millions unless single dollars specified. Disbursement data for Finland in 2004 and 2005 and for Italy in 2005 and 2006 are not available.

Basic education ODA includes 50% of Education ODA amounts not allocated by level; Secondary and Post-Secondary Education ODA each include 25% of these amounts. * Total Education ODA figures include the three levels presented above and a notional 20% of General Budget Support received by the country (therefore amounts by level don’t add up to total education amounts).

2005 49.3 4.7 12.8 66.8 3.2 13.4

2006 72.3 3.0 10.1 85.7 3.9 19.3