Education For All Fast Track Initiative EFA FTI Status Report

1
Education For All Fast Track Initiative(EFA-
FTI)Status Report
Annual FTI meeting November 10-12, 2004

• Rosemary Bellew
• FTI Secretariat
• November, 12th 2004

2
Presentation Plan

• Overall picture on UPC
• FTI country progress in education
• Resource mobilization
• Domestic
• External
• Potential countries and resource requirements
• Policy and Institutional Environment,
  Implementation Ratings
• Harmonization
• Other FTI work to advance the goals of the FTI
• Challenges

3
Over half of low income countries are off track
in achieving Universal Primary Complete (UPC)

• Children out of school
• - 54 in S.Asia
• - 44 in S-S.Africa

4
Progress in all regions over the last ten years

• South Asia double the rate of progress
• Sub-Saharan Africa nine times the rate of
  progress

5
FTI endorsed countries range considerably in PCR..

• Vietnam achieved UPC, Guyana is On-track
• 10 countries Off-track (incl. 3 Seriously
  off-track)

SourceWorld Bank
6
FTI endorsed countries show significant progress
in recent years on other access indicators
7
Quite significant progress, on average, in
lowering repetition .

• FTI endorsed countries have reduced repetition
  from 12.4 to 10,2 (low income average of 10.9)

8
Gender parity remains a challenge

• Parity rate among FTI endorsed countries averages
  86 girls for 100 boys, compared with 89100 for
  low-income countries

9
Resource Mobilization -- Domestic financial
effort varies
10
External financing has increased in FTI countries

• From US 300 to 350 between 2003-04
• Most (US 45) through the Catalytic Fund

2393
2224
11
Country by country financing gap

• The financial gap has been closed for 5 countries
• Expected for two others

12
Catalytic Fund Pledges .
13
Catalytic Fund Disbursement Status .
14
Why not larger increases?

• ODA for education increased 2000-2002 by about
  23

• 49 of ODA allocated to low-income countries
• 70 is technical assistance
• Does not take into account budget support

15
Capturing the full picture
16
Policy, Institutional environment, Implementation
ratings, Harmonization

• On average, FTI countries have higher policy and
  institutional environment ratings
• Implementation ratings in education sector 7/12
  score in the worst two quintiles
• 8-9 countries have a sector wide program, or are
  in the process of developing one
• In most cases, donors are on plan, joint reviews
• Harmonization less advanced on procurement and
  disbursements

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The Future -- Potential FTI countries

• 18 achieved UPC
• 12 Endorsed in 2003/04
• 26 potential 2005
• 13 potential 2006
• 14 beyond 2006
• 83 Total (Vietnam and Albania double
  counted)

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Potential FTI Endorsement and Financing Needs
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Other FTI work

• Harmonization
• Donor indicative framework
• Finance
• Accounting for budget support
• Relationship between financing mechanisms and
  education outcomes
• Review of methodologies for estimating the global
  financing gap
• Communications
• Key challenge
• Education Program Development Fund

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Education Program Development Fund (EPDF)

• Increase the number of low-income countries with
  sound and sustainable education sector programs
• Strengthen country capacity to develop policies
  and sector programs through a broad-based
  consultative process
• Improve knowledge of the conditions under which
  policies and reforms may be successful
• Strengthen donor partnerships at the country
  level
• Strengthen partnerships with regional networks
  and institutions

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What would it finance?

• Upstream support for program preparation for
  countries with weak capacity and too few donors
• Downstream all countries
• Selective technical and analytical work to
  generate knowledge from country experience that
  can be shared across countries, cross country
  exchange of experience

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Key Challenges

• Expansion and Resource mobilization
• ODA
• Transitioning Catalytic Fund countries
• Monitoring and data requirements
• Timeliness
• Domestic expenditure
• Finance gaps
• Communication and outreach
• Performance measures -- Learning achievement
• Downward accountability in service delivery and
  public expenditure management