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The Education for All The Education for All – Fast Track Initiative – Fast Track Initiative
(EFA-FTI)(EFA-FTI)
2ND Africa Region Education Capacity Development Workshop
« Country Leadership and Implementation for Results in the EFA-
FTI partnership »Tunis
December 3, 2007
Desmond Bermingham
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What is the Fast Track Initiative? Why was FTI created? The Context: International Agreements FTI Compact FTI Guiding Principles Governance Structure What Support does FTI Offer?
Mobilizing Additional Resources Financing through Regular Channels FTI Catalytic Fund Education Program Development Fund
Current FTI Task Teams FTI Indicative Framework FTI Appraisal Guidelines & Expected
Outcomes FTI Process at Country Level Key Challenges Country Endorsement Schedule
OutlineOutline
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The Education for All - Fast Track Initiative (FTI) is a global partnership between developing countries and donors to accelerate progress towards the goal of universal completion of quality primary education by 2015
Partners include more than 30 bilateral and multilateral donor agencies
All low-income countries are eligible for technical and financial support from the FTI
What is the Fast Track Initiative What is the Fast Track Initiative (FTI)?(FTI)?
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There are still over 77 million children out of school – 44 million are girls
There is overwhelming evidence that education – particularly for girls – can:
Break the cycle of poverty Increase economic growth Halt the spread of AIDS
Official Development Assistance (ODA) for education has more than doubled since 2000 when world leaders gathered for the Millennium Development Goals Summit and unanimously endorsed the goal of universal primary education by 2015
ODA levels are still far below the estimated needs of $9BN per annum
Why was FTI created?Why was FTI created?
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The ContextThe ContextInternational AgreementsInternational Agreements
FTI Partnership
Millennium Declaration – 8 MDGs
September 2000, New York, USA
World Education Forum6 EFA goals
April 2000, Dakar, Senegal
World EFA ConferenceMarch 1990, Jomtien, Thailand Monterrey Consensus
2002
Declarations on Harmonization and Aid Effectiveness
Rome (2003) - Paris (2005)
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FTI CompactFTI Compact
Donors
•Help mobilize resources and make them more
predictable
• Align with country development priorities
•Coordinate support around one education
plan
• Harmonize procedures as much as possible
Partner Countries
•Develop sound education sector programs through broad based consultation
•Show commitment to education through strong
domestic support
• Demonstrate results on key performance indicators
• Exercise leadership in developing and implementing the program and coordinating
donor support
Mutual Accountability
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FTI Helps Both Sides of the FTI Helps Both Sides of the CompactCompact
Mechanism to accelerate progress towards universal primary education
Partner Countries
More efficient aid for primary education
Sustained increases in aid for primary education
Sharing knowledge and experience
Donors
Platform for aid effectiveness
Better coordination and harmonization of aid at national and global level
Endorsement provides assurance that sector plan is worth investing in
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FTI Guiding PrinciplesFTI Guiding Principles
One country, one education strategy, one process
Covering the whole sector Realistic and Sustainable Linked to the overall Poverty Reduction Strategy
Addresses 4 gaps:
Policy Data Finance Capacity
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Governance StructureGovernance Structure
Donors
EPDF Committ
eeCF
Committee
Partner Countries
Civil Societ
y
FTI Secretariat
- Meets every 2 years- Sets strategic policy direction -Makes high-level policy decisions
Make allocation decisions
Provides administrative support to
FTI
- Includes representation of donors, partner countries & CSO- Guides work of the Secretariat & ensures coordination
- Endorses ESP-Monitors & evaluates implementation
- Lead preparation and implementation of ESPs- Lead coordination of in-country education group
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What Support does FTI Offer?What Support does FTI Offer?
Program preparation and Capacity Development support: Education Program Development Fund (EPDF)In-country resource mobilization: The FTI partnership provides a global platform for mobilizing additional resources for the education sectorResource mobilization for endorsed countries with exceptional limitations in external donor funding: Catalytic Fund (CF)
Technical Support
Financial Support
Knowledge Sharing: FTI provides a global platform for sharing experience on what works and what does not (regarding strategies, donor coordination, etc.)Guidelines. Appraisal guidelines, Capacity Development appraisal guidelines, etc.
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Mobilizing Additional Mobilizing Additional ResourcesResources
The FTI seeks to mobilize additional resources for education through four channels:
Domestic resources – moving towards the benchmark of 20% of government expenditure
Bilateral and multilateral donors (including IDA) already present in the country
Donors – including private sector donors and foundations - not yet present in the country who are willing to provide new funding through the FTI framework
FTI Catalytic Fund
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Financing through Regular Financing through Regular ChannelsChannels
Once the financing gap is known, in country donors present their proposals on how to increase support.
In addition, the FTI Secretariat raises awareness among donors not yet present to encourage them to provide new funding, either directly or through silent partnerships.
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Multi-donor trust fund managed by the World Bank
Provides funding in the form of grants to help fill the financing gap for countries with limited donor support, while mobilizing more sustainable support through regular bilateral and multilateral channels
Funding of last resort
FTI Catalytic Fund (CF)FTI Catalytic Fund (CF)
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CF Contributions and Pledges CF Contributions and Pledges (in US$ millions)(in US$ millions)
Country2003-2004 2005 2006 2007 2008 2009
Total 2003-09
Cumul. payments
Belgium 1.3 2.6 1.2 1.4 6.5 5.1
Canada 17 17 17
Denmark 4.8 15 19.8
EC 40.3 21.4 21.4 83.1 40.3
France 7 7 8.3 22.3
Germany 4.2 2.8 4.2 11.2
Ireland 1.5 4.5 13.2 21 40.2 19.1
Italy 2.4 2.4 1.3 4.2 4.2 14.5 6.1
Japan 1.2 1.2
Netherlands 39.5 54.3 185 185 135 598.8 279.1
Norway 6 8.1 40.6 6.7 61.4 54.7
Russia 1 2 1 4 3
Spain 6 9 14 7 36 15
Sweden 5.3 10.4 15.7 15.7
UK 129.1 124.4 16.8 270.3 129.1
TOTAL 49.2 80.2 439.4 384.7 221 27.5 1,202.0 584.2
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Multi-donor trust fund administered by the World Bank, with the following objectives:
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 and share knowledge of what works
Strengthen donor partnerships and harmonization at the country level
Strengthen partnerships with regional networks and institutions
Education Program Development Education Program Development Fund Fund (EPDF)(EPDF)
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EPDF Contributions and Pledges EPDF Contributions and Pledges (in US$ millions)(in US$ millions)
Country 2005 2006 2007 2008 2009Total 2005-
2009Cumulative payments
Canada 3.4 3.4 3.4
Ireland 0.95 1.06 1.4 3.41 2.01
Japan 1.2 1.2
France 1.74 1.89 1.89 1.89 7.41 1.74
Luxembourg 1.3 0.87 2.17 1.3
Netherlands 1.5 6 6 13.5 1.5
Norway 4.87 30 6.7 41.57 34.87
Russia 1.2 2 3.2
Sweden 2.6 2.6 2.6
UK 0.94 4.96 5.4 1.0 12.3 5.9
TOTAL5.81 46.45 24.32
12.29
1.89 90.76 53.32
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Current FTI Task TeamsCurrent FTI Task Teams
Capacity Development Task Team (led by Germany)
Fragile States Task Team (led by UK) Quality of Learning Outcomes Task
Team (led by Russia) HIV/AIDS Task Team (led by Ireland) Strengthening Country Level Processes
Task Team (led by EC)
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FTI Indicative FrameworkFTI Indicative Framework
1) Government spending on education – about 20% 1) Government spending on education – about 20% of budgetof budget
2) Spending on primary education – about 50% of 2) Spending on primary education – about 50% of education budget education budget
3) Teacher salary – about 3.5 times GDP per capita3) Teacher salary – about 3.5 times GDP per capita4) Pupil-teacher ratio – about 40:14) Pupil-teacher ratio – about 40:15) Non-teacher salary spending – 33% of recurrent 5) Non-teacher salary spending – 33% of recurrent
spendingspending6)6) Average repetition rate – 10% or lowerAverage repetition rate – 10% or lower7)7) Annual hours of instruction – 850 or moreAnnual hours of instruction – 850 or more
IndicatorsIndicators
Suggested benchmarks (not targets) drawn from analysis of successful countries. Crucial for long-term sustainability of MDG progress.
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FTI Appraisal GuidelinesFTI Appraisal Guidelines
FTI has created a tool, the Appraisal Guidelines, to help development partners assess the primary education sector of an education sector plan
Purpose: Encourage dialogue on choices/efficiency measures on key policy issues including:
Adequacy of the knowledge base
Strategy toward achievement of the MDG/EFA Goal, including HIV/AIDS and gender responsiveness
Ownership by all stakeholders
Absorptive capacity and financial sustainability
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Volume & composition of financial and other resources available to support the program
Key areas for capacity building
Support to close prioritized knowledge/data gaps
Arrangements for monitoring and evaluation
All donors align their support to this one program
Expected Outcomes of the AppraisalExpected Outcomes of the Appraisal
A set of well-justified recommendations on:
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FTI Process at Country LevelFTI Process at Country Level
Local donor group (LDG) led by coordinating agencyTechnical support and capacity
development
Implementation
Supervision and monitoring of progress by LDG
Government develops
Education Sector Plan (ESP)
Appraisal
EndorsementDonors align resources around country plan(Paris Declaration on Aid Effectiveness)1. Current donors increase funding2. New donors, including private sector, provide funding3. FTI Catalytic Fund
Government seeks/secures additional
financing to close gap
Donors carry out joint annual reviews
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Key ChallengesKey Challenges
Continue efforts to mobilize additional resources for education
Agree and implement recommendations to strengthen country-level processes & capacity development (endorsement including possible revision of Appraisal Guidelines, policy dialogue follow-up, monitoring)
Complete quality endorsement process in new countries
External evaluation of FTI
Keep and increase political attention on education
Develop appropriate forum for addressing policy issues: tracking learning outcomes, marginalized populations, etc.
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CountryCountry EndorsementEndorsement ScheduleSchedule
Endorsed Countries (32+4)* To be endorsed
Countries expected in 2008 (7)
Countries expected in 2009 (13)
Other Eligible Countries (12)
Countries where UPE is achieved (13)
2002 Burkina Faso Mauritania Central African Rep. Angola Afghanistan Armenia
Guinea Nicaragua Chad Bangladesh Côte d’Ivoire Azerbaijan
Guyana Niger Haiti Comoros India Bolivia
Honduras Malawi Congo, Dem. Rep. of Indonesia Bosnia & Herzegovina
2003 The Gambia Vietnam Papua New Guinea Congo, Rep. of Kiribati Cape Verde
Mozambique Yemen, Rep. of Uganda Eritrea Myanmar Dominica
2004 Ghana Ethiopia Vanuatu Guinea-Bissau Nepal Grenada
2005 Kenya Moldova Lao PDR Nigeria (other states) Maldives
Lesotho Tajikistan Nigeria (3-4 states) Pakistan Samoa
Madagascar Timor-Leste Solomon Islands Somalia Serbia & Montenegro
2006 Albania Mali Tanzania Sri Lanka St. Lucia
Cambodia Mongolia Togo Sudan St. Vincent
Cameroon Rwanda Tonga Zimbabwe Uzbekistan
Djibouti Senegal
Kyrgyz Rep.
2007 Benin Liberia
Georgia Sierra Leone
Bhutan * São Tomé & Pr.*
Burundi * Zambia *
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FTI SecretariatFTI SecretariatName Title Contact Information
Desmond Bermingham
Head of FTI Secretariat [email protected]
Robert Prouty Deputy Head of FTI Secretariat [email protected] 202-473-7532
Kouassi Soman Liaison for Anglophone Africa, Latin America & the Caribbean, Europe & Central Asia, Middle East & North Africa & Trust Fund Manager
Alcyone Vasconcelos Sr Education Specialist [email protected]
Olav Christensen Sr. Public Finance Specialist [email protected]
Luc-Charles Gacougnolle
Liaison for Francophone & Lusophone Africa, South & East Asia & Data Specialist
[email protected] 202-458-2050
Palak Mehra Operations Officer [email protected]
Angela Bekkers/Cathy Russell
Communications Officers [email protected] – 202-458-8831 [email protected] – 202-458-8124
Koli Banik Task Teams Liaison [email protected]
Chantal Rigaud Sr. Program Assistant [email protected]
Michelle Mesen Communications Assistant [email protected]
Magali Laguerre Program Assistant [email protected]
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Thank youThank youFor more information, visit the FTI For more information, visit the FTI
website:website:www.education-fast-track.org
