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Education for Some More than Others ?
A Regional Study
on Education
in CEE/CIS
2007
Why the title
‘Education for Some More than Others?’
BACKGROUNDFollow-up to UNICEF IRC report (1998) - “Education for All ?” - which found marked increase in disparities in quantity & quality of education in CEE/CIS
How far has this trend towards ‘Education for Some More than Others’ continued?
How far have the 12 steps towards ‘Education for All’ recommended in 1998 been taken, & what additional steps are needed now?
A COMPREHENSIVE REVIEW
1. The regional context
2. Education reforms – where are we now ?
3. Access and equity issues
4. Learning and Labour Outcomes
5. Costs, financing and governance
The report examines:
FOCUS ON EQUITY
The report analyses equity and disparity issues in basic education – from 3 different angles :
From a Human Rights point of view
From a Social Cohesion point of view
From a longer-term Economic point of view
Geographic Coverage
29 countries – 6 Sub-Regions
Baltic States
Caucasus
Central Asia
Central and Eastern Europe
South and Eastern Europe
Western CIS
ArmeniaAzerbaijan
Georgia
Kazakhstan
Kyrgyzstan
Tajikistan
TurkmenistanTurkey
Uzbekistan
Albania
Bulgaria
Bosnia and Herzegovina
Belarus
Croatia
Moldova
TFYR of Macedonia
Romania
SerbiaUkraine
Montenegro
Russian Federation
CEE/CIS Region
THE CEE/CIS CONTEXT
CONTEXT
Economic recovery throughout the region but … fiscal difficulties in weaker economies
Increased average standard of living but … increased income inequality and rising unemployment rates
Decline in absolute poverty but persisting pockets of poverty – particularly child poverty
Prevalence of child labour (Moldova, Central Asia, SEE) – to the detriment of schooling
Steep downward trend in the population aged 0-17
KEY FINDINGS
KEY FINDINGS (1)
Reversal and Deterioration of Education in CEE/CIS
Almost two decades after the onset of transition …
Provision and quality of education in CEE/CIS has not improved; instead, it has deteriorated in many ways
Trends observed in 1998 towards increased disparities in education have continued.
KEY FINDINGS (2)
2.4 million children of primary-school age (9%) out of school in the region in 2004
12 million children of secondary-school age (22%) out of school in the region in 2004
More than 14 million children entering adult life without either any kind of formal education or a school diploma
KEY FINDINGS (3)
3 countries – Georgia, Moldova and Tajikistan - unlikely to achieve MDG 2 (universal primary education completion by 2015)
2 countries – Turkey and Tajikistan - not on track to achieve MDG 3 (elimination of gender disparities at all levels of education by 2015)
KEY FINDINGS (4)
Family background (family income, parental education) is increasingly a determinant of inequality in enrolment and attendance – mainly at pre-school level
Ethnic groups – particularly Roma - are at great educational disadvantage with enrolment and completion rates well below those of the majority-group children (see graphs on next slides)
Children with Special Needs : number of children in institutions or receiving benefits tripled between 1990 and 2000 – from 500,000 to 1.5 million
Children out of school :
Roma children Net Enrolment Primary Education (%)
0
20
40
60
80
100
Roma Majority
Source : OSI & TRANSMONEEE
Figure 3.17: Educational attainment by ethnicity, Bulgaria, Hungary & Romania, 2000
0%10%20%
30%40%50%60%70%
80%90%
100%
Non-Roma
Roma Non-Roma
Roma Non-Roma
Roma
Bulgaria Hungary Romania
Higher education (complete &incomplete)
Some secondary
Primary or below
Budget Deprivation in Tajikistan
LEARNING OUTCOMES
More public expenditure on education produces better results up to a certain level – CEE and Baltic States (see graph on next slide)
Socio-economic background is one of the most important factors influencing learning outcomes
Between-country disparities:
Within-country disparities :
Relevance of Education:
Countries in the region do better in TIMSS and PIRLS than in PISA → source of concern
ARM
MDA
ALBMKD
TUR
ROU
BGR
RUS
LVA
POL
SVK
LTU
CZE
EST
HUN
NOR
USA
SWE
NLD
NZL
ITASVN
1
3
5
7
9
11
13
15
17
0 250 500 750 1000 1250 1500 1750 2000 2250 2500
public expenditure on education per capita (in US$ at PPPs)
aver
age
rank
on
mea
n ac
hiev
emen
t in
2 to
6 te
sts
LABOUR MARKET OUTCOMES
Statistics show that young workers of both sexes do benefit from staying in education system as long as possible
But focus-group discussions show that people in poorer countries are skeptical about reaping benefits of education - particularly in case of girls in Azerbaijan, Tajikistan, Turkey
High youth unemployment rates : 35.6% in SEE (2001) and 30.4% in CEE (2005)
COSTS, FINANCING & GOVERNANCE (1)
Public expenditure on education increased but remains insufficient in most countries and tends to benefit the richest families
Reforms have been initiated but have not penetrated the classrooms – particularly in poorer and rural areas
Out-dated teaching methods, lack of relevance of curricula, poorly paid and demotivated teachers, low transition to upper-secondary education → decreasing quality + falling demand for education
COSTS, FINANCING & GOVERNANCE (2)
Decentralization: funding burden passed to local communities and families to the detriment of equity
Student/ teacher ratios: Demographic dividend scope for efficiency gains
Private tutoring becoming more widespread (69% of secondary school students in some countries) → Danger of unethical practices, low-income families lose out
POLICY RECOMMENDATIONS
POLICY RECOMMENDATIONS (1)
Need to re-define the basic package of educational services that a state should provide free to its citizens
Need to increase efficiency – take better advantage of demographic dividend - make greater use of Medium Term Expenditure Frameworks
Need to improve governance of education systems – decentralization, community participation
POLICY RECOMMENDATIONS (2)
Make use of existing frameworks – Fast Track Initiative, EU accession and affiliation processes (Stability Pact, European Neighborhood Policy) to push reforms forward
Other measures : promote early childhood approaches, child-friendly school principles, child-centered teaching methods, school fee abolition, cash transfers …etc
IMPLICATIONS FOR UNICEF
IMPLICATIONS FOR UNICEF
Need to make better use of field presence/experience to contribute to education reforms through evidence-based advocacy and policy dialogue
Need to expand/refine sector analysis to explore further such areas as governance, costing, financing, political economy, accountability, efficiency … using a human rights lens
Need to build capacity within UNICEF Offices and among partners to play such a new role
UNICEF’s WORK IN CEE/CIS
UNICEF’s WORK IN CEE/CIS
Lead donor agency for FTI in 4 countries
Lead role in ECCE reform and expansion – 12 countries initiated the development of Early Learning and Development Standards (ELDS)
Child-Friendly School approach gaining momentum – 6/15 countries involved in the development of Child Friendly School Indicators or Standards for Quality Education
Less project work – Greater involvement at policy level
Girls Education Campaign in Turkey
Thank You