Ann Therese Ndong-Jatta Director

Multisectoral Regional Office for the Sahel UNESCO Dakar

Sub-Saharan Africa 2013 EFA Report

Muscat, Sultanat of Oman May 12-14, 2014

Significant progress in the Africa Sub Saharan region: rapid expansion of primary and secondary enrollment rates and gender equality However, most of the SSA countries will not reach all the goals by 2015 Only one country has fully achieved education for all: Seychelles 31 countries are likely to only reach them after 2020 In 22 of them (half of all SSA countries with data), challenges are substantial

EFA DEVELOPMENT INDEX, SUB-SAHARAN AFRICAN COUNTRIES

High

(EFA

achieved)

Medium

(EFA within

reach

for 2015)

Low

(EFA likely to be achieved beyond 2020)

1 country 12 countries 31 countries

(PCR>100

%) (PCR>90%)

(PCR: 90-

70%) (PCR: 70-50%) (PCR<50%)

Seychelles* Botswana; Cape

Verde; Gabon*;

Ghana; Kenya;

Mauritius;

Namibia; Sao

Tome and

Principe; South

Africa*;

Swaziland;

Tanzania*; Zambia

Cameroon;

Comoros*;

Congo*;

Ethiopia;

Gambia;

Madagascar;

Nigeria*;

Sierra Leone*;

Togo

Benin; Burundi; Côte

d'Ivoire*; DRC*;

Equatorial Guinea*;

Guinea; Guinea Bissau*;

Lesotho; Liberia*;

Malawi; Mali;

Mozambique; Rwanda*;

Senegal; Uganda

Angola*; Burkina

Faso; CAR; Chad*;

Djibouti; Eritrea;

Niger

Source: EFA Global Monitoring Report, 2011, UIS, 2012 and 2012 Sub Saharan Report

Primary cycle is completed by less than 70% of primary school-aged children

31 million children are out-of-school, of which 53% are girls

22 million youth are out of school

182 million adults are illiterate

Low primary school completion rates (primary survival : 62% on average in 2010/2011) and therefore transition to secondary school

Quality of teaching – problem of teacher stock and supply

Teaching and learning inputs and learning outcomes Internal efficiencies – high repetition rates (13.4 % in

2010/2011)

Relevance of knowledge and skills for employment, the environment, citizenship and resilience building

Limited access for children with special needs

Inadequate targeting of children, youth and adults in rural as well as in semi-urban areas

Neglect of minorities/marginalized population (a.i. nomadic and pastoralist groups, fisher folks)

Low access of girls and women to education resulting in high levels of illiteracy among this population

Background

1st SSA EFA Regional Meeting (Jo’burg, Oct. 2012): consensus on need & urgency to accelerate EFA at national and at Regional levels before 2015

GEM Declaration (Nov. 2012) stressed the need for countries to engage in acceleration and Education Partners to support

Design

Development & testing of methodology for priority setting based on the bottleneck analysis used by the by MAF

Guidelines for implementation - 5 central elements: 1. National leadership 2. Advocacy and country wide mobilization 3. Strategic focus in priority EFA Goals 4. Partnership & resource mobilization 5. Effective communication

Status

1st Big Push Meeting: March 2013, launch of the Big Push Initiative in Africa (UNESCO Dakar) with 8 countries: Angola, Chad, Ivory Coast, Lesotho, Niger, Senegal, Swaziland and Zambia

Training in the development of the EFA Acceleration Framework through simulation exercises

Focused EFA goals: one or two for most countries, Angola chose to focus on all the EFA goals

Process of launch & elaboration of national framework initiated in most countries

Status 2nd Big Push Meeting hosted by Gov. of Angola (Oct. ’13):

Technical meeting and Ministerial segment First 8 countries + Burkina Faso, Cameroun, Liberia,

Kenya, S. Tomé, Togo and Uganda (total 15 countries) Report on the first countries’ progress, achievements,

challenges, opportunities and lessons learnt Training 2nd phase countries on the methodologies for

the elaboration of national EFA acceleration framework Approval of the Luanda Declaration on the commitment

of the Ministers to the Big Push

Achievements

Big Push Initiative in SSA eagerly received by participating countries

9 countries with EFA Acceleration Frameworks in place 2 countries with patronage at Presidential or Prime

Minister level (Angola, Swaziland) Some countries engaging other Ministries; some

engaging Private Sector Strong mobilization of partners in some countries Technical assistance provided for ECCE acceleration

using IECCE model developed by IICBA Acceleration of adult Literacy through ICTs being

promoted through south-south cooperation

Challenges

Better response from countries receiving TA

Several countries demanding technical assistance

Limited capacity (staff & funds) from UNESCO and CSOs to provide backup; some countries paying for TA (Angola)

Limited engagement by EFA Convening Agencies

Way forward

Close monitoring and provision of technical assistance are key for countries to progress faster

Good progress with a clear acceleration programme for

9 out of 20 countries

Technical back up and support from development partners needed besides strong technical and political lead at national level

Stronger EFA conveners support to countries needed

Additional human & financial resources required to provide the basic assistance to countries

SSA UNESCO Regional Consultation

EFA Questionnaire (37 countries out of 46) Johannesburg meeting (35 countries, IGOs, CSOs,

UN)

Other consultation Fora

AU ANCEFA CommonWealth CONFEMEN Youth

Similarities EFA is an unfinished business Education for all is a basic Human Right Education needs to be of quality Equity needs to be ensured in particular for vulnerables

and excluded groups

Specificities AU : Education for all at all levels, including post primary and

post basic and tertiary education Expanding education curriculum to accomodate

contemporary African challenges Education motor for development Commonwealth & SSA Regional consultations: Need to cater for country specific context

EFA Coordination at continental level SSA EFA Coordination Mechanism EFA Advocacy Coordination with the AU Thematic coordination at continental level (TVET,

Teachers, EMIS and Sector wide planning)

Coordination at regional level ECCAS: Support for HIV/AIDs and harmonization of

EMIS EAC: Coordination for EFA acceleration and quality

assurance with the Open University of Tanzania in Dar es Salaam

ECOWAS: Coordination in TVET and Teachers SADC: Coordination in TVET, EMIS and ESD

EFA is doable and there are lessons that could be drawn to inform Post 2015 but partners (both financial and technical) must provide coordinated support of a country led process

Country priorities must be founded on the basis of sector analysis for the base line in setting realistic indicators for monitoring

An integrated implementation strategy should be encouraged at country level avoiding operation through ministerial silos. The challenges are not insurmontable and can be resolved through multi sector and multi disciplinary responses

The strategy must be informed by results to build resilience and sustainability

Thank you for your kind attention and God Bless