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EFA Global Monitoring Report 2 1 10
The hidden crisis:Armed conflict and
education
Karen MooreLaunch organized by
IBE, RECI and SDC
Bern, 20 May 2011
1
Educ
ation
for A
ll G
loba
l Mon
itorin
g Re
port
201
1
2002 Education for All – Is the world on track?
2003/4 Gender and Education for All – The leap to equality
2005 Education for All – The quality imperative
2006 Literacy for life
2007 Strong foundations – Early childhood care and
education
2008 Education for All by 2015. Will we make it?
2009 Overcoming inequality: Why governance matters
2010 Reaching the marginalized
2011 The hidden crisis: Armed conflict and education
2012 Skills development
Nine EFA GMRs to date…
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1Key messages of 2011 EFA – GMR
Time is running out – the world is not on track
Education should be at the centre of development
Armed conflict is a major obstacle to Education for All
Education can fuel conflict…. and be an engine for peace
Educ
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1Monitoring the six EFA goals Goal 1: Early childhood care and education
Slow progress in improving child nutrition Maternal education matters for child survival
Goal 2: Universal primary education Uneven progress across and within countries, and dropouts
eroding enrolment gains But ‘success stories’ demonstrate potential for accelerated
progress
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167 million children out of school in 2008 – and progress is slowing
106 Million
67 million
40 million
20
40
60
80
100
120
128 countries were used for
projections
Long-run projections
29 million
43 million
Short-run projections
The long-run trend is optimistic compared to the
more recent trend observed
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2015
Global number
Out
-of-
scho
ol c
hild
ren
(m
illio
ns)
Educ
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port
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1Monitoring the six EFA goals Goal 1: Early childhood care and education
Slow progress in improving child nutrition Maternal education matters for child survival
Goal 2: Universal primary education Uneven progress across and within countries, and dropouts
eroding enrolment gains But ‘success stories’ demonstrate potential for accelerated
progress
Goal 3: Youth and adult learning Growing demand for secondary and tertiary education – but
large global inequalities, weak links to employment 74 million adolescents out of school
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port
201
1Monitoring the six EFA goals Goal 4: Adult literacy
796 million illiterate adults, two-thirds women Absolute numbers still rising in some regions, yet progress is
possible
Goal 5: Gender parity and equality 69 countries still to achieve gender parity at primary level; in
26, fewer than 9 girls for every 10 boys Parity would mean 3.6 million more girls in primary school
Goal 6: Quality Large inequalities in achievement levels across and within
countries Quality/quantity trade-offs are not inevitable
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1Financing Education for All
Many national governments need to increase education financing
National governments need to mobilize additional resources
Donors are falling short of their commitments
New and innovative funding could help close the financing gap
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1Armed conflict and education
Armed conflict is a barrier to Education for All
Conflict destroys opportunities for education
Education can contribute to the processes that fuel conflict
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24%
47%
Children in conflict affected poor countries: - 24% of all children in the poorest countries- 28 million out of school- 47% of out of school children in the poorest countries
Under-5 Mortality rate
Stunting
0 50 100 150Per 1,000 births
0 20 40 60%
Education’s hidden crisis in conflict-affected states
Conflict-affected Non-conflict affected
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0%
10%
20%
30%
40%
D. R. CongoP
op
ula
tio
n a
ged
17-
22 w
ith
fe
wer
th
an 2
yea
rs o
f ed
uca
tio
n
North Kivu
Poorest 20% female
Richest 20% male
Conflict reinforces education inequality
Within countries, conflict-affected areas are at the bottom of the national education league table
Within these areas, it is the poor and girls who are worst affected
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1Impact of wars on children, teachers and schools
Children, teachers, schools on the front-line
Conflict-related poverty and disease are a major killer
Armed conflicts within countries; indiscriminate use of force and targeting of civilians
Rape and sexual violence are a widespread ‘terror tactic’
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1Military spending diverting education resources
21 of the world’s poorest developing countries that spend more on military budgets than primary education
10% of their military spending could put 9.5 million children into school 0 1 2 3 4 5 6 7 8
U. R. TanzaniaSenegal
KenyaMadagascar
Cote d'IvoireGambiaC. A. R.
CambodiaSierra Leone
NepalMali
Burkina FasoVietnamUgandaYemen
TogoEthiopia
BangladeshD. R. CongoMauritania
BurundiKyrgyzstan
AfghanistanGuinea-Bissau
ChadAngola
Pakistan
Ratio of military to primary education expenditure
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1Six days of military spending could close the EFA gap
number of days of military spending needed to close the EFA funding gap
6
US$1029 billion Total annual military spending by donor countries
Educ
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201
1Aid follows security agendas
Aid is skewed towards a small group of countries identified as national security priorities
0
20
40
60
80
100
120
140
160
180
200Af
ghan
ista
n
Iraq
Paki
stan
Chad
Cote
d'Iv
oire
C.A
.R.
D.R.
Con
go
Som
alia
Suda
n
Cons
tant
200
8 U
S$ m
illio
ns
2002-20032007-2008
Aid to basic education
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1The reverse cycle – education can contribute to conflict
Failing youth aspirations and weak link to labour markets
Unequal provision fuels social disparities and resentment
Curriculum reinforcing ethnic, language and religious divisions
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1Hidden crisis in education reinforced by four failures
Protection of children, teachers and civilians from human rights abuses
Provision of education to vulnerable populations trapped in violent conflict, and to refugees and internally displaced people
Reconstruction to seize the education peace premium
Peacebuilding to unlock the potential of education as a force for peace
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1Failures of protection
Some advances over the past decade: Monitoring and Reporting Mechanism
on children in armed conflict Secretary General reports to the Security Council Resolutions and strengthened leadership on rape and
other sexual violence
But: Monitoring and Reporting Mechanism remains
fragmented and partial Insufficient weight attached to protection of schools ‘Naming and shaming’ is not enough
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1Protecting education
More integrated monitoring across UN system
UNESCO to provide leadership in monitoring attacks on education
Support national plans for prevention and punishment of human rights abuses
High level commission on rape and sexual violence, linked to International Criminal Court
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1Failures of provision
Conflict-affected communities place high priority on education
But humanitarian agencies do not recognize education as ‘life-saving’ – education is ‘poor neighbour’ in humanitarian aid system: only 2% of funding
Humanitarian aid delivers short-term and unpredictable aid for long-term emergencies
Refugees have strong rights but weak entitlements / IDPs have weak rights and entitlements
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1Providing education
Humanitarian aid in 2009 – education only 2%
0
500
1000
1500
2000
2500
3000
3500
4000
Food Health Multi -sector Shelter and non-food
items
Coordination and support
services
Water and sanitation
Agriculture Economic recovery and infrastructure
Protection, human rights,
rule of law
Education Mine action
Funding received
Requested amount
only 2% of all funding.
Education received US$ Million
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3 958
1 823
754
1 256Other recipients
Short term
Medium term
Long term
Major recipients:
Sudan
Afghanistan
Iraq
Somalia
O. Palestinian T.
D.R. Congo
6 countries
US$
mill
ions
Long-term humanitarian aid
Humanitarian aid delivers short-term and unpredictable aid for long-term emergencies
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1Providing education
Change humanitarian mindset
Increase humanitarian pooled funding to US$ 2 billion annually, and ensure that education gets the same share of request funded as others sectors.
Develop a more effective assessment system to gear financing to needs
Strengthening refugee entitlements (Jordan) and internally displaced (Colombia, Kampala Convention)
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1Failures of reconstruction
Slow and fragmented responses to opportunities for peace
Continued reliance on humanitarian aid, and limited provision of long-term assistance
Insufficient investment in building capacity of the education system
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1Reconstructing education
Make an early transition to long-term development assistance (Sierra Leone vs. Liberia)
Focus on capacity-building, including developing education management information systems (Afghanistan, Sierra Leone, Somaliland)
Strengthen the EFA Fast Track Initiative through US$6 billion per year replenishment – with more flexible rules for conflict-affected states
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1Failures of peacebuilding
Education insufficiently integrated into strategies for conflict prevention and post-conflict peace-building
Limited efforts to undertake conflict risk assessments for education policy
Gap between principles and policy implementation (Bosnia and Herzegovina)
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1Building peace
Education for equality and shared identity - e.g. curriculum, language of instruction (Northern Ireland, U.R. Tanzania)
Make schools non-violent environments
Expand the UN Peacebuilding Fund, enhancing the role of UNESCO and UNICEF
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1Conclusion: An agenda for change
Strengthen human rights protection for children caught up in conflict
Put education at the centre of humanitarian responses
Start early, and stay for the long haul, for reconstruction
Use education as a force for peace
EFA Global Monitoring Report 2 1 10 1
www.efareport.unesco.org