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EFA Global Monitoring Report. Financing ECCE: an international perspective. Nicole Bella Anaïs Loizillon (UNESCO) OECD, 21 June 2010. EFA global Monitoring Report: Who we are?. Monitoring progress towards the six EFA goal agreed to by 164 countries in 2000 in Dakar, Senegal

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EFA Global Monitoring Report

Financing ECCE: an international perspective

Nicole Bella

Anaïs Loizillon

(UNESCO)

OECD, 21 June 2010


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EFA global Monitoring Report: Who we are?

Monitoring progress towards the six EFA goal agreed to by 164 countries in 2000 in Dakar, Senegal

Hold all parts (governments and the international community) accountable of their commitments

Eight editions published to date, with the 2010 Report being on the issue of marginalization in education

Prepared by an independent team housed at UNESCO

Funded by eleven donors

(Six EFA goals ranging from ECCE, universal primary education, learning needs of youth and adults, adult literacy, gender parity and equality to quality of education, with 2015 as a deadline for achievement)


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Early childhood care and education

  • Early childhood care and education (ECCE): first of the EFA goals

    • Expanding and improving comprehensive early childhood care and education (ECCE), especially for the most vulnerable and disadvantaged children

      • Care dimension: child well-being and health (also part of the MDG agenda

      • Education dimension: pre-primary education


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Education for all begins with ECCE

ECCE can create the foundations for a life of expanded opportunity

It can be a springboard for success in primary school by favouring school readiness;

It can offset social, economic and language-based disadvantage, especially for vulnerable and disadvantaged children

Yet, ECCE programmes remain neglected in many countries around the world, suffering from public under-investment



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Pre-primary education: not sufficiently funded

Pre-primary education is not given a priority in public spending on education

Gobally, the median share of pre-primary education on total public spending on education was only 4.4% in 2008

In several low-income countries (i.e. Bhutan, Comoros, Uganda, etc.), the share was nil

In half of OECD countries, the share was higher than 8%, ranging from the value nil in Turkey to about 14% in Hungary and Spain




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Diversity of funding sources: implications for equity and expansion

  • Funding sources

    • Public (international, national, state, local)

    • Private (NGOs, religious groups, employers, communities, households)




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Innovative financing mechanisms expansion

  • Earmarking funds: tax to support ECCE development (Colombia, Jamaica)

  • Political commitment: national funds for ECCE (Brazil, Colombia)

  • Intersectoral councils: expand ECCE budgets (Brazil, Ghana, Kenya)

  • Public/private partnerships: block grants for seed funds (Indonesia)

  • Increasing equity: More favourable per learner funding for poorer schools (South Africa)

  • Targeting poor households: Conditional cash transfers (Chile, Colombia, Nicaragua)


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Data challenges expansion

  • Quality of education financing data

  • ECCE as part of a holistic environment

  • Tracking for the very young (0 to age 3)

  • Variety of programmes and organisation


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EFA Global Monitoring Report

www.efareport.unesco.org


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