Tracking progress of the Fast Track Initiative: A review of the FTI and indicative framework for education reform Pauline Rose Centre for International Education,

Report
Tracking progress of the Fast Track Initiative:
A review of the FTI and indicative framework
for education reform
Pauline Rose
Centre for International Education, University of Sussex
‘No countries seriously committed to Education for All will be
thwarted in their achievement of this goal by a lack of resources.’
Dakar World Education Forum, 2000
Progress is evident, although differing views amongst stakeholders
towards main aims of EFA FTI:
• ensure more efficient use of available resources, and accelerated
mobilisation of external resources to fulfill the Dakar pledge
• targeting of aid flows to countries where aid is most needed, and
intensifying donor coordination at the country level to ensure aideffectiveness
• promising approach to involving civil society in formulation and
implementation of education policy, and of ensuring national
ownership
EFA FTI Process
•
Bilateral aid is increasing, but remains insufficient to meet the
education funding gap in low income countries.
•
Donor funding of recurrent costs requires far-reaching changes to
donor practices - beyond the education sector - which are
politically and technically demanding.
•
Civil society has not been as engaged in the FTI process as
originally envisaged in the framework, and there has been little
transparency around key decisions or sharing of information.
•
The success of the FTI will be strongly determined by the degree
of consistent political support.
Fast Track Countries
Endorsed
Others at risk
Not yet endorsed
Analytical
(GMR)
Burkina Faso
Albania
Bangladesh
Benin
Gambia
Bolivia
D.R. of Congo
Burundi
Guinea
Ethiopia
India
Cameroon
Guyana
Ghana
Nigeria
Central African Rep.
Honduras
Tanzania
Pakistan
Chad
Mauritania
Uganda
Comoros
Mozambique
Viet Nam
Djibouti
Nicaragua
Zambia
Equatorial Guinea
Niger
Eritrea
Yemen
Guinea-Bissau
Iraq
Lebanon
Madagascar
Mali
Morocco
Nepal
Senegal
Sudan
• The 18 countries comprise only 18 million of the estimated 113
million children out of school.
• The 10 countries whose plans have been endorsed comprise
only 15% of the World Bank’s estimate of US$2.8 billion annual
external financing gap
• US$300 million committed to the FTI plans so far (much of which
is not genuinely additional) falls short of the estimate of around
US$400 million per annum needed for these 10 countries alone
• If the Analytical Fast Track is taken up, resources required once
technical support has ensured that eligibility criteria are met will
add approx. US$820 million per annum
Simulation modelling and indicative benchmarks
• Only 47 countries included – up to one-quarter of children not in
school excluded from the analysis
• Poor quality data on government and external expenditures
• Unreliable population projection, enrolment and completion data
• Unpredictability of economic growth, and unrealistic assumptions
about domestically generated resources
• Focus on only one EFA goal
• Exclusion from the costings of key demand and other costincreasing strategies (gender, HIV/AIDS…)
• Assumptions regarding transition rates to secondary and changes in
teacher training needs not explicit
Relationship between primary completion rate and teacher salaries
10.5
10.0
9.5
y = -0.0378x + 5.8273
R2 = 0.1938
9.0
teacher salaries as multiple of GDP per capita
8.5
8.0
7.5
7.0
6.5
6.0
5.5
5.0
4.5
4.0
benchmark
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
.0
10.0
20.0
30.0
40.0
50.0
60.0
PCR
70.0
80.0
90.0
100.0
110.0
Recommendations
Process and country selection
•
Urgent need to arrive at common agreement on the key objectives
and priorities of the FTI, a timetable for rolling out the initiative,
and clear indicators for ongoing monitoring of progress
•
Urgent need to reach agreement on the scope and objectives of
the Analytical Fast Track
•
Donors need to identify aid modalities that enable them to commit
resources to the FTI, and move beyond current priority countries
•
Donors and governments need to make a serious effort to
broaden the education sector planning process
•
Need to revisit the PRSP eligibility criterion, and consider all lowincome countries with poverty-focused development programmes
Simulation modelling and indicative benchmarks
•
Indicative benchmarks should be used as tools to open a debate
about efficiency, quality and equity issues, rather than as a set of
prescriptive conditions
•
Complexity of modelling at the country level needs addressing
•
Domestic and external resources to education, and basic
education in particular, need to be monitored more rigorously
•
Clarity is required about assumptions made for post-basic
education in the model
•
More rigorous analysis is needed to assess the extent to which
absorptive capacity is a genuine constraint on the effective use of
available resources

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