Transcript Outline

FINANCING EDUCATION IN SUB-SAHARAN
AFRICA: Meeting the Challenges of
Expansion, Equity and Quality
Olivier LABE
Regional Education Workshop for Southern and
Eastern African countries
Addis Ababa (Ethiopia), 6 Nov., 2012
6 November, 2012
Outline
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
Financing Education in Sub-Saharan Africa, Progress
during the 2000s

Financing Teachers in Sub-Saharan Africa

Private financing of education in Sub-Saharan Africa

Financing Quality of Education and Policy Trade-Offs
Significant progress during the 2000s
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Since 2000, there has been remarkable progress in
educational development in SSA
Growth in the number of students (2000-2008)
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Primary: 86.8 million to 128.6 million (+48%)
Secondary: 22.0 million to 36.3 million (+65%)
Tertiary: 2.5 million to 4.5 million (+80%)
Increased access to school
Increased primary school completion
Decreased between
1999-2009
Increased between 1999-2009
Tanzania
Madagascar
Mozambique
Sao Tome
Ethiopia
Comoros
Burundi
Guinea
Cameroon
Zambia
D. R. Congo
Niger
Burkina
Ghana
Senegal
Eritrea
1999
Chad
Swaziland
Lesotho
Togo
Côte d'Ivoire
Botswana
South Africa
Gambia
Equat.
Malawi
Namibia
Seychelles
Mauritius
Cape Verde
Gross intake ratio to the last grade of primary education (%)
Increased primary school completion
(1999-2009)
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2009
120
100
80
60
40
20
0
Increased commitment: Robust growth in
investments in public education
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
Education expenditure in SSA grew by 6% each
year on average since 2000.
Increased public education expenditure as a
percentage of GDP
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Education expenditure grew at a faster rate than
GDP in many countries since 2000.
Education expenditure grew at a faster rate
than primary enrolment
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1999-PPP$257, % of GDPpc -8.3
2007- PPP$683, % of GDPpc – 15.8
1999-PPP$43, % of GDPpc -14.7
2009- PPP$83, % of GDPpc – 21.1
Disbursement of ODA needs to be improved
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In SSA, ODA increased from 11 to 33 billion between 2002 and 2008
(from 1 to 2.6 billion for education ODA)
Increases to ODA for education are unlikely in current economic climate.
Need to focus on rationalizing use of all available resources.
 Between 2002-2008, 9% (or US$221 million) of committed ODA went
unspent on average.
However, still a long way to EFA…
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Region faces persistent external constraints:
 Demographic pressure
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32 million primary school-age children are out of school
Fast population growth rate - 2.4% annually
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Economic constraints
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Recent economic downturn
Weak domestic resource mobilization
Increased and diversified demand for education
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77 million additional student places needed by 2030
Increasing demand for post-primary levels of education
Increased demand for good quality of education
Prioritization and policy choices are required
Financing teachers in SSA
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In SSA, the number of teacher is increasing :
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Yet, teachers needs remain high :
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Primary : 2,8 million teachers in 2008 ; 620,000 in 1970
Secondary : 1,4 million teachers in 2008 ; 180,000 in 1970
Increasing primary enrolment
Need to reduce the average number of pupil per teacher which has risen from
around 37 in 1990 to 45 in 2008
UIS estimates that at least one million additional teachers will be needed in order to
provide sufficient quality education at the primary level between 2008 and 2015
A financial and management challenges for SSA education systems :
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Train, Recruit, Deploy and Manage a huge number of teachers
Ensure a level of remuneration that attracts quality teachers and maintains their
motivation
Ensure the sustainability of teaching costs in the overall context of budgetary
constraints
Spending on teaching personnel: a key expenditure whose weight
varies with the level of education…
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Teacher salaries as a proportion of all recurrent spending on education (%)
in 35 SSA countries, by education level (2008 or most recent year)
Remuneration of teachers: average teacher remuneration
varies greatly from one country to another
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Average salary of public primary teachers in 36 SSA countries, in unit of
GDP per capita, by GDP per capita in $US (2009 or most recent year)
Trend of teacher salaries : the case of
primary education
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Decreasing trend in average teacher salaries as a multiple
of GDP per capita in public primary schools in Africa,
1975-2009
Trend of teacher salaries: factors explaining the decrease in the
average teacher salary in primary schools in Africa
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The economic downturn between 1980 and 1990 accelerated the decrease in
teacher salaries :
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structural adjustment programs prescribed by the International Monetary Fund and
the World Bank ;
some countries chose to freeze recruitment of civil servants and/or freeze their
promotion, and/or the revision of salary scales.
A voluntary policy of resuming recruitment in recent years :
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In the 1995-2000’s, certain countries started a voluntary policy of lowering average
salaries, in order to allow for massive teacher recruitment ;
three types of responses were commonly identified during 1995-2000 :
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non-francophone countries : adjustments were made (1) by lowering the level of
qualification required to teach and (2) by recruiting teachers without professional
training, at a salary lower than that of their colleagues who had training.
francophone countries (and few other countries): (3)subventions from the government to
paid part of community teacher salaries and/or creation of a new teacher status.
Sustainability of teacher remuneration policies
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Government financing of community teachers
Increased teacher salaries in order to better respond to their needs, to
ensure the provision of education of better quality, for equity reasons, etc
Ex. Uganda (salaries of qualified and non qualified teachers at the
beginning and at the end of their career, 2006-2007)
The attractiveness of salaries re-examined
Role of household expenditure
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Household and government expenditure on education as a percentage of GDP and
household expenditure as a proportion of all expenditure on education, most recent
year
Role of household expenditure (2)
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Households contribute the equivalent of 30% of all primary
education resources compared to just 22% for the tertiary
level.
Conceptual framework of private household
expenditure on education
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Increasing demand for quality of education
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More evidence about low quality of education through
learning achievement
Awareness and demand for quality is growing
EFA without quality is an hollow achievement
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EFA target says “Ensuring that by 2015 all children…have access
to and complete free and compulsory primary education of good
quality.”
There is a need for an indicator that measures quality EFA
Cost-effective approach to improving the quality
of education
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Improving quality is an urgent issue
Need to rationalize resources by focusing on cost-effective
interventions
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Low cost and high impact interventions:
 Assign best teaches to 1st grade
 Assurance of time-on-task
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Enforce official length of school year
Enforce school attendance policies
Provision of learning materials (high impact if currently not
available)
Despite resource constraints, efficiency gains are possible
without compromising the quality of education.
Evidence-based planning
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Education finance data is often very limited in SSA
 An acute need for credible education finance data for planning and
monitoring, especially to:
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Strategically shift resources to the most needed and priority areas;
Allocate resources to ensure equity;
Identify cost-effective interventions; and
Monitor the effectiveness of the education policies.
Data on costs and financing is the key to provide answers to these
trade-off questions in each country.
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Resource allocation by sector
Remuneration policies
Private expenditures (especially household spending)
Expenditure on quality inputs
For more information…
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To download the report, see:
www.uis.unesco.org
For print copies, contact UIS publications:
[email protected]
To find more finance data, visit the UIS Data Centre:
www.uis.unesco.org