1. Education for All
Yayoi Segi-Vltchek
Programme Specialist
UNESCO Multi-sectoral Regional Office for Eastern Africa
IAU-UoN Workshop on Higher Education and Research for EFA
24-25 January 2013

2. Contents
• Six Goals of Education for All
• Global EFA Progress (2012 EFA GMR)
• The Kenyan Experience: EFA End Decade
Assessment - 5 Major Achievements, 8 Major
Challenges, and 11 ‘Priority Action Points’
• Food for Thought: Contribution of Higher
Education and Research to EFA 2015 and
beyond
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3. Six Goals of Education for All
Goal 1: Early Childhood Care and Education
Goal 2: Universal Primary Education
Goal 3: Life Skills & Lifelong Learning
Goal 4: Adult Literacy & Continuing Education
Goal 5: Gender Equity and Equality
Goal 6: Quality of Education
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4. Progress towards EFA is stagnating
 Goal 1: Early childhood care and education
 171 million children under 5 were affected by moderate or
severe stunting in 2010.
 Less than half went to pre-school in 2010; less than 1 in 6
in low-income countries.
 Goal 2: Universal primary education
 Number out of school stagnated at 61 million in 2010, half
live in sub-Saharan Africa.
 Of 100 children not in school, 47 expected never to enter.
 More than 4 in 10 drop out in half of poor countries.
 41% in sub-Saharan Africa start 2 or more years late.

5. Progress towards EFA is stagnating
 Goal 3: Youth and adult learning needs
 In poorer countries, only one half of young people
enrol in lower secondary school.
 71 million adolescents are out of school, remaining
unchanged since 2007.
 Goal 4: Adult literacy
 775 million adults could not read or write in 2010,
two-thirds of whom are still women.
 Even in rich countries, 160 million adults have poor
literacy skills.

6. Progress towards EFA is stagnating
 Goal 5: Gender parity and equality

In 17 countries, there are fewer than 9 girls in primary
school for every 10 boys.
 Boys are disadvantaged in over half the 97 countries
that have not achieved gender parity in secondary
school.
Goal 6: Quality of education
 Of 650 million children of primary-school age, at least
250 million could be failing to read or count.
 In 33 countries, less than three-quarters of primary
school teachers were trained to the national
standard.

7.  $16 billion needed for basic
education in low income
countries – but only $1.9
billion provided in aid in
2010.
 An additional $8 billion
needed to send all young
people to lower secondary
school.
Financing Education for All
Most poor countries have maintained or increased their education spending.
These countries also need aid: In 9 Sub-Saharan African countries, donors
fund more than a quarter of public spending on education.
BUT donors are not keeping their promise in Dakar in 2000 to ensure no
countries seriously committed to Education for All will be thwarted by a lack of
resources.
There is a big funding gap:

8. The Kenyan Experience:
Education for All
End Decade Assessment
(2001-2010)
5 Major Achievements,
8 Challenges, and 11
Priority Action Points
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9. 5 Major Achievements
• Sustained commitment to, and investment in,
education and training
• Major policies, frameworks, standards and
curricula in place
• Investment in the teaching force
• Significant expansion, in particular in basic
education, as a result of Free Primary
Education and Free Day Secondary Education
• Greater concern for quality of education 9

10. Average 21.5 % of the public
expenditure, and 7% Share of GDP 10
Budget Provision to Education

11. GER, NER and Transition Rates in
Primary Schools (2000-2010)
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12. Trends in GER and NER in
Secondary Education (2000-2010)
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13. Gender Parity Index:
NER and GER in Primary Education
Gender parity
Gender parity benchmark

14. Enrolment in TIVET Institutions
by sex (2000-2010)
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15. The Teaching Force
• Number of Teachers as at 2012: 286,000 as at
2012 (Primary: 219,000 and Secondary:
67,000)
• Teacher shortage as at 2012: 38,468 teachers
for primary schools and 36,574 for post-
primary institutions
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16. Investment in the teaching force
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17. Moving towards quality
education
• Establishment of National Assessment Center
and monitoring of pupil performance through
NASMLA and SACMEQ
• Provision of in-service training for teachers
• Investment in school infrastructure
• Provision of instructional materials
• Introduction of ICT in teacher training and
learning 17

18. Investment in school infrastructure
18Katelembo Centre of Excellence Boys High School, Machakos County

19. Introducing ICT to Facilitate Learning
19State House Girls High School, Nairobi County

20. Monitoring Performance of Female
and Male Candidates in KCPE
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21. 8 Issues and Challenges
• Expanded vision of education and learning: from
early childhood and adulthood
• Data harmonization and coordination
• Significant disparities (geographical, gender,
socio-economic)
• Emerging issues (HIV and AIDS, peace, refugee
education, etc.)
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22. 8 Issues and Challenges,
cont’d
• Goals that are still a challenge to monitor &
measure – ECCE, Lifeskills & Literacy (data and
indicators)
• Inter-sectoral and –ministerial coordination
and partnership with the civil society (ECCE,
life skills and Literacy)
• Implementation capacities at all levels
• Governance and management issues 22

23. An ECD teacher inspecting cleanliness of her
pupils’ nails in an ECD Centre
i
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24. Keeping permanent register of Vitamin A
Supplementation in an ECD Centre 24

25. Gender variation in KCPE
Performance in English Subject
25

26. Literacy and Numeracy Rates
by Province
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27. Emerging Issue: HIV and AIDS
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28. 11 Priority Action Points
System-related:
1.Policy Development/Review, Harmonization and
Implementation
2.Monitoring and Evaluation
3.Resource Mobilization and Allocation
4.Governance and Accountability
5.Coordination and Partnerships
6.Capacity Development
7.Infrastructure Development
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29. 11 Priority Action Points
Content-related:
8. Curriculum Relevance and Implementation, and
Instructional Materials
9. Teacher / Facilitator Development and Management
10. Quality and Outcomes
11. ‘Reaching the Unreached’
All the Priority Action Points have informed the
new Sessional Paper No. 14 and form basis of
the new Five-Year National Education Sector
Support Programme (NESSP) in Kenya 29

30. Food for Thought?
Contribution of HE to Accelerating EFA
Progress and Beyond!
• Linking research and evidence with policy and
planning (quantitative and qualitative)
• Institutional capacity building
• Teacher and instructor development and
professionalization
• Curriculum and instructional material development
and review
• Emerging and cross-cutting issues (peace, HIV, etc.)
• Foresight (post 2015 agenda) 30

31. Thank you!
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