ENDING THE HIDDEN EXCLUSION
ENDING THEHIDDEN EXCLUSIONLearning and equity ineducation post-2015
Cover caption:Sonam, eight, goes to class in the Anandayi Centre, a state-supported school located in Jhuggi Jhoparpatti Colony, apoor, overcrowded neighbourhood in west Delhi, India. Sonam walks 2 kilometres every morning to go to school.While she does receive free education and a hot mid-day meal at school, Sonam finds it hard to follow her lessons.Photo credit: Madhuri Dass/ Save the ChildrenSave the Children is the world’s leading independent organisation for children.We work in 120 countries. We save children’s lives; we fight for their rights; wehelp them fulfill their potential.We work together, with our partners, to inspire breakthroughs in the way theworld treats children and to achieve immediate and lasting change in their lives.AcknowledgementsThis report has been produced by Save the Children’s Education Global Initiative. As such it represents thecombined perspective of Save the Children experts from around the globe, from Ethiopia to Denmark andfrom India to the US. A number of expert reviewers also gave invaluable feedback, for which we are verygrateful. We would also like to thank Amanda Lundy who has worked tirelessly on the research, analysisand drafting of the paper.Published by Save the Children InternationalSt. Vincent House30 Orange StreetLondonWC2H 7HHUKFirst published 2013 Save the Children InternationalRegistered charity number 1076822
CONTENTSExecutive summary51. Education, inequality and equal opportunity:Save the Children’s vision71.1. The Millennium Development Goals: the need for continued progress71.2. Education: central to a renewed vision for development81.3. A renewed vision for education: reaching zero92. Education and development in a changing world:external pressures and opportunities112.1. Changing societies: the growth of the global middle class112.2. Changing demographics: putting pressure on basic education funding?152.3. Changing economic challenges: the global quest for equitable growth172.4. Changing balance of power: the geography of educational disadvantage192.5. On-going challenges: education in humanitarian emergencies and climate change202.6. Key implications for the post-2015 development framework223. A changing educational context:learning and equity within the system233.1. The great slowdown: educational access is heading backwards233.2. The global education challenge: achieving access with learning233.3. The growing evidence on the learning crisis243.4. Going backwards in learning253.5. Changing patterns of educational inequality263.6. Early inequalities before schooling303.7. Key implications for the post-2015 development framework314. A new approach to education: ‘equity and learning’4.1. Equity and learning: grasping the opportunityEndnotes333336
EXECUTIVE SUMMARYThe last decade has witnessed enormous progressin expanding access to education worldwide. Thejob is not yet finished: 61 million primary schoolaged children are still denied the opportunity tolearn. But as we continue to make progress andlook ahead to 2015 and beyond, it is vital to shine alight on the ‘hidden exclusion’ affecting children’seducation around the world.When a child is out of school it is an obviousinjustice and exclusion, but millions more in-schoolchildren suffer because they are not given theopportunity to learn. There are 130 million childrenin school who are not learning even the basics – ashocking figure masked by the focus in recentdecades on getting more children into classrooms.As we look forward to the next set of globaldevelopment goals, the focus needs to be onensuring that no child is excluded – that every child,including the poorest and most disadvantaged, isboth in school and learning.Expanding educational opportunity in this way willbe one fundamental building block in the creation offairer societies – where human rights are respected,democracy is strengthened and widely-sharedprosperity is achieved. Ensuring better quality andmore equal school systems will be critical toreversing the income and wealth inequality that isdoing so much damage to societies and underminingnational prosperity.Save the Children believes we are now at a criticaljuncture: with the right decisions, level of ambition,and focus, our generation has the opportunity to fullyrealise the right to education: to ensure no child isexcluded from school and every child in school isreceiving a good quality education and learning.In this paper, we argue that setting an ambitiousglobal learning goal, as part of a post-2015development framework, will be crucial to realisingthis vision. It is, of course, only one element of thesolution, but it will be an important one.Our proposed focus for the goal, targets andframework post-2015 is grounded, in part, in ananalysis of the social, demographic, economic andpolitical changes that are shaping the wider world.Many of these forces are creating a very differentcontext to that which existed in 2000 when theMillennium Development Goals were set. Thisreport explores a number of these trends. Five ofthe most noteworthy have particular consequencesfor education post-2015: To help reduce damaging levels of incomeinequality in societies, post-2015 frameworks willneed to focus on reducing educational inequity:this means equal opportunities to learn for allchildren, including the most marginalised. To respond to the growth and demands of the‘middle classes’ in many countries, publicallyfunded education, whether delivered by the stateor another provider, will need to improve thequality of the education provided. To respond to demographic changes and youthbulges, many countries will require a newattention on young people, but substantial focuswill need to remain on basic education – ensuringwidespread acquisition of basic skills remainscritical to achieving shared economic growth. To recognise the critical role of civil society indemanding greater educational investment andimproved quality in newly middle-incomecountries, a post-2015 framework will need tohelp empower domestic civil society organisations. To ensure millions of children affected byhumanitarian emergencies are able to access agood quality education, the global humanitariancommunity and countries affected will need toplan efficiently, adopt innovative approaches andensure education is adequately financed so thatlearning happens in every context.As well as wider trends shaping the context andnature of the education challenge, the situationwithin schools’ systems themselves has changedrapidly and will change further post-2015.ENDING THE HIDDEN EXCLUSION LEARNING AND EQUITY IN EDUCATION POST-20155
There is a global learning crisis with many poorquality schools and very worrying trends in learning,even in basic skills such as reading, writing andmaths. Furthermore, it is the poorest and mostmarginalised who are most likely to be failed bypoor quality schooling. Educational inequity remainsa major issue; millions upon millions of children arestill denied any real opportunity in life because oftheir gender, where they were born, or the incomeof their parents. While there has been someprogress towards achieving gender equality inenrolment, much remains to be done. Andinequalities along other lines – particularly betweenrich and poor – are often hidden, despite beinglarge, deeply unjust and damaging for wider society.We also now have a far better understanding of thecomplexities of achieving greater equality ofopportunity. It cannot be something left to schoolsalone: Firstly, there is compelling evidence on theimportance of a child’s early years and ensuring thatchildren start school ready to learn. And secondly,children learn and improve skills outside theclassroom too, in their communities and informally.Furthermore, as well as continuing with a substantialfocus on learning and equity in basic education,additional attention needs to be paid to youngpeople, for example the 200 million 15 to 24 yearolds in low and middle-income countries that havemissed out on completing primary school.Based on an assessment of the trends shaping thewider world and the changing educational context,Save the Children has proposed a post-2015framework that tackles both the clear exclusion ofchildren being out of school and also the hiddenexclusion of children being in school, but receivinga poor quality education. Our proposals, set outbelow, are underpinned by two core principles:learning and equity. An ambitious global goalcould, just as the Millennium Development Goalshave done, provide a framework for achieving thenext big step in expanding global educationalopportunity – ensuring all children benefit from agood quality education by being both in school andlearning once there.GOAL: BY 2030 WE WILL ENSURE ALL CHILDRENRECEIVE A GOOD QUALITY EDUCATION AND HAVEGOOD LEARNING OUTCOMES.1. Ensure that girls and boys everywhere are achieving good learning outcomes by theage of 12 with gaps between the poorest and the richest significantly reduced.2. Ensure that the poorest young children will be starting school ready to learn, with goodlevels of child development.3. Ensure that young people everywhere have basic literacy and numeracy, technical andlife skills to become active citizens with decent employment.6ENDING THE HIDDEN EXCLUSION LEARNING AND EQUITY IN EDUCATION POST-2015
1 EDUCATION, INEQUALITYAND EQUAL OPPORTUNITY:SAVE THE CHILDREN’S VISIONExpanding educational opportunity and delivering onevery child’s right to learn will be central to achievingSave the Children’s wider vision for development. Inthis section we outline the enormous progress made inrecent decades and argue that, based on this progress,we can now aspire to the ambitious goal of ‘reachingzero’ – with no child out of school or not learningonce there.percentage of overall ODA, education has remainedrelatively flat at around 12%.2 And levels ofdomestic spending on education have increasedsubstantially from 3.1% to 4.6% in low-incomecountries since 1999.3 Although there continue tobe large shortfalls – in one estimate about US 26billion per annum for good quality basic education inlow-income countries4 – few can deny that progress,when assessed over the past decade, has beenimpressive.1.1 THE MILLENNIUM DEVELOPMENTGOALS: THE NEED FOR CONTINUEDPROGRESS On access to basic education: in 1999 there wereIn 2000, the world came together to agree theMillennium Development Goals (MDGs). Theserepresented an ambitious statement of countries’commitment to build a fairer world and to tacklethe worst manifestations of poverty, deprivation andinjustice. Education had a central role in the MDGframework. Its second goal focused on achievinguniversal primary education, setting the ambition ofall children receiving a full course of primaryschooling by 2015. And the third goal highlightedthe importance of girls accessing primary school onpar with boys to ensure broader gender equity. Inthe run up to the development of the MDGs, theeducation community themselves instigated theEducation for All (EFA) goals and framework. Thisrepresented a broader set of ambitions oneducation that went beyond primary school accessand included concerns about older children andschool quality.1 The two MDGs were drawn out ofthis wider Education for All process.where girls faced “extreme disadvantage”(where fewer than 70 girls are in school for every100 boys) fell from sixteen in 1990 to just one in2010.The education MDGs and EFA goals have played asignificant role in facilitating progress over the lastdecade and a half. They have acted to galvanise thecommitment amongst donors and governments aliketo expand primary education. There has been anincrease in the allocation of Overseas DevelopmentAid (ODA) to basic education,i even if, as aiover 102 million children out of primary school;by 2010 that number had fallen to 61 million. On gender equity: the number of countries At the country level: more governments havedecided to focus on basic education and setambitious goals that often go further than theMDGs. Many have, for example, increasedchildren’s legal entitlement to basic educationfrom six to nine years.This progress builds on an unprecedented expansionin access since the 1950s: 60 years ago, the averagenumber of years of schooling in developingcountries was just two years; this has more thantripled to 7.2 years.5 None of this detracts from thescale of the remaining access challenge – half of outof-school children live in conflict-affected fragilestates still underprioritised by the internationalcommunity. Before the 2015 deadline for theMDGs, we can and must continue to make progresson increasing school access.However, looking ahead to 2015 and beyond, itis only because of the progress made in recentdecades that we are now able to ask differentquestions and face up to a different set ofchallenges. This progress, the result of aIn this document, ‘primary education’ is taken to mean school years 0-6, typically for children from the ages of 6/7 until 12/13. As more countriesoffer a nine-year phase of ‘basic education’, we sometimes use basic education to refer to the phase of learning which is compulsory. When talkingabout secondary education we are referring to schooling typically from the ages of 12/13 through to around 16. In contrast, ‘post-basic education’refers to all educational phases after the period of compulsory free ‘basic education’ – this can include secondary, but also tertiary education.7
combination of international effort and national levelcommitments, has enabled us to start asking howwe can achieve the next stage: ensuring that allchildren can access education and learn basic skillsonce they are in school.1.2 EDUCATION: CENTRAL TO ARENEWED VISION FOR DEVELOPMENTIt is critical to ensure that the right to educationii– a right to learn – remains centre stage in anypost-2015 development framework, not onlybecause it is an end in itself, but because itpowerfully contributes to the creation of inclusive,fair and prosperous societies. Improved education iscritical to achieving many other desirable goals.6Take just two examples of major current and futuredevelopment challenges.First, increasing levels of education will be a criticalpart of the response to climate change adaptationand population pressure. In part, this is aboutschools teaching children about climate change, itsimplications and how best to respond. But it is alsomore fundamental than that: education is one of themost effective interventions for reducing populationgrowth and thereby lessening the strain onincreasingly scarce natural resources.7A second major challenge that is not high on widerdevelopment agendas is a concern for the quality ofgovernance and democratic institutions.8 Educationis key to improving accountability, democracy andgovernance in developing and fragile states; a studyin sub-Saharan Africa reported that people of votingage with primary education were 1.5 times morelikely and those with secondary schooling 3 timesmore likely, to support democracy than thosewithout an education.9For Save the Children, one particularly critical link isbetween education and income or wealth inequality.Higher quality and fair school systems are criticalto achieving Save the Children’s wider vision foriidevelopment – one that includes not just a focus onpoverty, but also a more ambitious agenda toreverse damaging levels of inequality.10 There is agrowing consensus that inequality matters, not justfor moral reasons, but also because high levels ofincome inequality have a range of corrosive effectson societies.When the gap between the rich and poor is wide,social inclusion and the cohesiveness of societies arethreatened.11 The chances of forging greater equalityof opportunity are also harmed as the pooreststruggle to give their children the same advantagesin life as others. And finally, high levels of inequalityinhibit economic growth, reducing the efficiency ofeconomies and undermining the institutions neededto sustain increases in prosperity.12 That this lastview is now held by the likes of the InternationalMonetary Fund (IMF) and the Organisation forEconomic Cooperation and Development (OECD)demonstrates how concern for the negative impactof gross inequalities on societies is growing.13Education is critical to responding to the challengeof inequality for a number of reasons. Firstly, inunequal societies, a fair and progressive educationsystem – one that focuses particularly on supportingthe poorest – helps counteract even deeplyentrenched underlying inequalities of opportunity.Secondly, a more equal distribution of educationalachievement is key to reducing income inequality.Many countries become more unequal as theydevelop. But this is emphatically not inevitable.The experience of some East Asian countries, suchas South Korea, shows that if countries invest inachieving equal educational opportunity and a fairdistribution of ‘human capital’, then this has a majorimpact on wider inequalities. A World Bank reportclaimed that, in Brazil, it has been widely distributedimprovements in skills that have helped to decreaseinequality,14 and in the South Korean context of the1970s and 1980s, the OECD have concluded that‘education policy plays a key role in explainingKorea’s (low) income inequality’.15The key principles of the right to education – availability, acceptability, adaptability and accessibility- inform our approach to post-2015 educationgoals. The term ‘right to learn’ is used to highlight a current, pressing challenge in the full realisation of the right to education, though it should beunderstood in the context of all key inter-related aspects of the right to education, focused on guaranteeing free, universal primary education for allboys and girls.8ENDING THE HIDDEN EXCLUSION LEARNING AND EQUITY IN EDUCATION POST-2015
1.3 A RENEWED VISION FOREDUCATION: REACHING ZEROBoth because education is a hugely valuable end initself and also due to its centrality in achieving awider vision of a fair society, Save the Childrenbelieves that we should set ambitious educationgoals as part of a post-2015 framework. It is ourgeneration that has, for the first time in history, theprospect of achieving not just universal access tobasic education, but also universal learning –empowering and liberating schooling for every childon the planet. In other words, our generation hasthe chance of dramatically reducing inequalities byreaching zero in education – zero children out ofschool and zero children failed in learning by poorquality schools.While the scale of the opportunity is significant,so too is the scale of the challenge. Realising thepotential of education as a force for liberatingtalent, for forging both more prosperous and moreequal societies, will require radical change andimprovements in current school systems. Forall the progress that has been made, we must behonest and open about how difficult it will be toachieve our vision. We need a clear understandingof two things: First, we need to understand how a rapidlychanging world and major external trends areshaping the context within which school systemsare developing and consider how they need toadapt accordingly. Second, we need to recognise that though wehave made progress on access to basic education,there still remain problematic internal trendsin education systems to contend with – mostnotably the recent stalling of progress on access,the interruption of education in crisis-affectedcontexts, the ‘global learning crisis’ and acontinuing poor record on educational equity.In the remainder of this paper we discuss both externaland internal trends and then – in the light of thisanalysis – present our proposed post-2015 educationand development framework.ENDING THE HIDDEN EXCLUSION LEARNING AND EQUITY IN EDUCATION POST-20159
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2 EDUCATION AND DEVELOPMENT INA CHANGING WORLD: EXTERN
job is not yet finished: 61 million primary school-aged children are still denied the opportunity to learn. But as we continue to make progress and look ahead to 2015 and beyond, it is vital to shine a light on the ‘hidden exclusion’ affecting children’s education around the world. When a child is out of school it is an obvious
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
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