Education For All Fast Track Initiative

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Education For AllFast Track Initiative

• Rosemary Bellew
• Manager, FTI Secretariat

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• Origin of FTI
• What is FTI objectives and components
• Implementation progress
• Challenges
• Discussion questions

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Origin

• Jomtien World Declaration on Education for
  All
  
• UPE by 2000, over100 million out of school
• World Education Forum April 2000, Dakar
• Increase aid and predictability
• Sector-wide approaches, more effective donor
  coordination
  
• Regular monitoring at country and international
  level
  
• MDGs adopted September 2000
• Monterrey Consensus, March 2002 International
  Finance and Development Conference, state heads
  
• Mobilizing and increasing effective use of aid
  (and trade) to reach MDGs
  
• Countries with sound policies and programs
• Good governance, increased accountability
• Rome Declaration on Harmonization February 2003
  to improve aid effectiveness

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The FTI is

• Global Partnership of education donors (25
  bilateral and multilateral donors), endorsed by
  World Bank/IMF Development Committee and G-8
  
• It aims to
• Support countries to achieve the MDG for
  completion of primary education for all, through
  increased aid by
  
• Putting into practice the principles of the
  Monterrey Consensus and Rome Declaration

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Why FTI? Dramatically faster progress is needed
in some regions Trends in PCR by Region
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Projected trends in PCR for some FTI countries
(projections use a line of best fit between data
points)
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many countries are off track
Source Linear projections based on 1990 to 2002
data from the WDI database July 2004, includes
low and middle income countries
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Many countries are off track

•   

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Aid not as effective as it could be

• Multiple donor requirements increase transaction
  costs
  
• Project approaches do not address systemic issues
  and policies sufficiently
  
• Donor cycles do not always fit with Government
  planning and budgeting cycles
  
• Funding does not always match Government
  priorities
  

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The FTI compact and eligibility

• Donors commit to increase aid and its
  predictability to scale up programs to achieve
  the MDG for primary education, based on country
  performance
• Eligibility
• All low-income countries with
• PRSP or equivalent
• Sound education policies and sector program,
  endorsed by country donors
  
• Commitment to monitor key indicators (Indicative
  Framework)
  

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EFA Indicative Framework

• Benchmarks drawn from analysis of successful EFA
  countries. Crucial for the long-term
  sustainability of MDG progress
  
• Domestic financing effort
• Actions to improve service delivery

• 1) government spending on education 20 of
  budget
  
• 2) spending on primary education 50 of
  education budget
  
• 3) teacher salary about 3.5 times GDP per
  capita
  
• 4) pupil-teacher ratio about 401
• 5) non-teacher salary spending 33 of
  recurrent spending
  
• average repetition rate 10 or lower
• annual hours of instruction 850 or more
• unit construction costs - 10,000 or lower

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Main Objective 1

• Increase financing and predictabilty
• Regular channels
• Donor Orphans -- Catalytic Fund
• Fund for Preparation of Education Sector Plans

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Main Objective 2

• Channel aid more efficiently and effectively
• Donor collaboration and harmonization
• More flexible financing
• Recurrent costs

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EFA-FTI Catalytic Fund (CF)

• Two/three year transitional financing
• Low income countries with
• Insufficient financing (due to insufficient
  donors) that
  
• Meet the EFA-FTI eligibility criteria

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Contributors to the CF2004-2007
Source Report of Committee decisions of the
first meeting of the Strategy Committee for the
Catalytic Fund Oslo, November 22, 2003 and
subsequent Administrative Agreements
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Country Allocations (US million)
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(No Transcript)
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FTI first 23 countries

• Two transparent criteria
• For invitation Poverty Reduction Strategy
• For endorsement for funding Primary Education
  Sector Plan agreed with donors supporting
  education in the country
  
• 23 Countries invited 18 in FTI proper 5 in
  analytical track

17 million children out of school
50 million children out of school
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FTI Progress to Date

• Endorsed 11/02
• Nicaragua
• Honduras
• Guyana
• Burkina Faso
• Niger
• Mauritania
• Guinea

• Endorsed in 2003
• The Gambia
• Mozambique
• Yemen
• Vietnam

• Endorsed in 2004
• Ghana

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Results

• Increased focus on completion
• Improved the linkages between central and field
  levels in donor agencies
  
• Greater partnership
• Increased attention to sector programs and
  non-project financing mechanisms
  
• Increased aid
•  

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Trends in aid Bilateral ODA World Bank
commitments
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Trends in Bilateral AID in selected FTI countries
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Trends in Bilateral Aid increase
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Other On Going Work

• Harmonization Working Group
• Country level donor harmonization monitoring
  indicators
  
• Finance Working Group
• Accounting for Budget Support
• Estimating the Global Financing Gap
• Impact of finance modalities (GBS and SBS) on
  education outcomes
  
• Communications Working Group
• Messaging
• Fund for Preparation of Education Sector Plans
•  

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Challenges

• Country level
• Predictable aid commitments
• Monitoring the compact gaps, financial flows
  and country progress
  
• Expansion

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Discussion

• What have been your experiences with FTI?
• How can FTI support country level processes ?
• What value added can FTI bring?

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Thank You for Your Attention

• www1.worldbank.org/education/efafti/
• Rosemary Bellew 34836