This white paper calls upon education-sector stakeholders to ensure that every child in Nigeria benefits from successfully tested education interventions by focusing on efforts to scale up their impact.
The Nigerian Education Innovation Summit (NEDIS) 2016, a learning event convened by The Education Partnership (TEP) Centre and ExpandNet, with support from the John D. and Catherine T. MacArthur Foundation, brought together implementers of education innovations, social investors, funders, researchers, development partners, policymakers and public sector officials to address different challenges faced in scaling up education innovations in Nigeria.
40% reduction in the global number of primary and lower secondary school aged OOSC over the past 15 years, but this progress has stalled since 2007.
To break through this stagnation, flexible solutions are needed which complement traditional macro approaches. The Center for Education Innovations' Program Database profiles many interventions applying new and innovative models to overcome this critical challenge. Download this presentation to see some illustrative examples of this, as well as information about the root-causes and costs of out-of-school children.
The global number of children and young adolescents not enrolled in school has stagnated for nearly a decade.
The 124 million out-of-school children can only be reached with targeted interventions that address the range of barriers faced by marginalized youth, and innovative financing can be used to fund and keep attention on interventions targeting out-of-school children.
Over the past five years, a polarised debate about the potential contribution of low-cost private schools (LCPSs) to achieving Education for All (EFA) objectives has received growing coverage in international policy circles. At the heart of this debate are disputed questions about whether these schools are providing quality education, reaching disadvantaged groups, supporting or undermining equality (including between girls and boys), affordable for the poor and financially sustainable.
Despite significant improvement over the last decade, 67 million primary school-aged children are still out of school worldwide. In the majority of developing countries the quality of education for those that are in school remains unacceptably low, with children acquiring knowledge at only 20 to 25% of the rate achieved by children in richer countries (Global Partnership for Education, 2011). Traditionally international support for education has focused on expanding and improving the public education sector.
The education sector in Pakistan has made significant progress over the past 10 years, however it remains under acute pressure. Demographic shifts and a lack of public financing mean that in Pakistan’s public education system has been increasingly stretched, both in terms of scale and quality of provision. As a result families have increasingly turned to private schools, which are estimated to now account for 20% of all school places in Pakistan (ASER Pakistan 2012).
This report makes no claim to provide comprehensive recommendations for filling the remaining financing gaps, nor does it claim that solutions to provide education for all involve financing alone. Rather it suggests five opportunities for action which could make a major contribution in enhancing the role that multilateral agencies can play. Detailed proposals are made under each of the following:
Evidence suggests that low-cost private schools (LCPSs) are increasing their presence in Asia and Africa; however, it is unclear how this growth will impact education outcomes for the poor. This report addresses the global debate surrounding the inclusiveness, quality, affordability, and sustainability of LCPSs.
In response to progress toward and challenges that remain in achieving the 2015 Millenium Development Goals (MDGs), "The Right to Learn" calls for a paradigm shift in global education policy. The report highlights the importance of parental and community participation in improving primary education. It also discusses the need for communities to strengthen accountability relationships between citizens and service providers, such as national governments, in order to better learning outcomes and redress current inequalities in education.