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The Education For All Fast-
Track Initiative (EFA-FTI)
« Initiatives, analyses and tools to support the
development of EFA in Africa »
Dakar, September 2005, 26th-28th
Outline
What is the Education for All (EFA)
Fast Track Initiative (FTI)?
Why was FTI created? The Context
The FTI Compact
The Appraisal Process
FTI Support Mechanisms:
• Financing through regular channels
• Catalytic Fund
• EPDF
Next Steps for Partner
Countries
Role of country level donors
FTI Governance Structure 2
What is the EFA-Fast-Track Initiative?
The Education for All - Fast Track Initiative (FTI)
is a global partnership between developing
countries and donors to accelerate progress
towards the goal of universal completion of
quality primary education by 2015 by increasing
aid and its effectiveness
Partners include 20+ bilateral and multilateral
donor agencies
All low-income countries (IDA eligible) may
receive some form of support
3
The Context
Around the world, over a 100 million
children are out of school, of which
over 58 million girls.
Resource needs for all countries to reach
UPC (between US$5.6 and 10 billion per year
for all developing countries) are significantly
higher than current efforts
Many countries will not reach universal
primary education by 2015 if past trends
continue.
4
Primary Completion Rate by Region
Goal
100 East
EAP Asia and Pacific
97
95
Latin America LAC
and Caribbean 90
90
Europe and
ECA
85 Central Asia 84
Middle East and
MNA Africa
North Required trend
80 to reach MDG
80
South Asia
75 SAR
70
65
59
60
55 Sub Saharan
Africa
SSA
50
1990 1995 2000 2003 2005 2010 2015
5
The Context
International Agreements
EFA goals adopted at Jomtien in 1990 and
World Education Forum, April 2000, Dakar –
FTI provides a mechanism
Millennium Development Goals adopted,
September 2000
Monterrey Consensus, March 2002
International Finance and Development
Conference
• Greater aid and trade for results
• Increase aid to 0.7% of GDP (performance based)
particularly to finance MDG strategies
6
Five countries have reached or exceeded this
target, others lag far behind ….
Net ODA to Developing Countries and Multilateral Organizations as a
Percentage of GNI, 2003
Norw ay 0.92
Denmark 0.84
Luxembourg 0.81
Netherlands 0.80
Sw eden 0.79
Belgium 0.60
France 0.41
Ireland 0.39
Sw itzerland 0.39
Finland 0.35
United Kingdom 0.34
Germany 0.28
Australia 0.25
Canada 0.24
Spain 0.23
New Zealand 0.23
Portugal 0.22
Greece 0.21
Japan 0.20
Austria 0.20
Italy 0.17
United States 0.15
0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
7
Source: OECD: Statistical Annex of the 2004 Development Co-operation Report - Table 4
Education ODA commitments to all developing countries
7
5.9
6 5.5
Constant 2002 US$ (billions)
5.0
4.8
5 4.3
4.1 ALL Donors
3.8
4 3.6
DAC
3
Countries
2 1.3 1.4 Multilateral
1.2 1.1
1
0
1998 1999 2000 2001 2002
Source: OECD DAC database - Table 5 for bilaterals & some multilaterals, others from OECD CRS
database - Table 2
Note: ALL Donors includes Non-DAC Bilateral Donors
8
But, only half of ODA goes to low income countries ..
0% 20% 40% 60% 80% 100%
Portugal
Italy
Ireland
Belgium
United Kingdom
Japan
Australia
Germany
France
Denmark
Luxembourg
Norway
Netherlands
EC
Sweden
New Zealand
Finland
Switzerland
United States
Austria
Canada
Spain
Greece
ALL Donors,Total 9
DAC Countries,Total
Multilateral ,Total
ODA to Education
0% 20% 40% 60% 80% 100%
United Kingdom
Netherlands
United States
Denmark
Sweden
Norway
Luxembourg
Switzerland
Canada
Finland
Greece
Australia
Spain
France
Japan
Portugal
Germany
Belgium
New Zealand
Austria
Italy
Total DAC Countries
Basic education Secondary education Post-secondary education 10
Finally, a small amount is spent on primary
education in Low Income Countries
Total ODA to
DC:
1998: 54.6
2003: 64.3
Education ODA
to DC: 10% Total ODA to
1998: 5.6 53% LIC:
2003: 6.3 1998: 26.4
Primary ed. 57% 2003: 33.9
31%
ODA in DC: 2003
1998: 0.8 11% 1998
2003: 2.0 Education ODA
to LIC:
40% 1998: 2.1
72% 2003: 3.6
Primary ed.
ODA in LIC:
1998: 0.7
2003: 1.4 11
And aid remains tied
Tying Status of ODA by Indivdual DAC Members, 2003
Untied Partially tied Tied
100.0
Ireland (a) 100.0
99.9
Belgium 99.1
96.4
Japan 96.1
94.6
Greece (a) 93.8
93.7
Sw eden 93.6
93.1
Finland 85.8
81.4
Denmark 71.5
67.2
Spain (a) 55.8
52.6
Austria 51.4
0 10 20 30 40 50 60 70 80 90 100
12
(a) Gross disbursements.
Source: OECD: Statistical Annex of the 2004 Development Co-operation Report
Donors are changing
Norway plans to double its ODA for basic
education (increasing ODA to 1% of GNI, 15%
for basic education)
The Netherlands increased aid to basic
education six fold since 1997. By 2007, aid for
basic education will increase to 15% of total
(from < 5% in 2000)
France and UK – increasing and shifting to
budget support, SWAPs
But, many still have difficulty with multi-year
allocations and untying aid
13
But greater aid commitments are only one
element of success….
Also need:
Improve the delivery of aid
Sound country policies and institutions
A new aid effectiveness framework
14
Aid allocations are becoming increasingly
selective …
The policy selectivity index measures the extent to which each donor
prefers better governed countries among those at a given level of
per capita income1
Policy Elasticity
Index Total aid Bilateral aid Multilateral aid
2.0 *
1.82
No significant
relationship between
1.5 aid and institutional
quality
+
1.05 *
0.95 *
1.0
0.50
*
0.5 Significant positive
0.30 relationship between
0.15 0.13
0.06 aid and institutional
-0.02 quality
0.0
1984-99 1990-1994 1995-1999
-0.5
* Difference from 0 is statistically significant
+
A 100% increase in the institutional quality measure corresponds to 105% more aid.
1Based
15
on a combined indicator of institutional quality from the ICRG rule of law index and the Freedom House democracy index.
Source: Dollar & Levin “The Increasing Selectivity of Foreign Aid, 1984-2002
Paris Declarations on Aid Effectiveness, 2005:
The Aid Effectiveness Compact
Theme Government Development Partners
• National development strategies (e.g.
PRS) with clear priorities linked to
Ownership MTEF and annual budgets
• Aid aligned with national priorities and
reported in national budgets
• Use country systems when conform to
good practice or reform program to
achieve that
• Donors support capacity development
• Procurement and financial through coordinated programs
management systems adhere to good • Avoid parallel implementation structures
practice or reform program to achieve Improve predictability of aid -- disburse
these Aid is reported in national according to schedule
Alignment budgets • Untie aid
• Use common arrangements procedures
Harmonization Joint analyses, missions
• Performance assessment frameworks
Managing for results to monitor progress
• Undertake mutual assessments in • Undertake mutual assessments in
achieving the commitments on aid achieving the commitments on aid
Mututal Accountability effectiveness effectiveness 16
The FTI Compact
Donors Partner Countries
• Develop sound
• Increase support in a
education sector
predictable manner
programs through broad
based consultation
• Align with country Mutual
development priorities Accountability • Demonstrate results on
key performance
• Coordinate support indicators
around one education • Exercise leadership in
plan developing and
implementing the
• Harmonize procedures program and coordinating
as much as possible donor support
17
What support does the FTI offer?
To low-income In-country resource
countries with PRS mobilization through regular
channels. FTI partnership
and sector program, provides a global platform.
appraised and
endorsed by Resource mobilization for
supporting donors countries with few donors:
Catalytic Fund (CF)
To all low- Capacity development
income support - Upstream and
countries downstream - Education
Program Development Fund
18
Evolution of FTI – 2002-2004
In the Beginning…
Vertical program - decisions made
at global level
Access by invitation to countries
meeting criteria
Focus on increased financing
Giving impression of large global
fund
Categorizing countries
19
Evolution of FTI – 2002-2004
Implementation Queries
Parallel planning process not
part of the countries’ overall – Which plan?
sector plan
Parallel policy dialogue FTI – Which dialogue, with
and Ministry or local donor whom?
group
Confusion as to the – Who endorses and
endorsement process when?
Revisions of country
proposals driven by the FTI
rather than by the country or
local donors – Is it a demand or
supply driven process?
Resource mobilization
modalities confusing
– Where is the money? 20
Evolution of FTI – 2002-2004
FTI 2002
Vertical program, global fund concept
FTI 2004
Country-based and country-led process of program
development and resource mobilization
21
Evolution of FTI – 2002-2004
Refining the Goal and Strategy
FTI promotes increased and more efficient
aid for primary education
Shifting focus from global to country led process
Greater clarity on objectives
No selection – open to all low income countries
Working groups to move forward FTI work and
support in harmonization, communication,
financing and capacity-building
Clarification of the endorsement process and the
central role of a local donor group
22
Appraisal/Endorsement Process
Country has prepared a poverty reduction strategy or
equivalent, and an education sector plan
Local agencies involved in supporting the education sector nominate a Coordinating
Agency to lead the FTI assessment and endorsement process and serve as the liaison with
the Ministry of Education, other concerned Government agencies, and the FTI Secretariat
Coordinating Agency:
• liaises with Ministry of Education and local agencies to organize assessment and
endorsement process
• invites all relevant agencies to participate in the assessment and endorsement process
(each agency is responsible for ensuring that its representative consults with its HQ as
needed throughout the process and has the appropriate technical expertise to contribute
substantively)
• makes available the FTI appraisal guidelines and Indicative Framework to the group to
conduct the assessment
Coordinating agency sends sector plan, assessment with conclusion of
endorsement or not, signed by all who participated, to the FTI Secretariat
FTI Secretariat informs the full Partnership of the
endorsement
23
Donors mobilize resources
Strengthening Policies and Institutional
Environment: FTI Indicative Framework
Benchmarks (not targets) drawn from analysis of
successful countries. Crucial for long-term
sustainability of MDG progress
INDICATORS
1) Government spending on education – about 20% of
budget
2) Spending on primary education – about 50% of
education budget
3) Teacher salary – about 3.5 times GDP per capita
4) Pupil-teacher ratio – about 40:1
5) Non-teacher salary spending – 33% of recurrent
spending
6) Average repetition rate – 10% or lower
7) Annual hours of instruction – 850 or more
24
FTI Appraisal Guidelines
Purpose:
Encourage dialogue on key policy issues in
primary education and:
• adequacy of the knowledge base
• strategic direction toward the education MDGs
including gender responsiveness
• Ownership by all stakeholders
• Absorptive capacity and financial sustainability
25
Expected Outcomes of the Appraisal
A set of well-justified
recommendations for donor
action on:
Volume & composition of
financial support, calibrated to
quality of policy and institutional
environment
Key areas for capacity building
Support to close prioritized
knowledge/data gaps
Arrangements for monitoring
and evaluation
All donors align their support to26
this one program
What the Appraisal Process is not
It is not an appraisal of a separate
EFA or FTI project or program, but of
the education sector program of the
country
It is not an appraisal of only a piece
of the strategy for primary education
or a piece of a sector program, the
piece for which additional financing is
being sought
27
Financing from Regular Channels
Once the financing gap is known, the FTI
Secretariat raises awareness at the global
level so that the gap can be filled by:
donors present in the country who
increase their support, or
donors not yet present in the country
providing new funding, either directly or
through silent partnerships
28
FTI Catalytic Fund
Provides transitional short
term funding (two to
three years) in the form of
grants to help close the
financing gap for countries
with too few donors*, while
mobilizing more sustainable
support through regular
bilateral and multilateral
channels.
*Countries with 4 or fewer bilateral partners each giving US$ 1
million or more per year to education. 29
Catalytic Fund
Contributions and Pledges
(in US$ millions)*
2004 2005 2006 2007 Total
Netherlands 39.5 56.9 61.5 73.8 231.7
(€ 33) (€ 46.25) (€ 50) (€ 60) (€ 189.25)
Norway 5.9 8.1 14.0
(NOK 40) (NOK 50) (NOK 90)
UK 0.0 0 7.7 7.7 15.4
(£ 4.25) (£ 4.25) (£ 8.5)
Italy 2.4 2.5 4.9
(€ 2) (€ 2) (€ 4)
Belgium 1.3 1.3 2.6
(€ 1) (€ 5)
Sweden 0.0 5.3 5.3
(SEK 35) (SEK 35)
Spain 0.0 6.5 * 6.5
(€ 5) (€ 5)
30
Total 49.1 80.6 69.2 81.5 280.4
*US$ amounts of 2005 allocations and onward based on exchange rates as of Feb. 25, 2005
Catalytic Fund
Allocations
Recipient Allocations Allocations
2003/2004 2005 million
In US$
Niger 13 8
Yemen 10 10
Mauritania 7 2
Nicaragua 7 7
The Gambia 4 4
Guyana 4 4
Ghana - 8
Madagascar - 10
Kenya - 22.4*
Total 45 75 31
Education Program Development Fund
(EPDF)
Multi-donor trust fund administered by
the World Bank
Commitments from Norway and the
UK totaling $15.8 million in 2005 *
* Norway’s contribution is through the Norwegian Education
Trust Fund in the Africa Region
32
Education Program Development Fund (EPDF)
Objectives
Increase the number of low-income countries
with sound and sustainable education sector
programs
Strengthen country capacity to develop policies
and sector programs through a broad-based
consultative process
Improve and share knowledge of what works
Strengthen donor partnerships and
harmonization at the country level
Strengthen partnerships with regional networks
and institutions
33
Other FTI work
Working Groups
Harmonization
• Donor indicative framework
Finance
• Accounting for budget support
• Relationship between financing
mechanisms and education outcomes
• Review of methodologies for
estimating the global financing gap
Communications
34
Key Challenges
Expansion and Resource mobilization
• ODA – total and predictability
• Transitioning Catalytic Fund countries
Monitoring and data requirements
• Timeliness
• Domestic expenditure
• Finance gaps
Communication and outreach
Performance measures – Primary Completion
rates, Learning achievement
Downward accountability in service delivery
and public expenditure management
35
Next Steps for Partner Countries
Pursue FTI discussions with your local donor
group
Take leadership in developing an education
sector plan (only one plan)
Mobilize country level donors to provide
support as needed
Discuss and agree with donors on the appraisal
process
Ensure the provision of annual information on
key progress indicators and financial status to
the local donors
Ensure that the EFA/MDG goal for basic
education is a national priority, adequately
reflected in the Poverty Reduction Strategy or
other national development strategy 36
What is the Role of Donors at the
Country Level?
You are an FTI donor partner and key to making FTI work.
Here are the basic steps you can take to help get countries on-
track:
• Support the country to develop a sound sector strategy and program
• If the country needs support to develop its sector plan, donors may be
able to access funding through the EPDF. To access the EPDF, contact the
lead coordinating agency or the World Bank task team leader at the
country level.
• If greater donor involvement is needed in the policy dialogue and to
support program preparation, let the FTI Secretariat know. It will try to
find another partner through the global partnership.
• Exhaust your own possibilities to increase financing for the country’s
sector program.
• To pursue additional financing of the country’s endorsed sector program,
inform the FTI Secretariat which will help to mobilize the resources at
the global level and through the Catalytic Fund for qualifying countries.
• If you are the lead coordinating agency, liaise with the Secretariat and 37
provide up-to-date information on financial status and performance
FTI Governance Structure
FTI PARTNERSHIP MEETINGS
(Annual - attended by donor
and country partners, NGOs)
Sets strategic policy direction of FTI
Advocates on behalf of FTI
FTI SECRETARIAT
give direction
FTI STEERING COMMITTEE
2 FTI CO-CHAIRS support
WORLD BANK
UNESCO
LAST OUTGOING FTI CO-CHAIR
FTI WORKING GROUP FTI WORKING GROUP FTI WORKING GROUP
HARMONIZATION COMMUNICATIONS FINANCE
38
FTI Secretariat Contacts
Secretariat Staff Liaison for Contact information
Rosemary General Assistance rbellew@worldbank.org
Bellew 202-473-4836
Luc-Charles Francophone Africa lgacougnolle@worldbank.org
202-458-2050
Gacougnolle
Mercy Tembon Catalytic and EPD mtembon@worldbank.org
Funds, Latin America 202-473-5524
and Caribbean,
South Asia, Middle
East and North Africa
Kouassi Soman Anglophone and ksoman@worldbank.org
Lusophone Africa, 202-473-4713
Europe and Central
Asia
Abby Spring Communications aspring@worldbank.org
202-458-9491
Palak Mehra Trust Fund pmehra@worldbank.org
administration 202-458-9826
39
Chantal Rigaud General assistance crigaud@worldbank.org
FTI Donor Contacts
Donor Contact Name Contact information
AfDB Alice Hamer a.hamer@afdb.org
ADB William Loxley wloxley@adb.org
BELGIUM Nadine Dusepulchre nadine.dusepulchre@diplobel.fed.be
CANADA Scott Walter scott_walter@acdi-cida.gc.ca
DENMARK Torben Lindqvist torlin@um.dk
EUROPEAN COMMISSION Anton Jensend anton.jensen@cec.eu.int
FINLAND Juhani Toivonen juhani.toivonen@formin.fi
FRANCE Sandrine Bouchez Sandrine.bouchez@diplomatie.gouv.fr
GERMANY Hans Schipulle hans.schipulle@bmz.bund.de
IADB Juan Carlos Navarro juancn@iadb.org
IRELAND Maíre Matthews maire.matthews@iveagh.gov.ie
ITALY Teresa Savenella teresa.savanella@esteri.it
JAPAN Taeko Okitsu taeko.okitsu@mofa.go.jp
NETHERLANDS Ronald Siebes ronald.siebes@minbuza.nl
NORWAY Olav Seim olav.seim@mfa.no
SPAIN Francisco Gonzalez francisco.gonzalez@aeci.es
Antonio García Ferrer antonio.garcia@aeci.es
SWEDEN Ewa Werner Dahlin ewa.werner-dahlin@sida.se
UNITED KINGDOM Desmond Bermingham d-bermingham@dfid.gov.uk
Bridget Crumpton b-crumpton@dfid.gov.uk
UNAIDS Gillian Holmes holmesg@unaids.org
UNESCO Abhimanyu Singh abh.singh@unesco.org
Khawla Shaheen k.shaheen@unesco.org
UNICEF Cream Wright cwright@unicef.org 40
USA John Grayzel jgrayzel@usaid.gov
WORLD BANK Ruth Kagia rkagia@worldbank.org
Thank You for your attention
For more information, visit our website:
www.worldbank.org/education/efafti
41
