By Irina Bokova, Unesco
Schooling platforms in lots of of the world's poorest nations are actually experiencing the aftermath of the worldwide financial downturn. This record argues that the difficulty may well create a misplaced iteration of kids whose existence probabilities can have been irreparably broken via a failure to guard their correct to schooling. It examines who those little ones are and why they're being left in the back of, and appears at concrete strategies for with the intention that no childrens are excluded from schooling.--Publisher's description. �Read more...
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Meanwhile, pressures to increase spending arise from several sources, including the need to finance social protection programmes. The combination of limited fiscal space and revenue decline has the potential to translate into painful public spending adjustments, including in education. 6 4. , 2009). 5. The countries are those classified by the World Bank as ‘IDA-only’: eligible only for concessional International Development Association loans. Hence the list includes Cameroon, the Democratic Republic of the Congo and Djibouti, even though the latest World Bank data put them in the lower middle income category.
32 18 The global financial crisis has provided a stark reminder of the realities of global interdependence. With the aftershock now reaching many of the world’s poorest countries, poverty levels are rising, malnutrition is worsening and education budgets are coming under pressure. Some of the world’s most vulnerable households are feeling the effects of a crisis that originated in the banking systems of the rich world. It is too early to assess exactly what the financial crisis will mean for progress towards the EFA goals.
Data for the current and previous budget years are available in most countries, as are budget revision and review documents. The problem is that the data are not assembled and made publicly available by international or regional organizations. In the words of an analysis of education budgets in sub-Saharan Africa carried out for this Report: ‘It is rather shocking in view of the strong emphasis given to monitoring progress … that there is not a more current database for analysing education spending’ (Martin and Kyrili, 2009, p.