GPE 2016-2020
Contribution ID : SE-0-SE-6-61050050This website displays open data about Swedish aid, which shows when, to whom and for what purpose Swedish aid is paid out, as well as what results it has produced. This page contains information about one of the contributions financed with Swedish aid.
Education is a human right and necessary to be able to exercise the other human rights. Education promotes freedom and autonomy and contributes to development. Despite this, millions of children, young people and adults lack access to educational opportunities. And for many, poverty is the underlying cause. Education in poor countries is severely underfunded. ...
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Education is a human right and necessary to be able to exercise the other human rights. Education promotes freedom and autonomy and contributes to development. Despite this, millions of children, young people and adults lack access to educational opportunities. And for many, poverty is the underlying cause. Education in poor countries is severely underfunded. UNESCO estimates that $ 39 billion a year is needed, in addition to countries' domestic resources, to guarantee all children a full education, from preschool to high school. GPE's overall goals are improved educational outcomes for all - girls and boys, young women and young men - through equal and equal access to good quality education. Special focus is placed on the poorest and those who are most marginalized as a result of gender, disability, ethnicity, conflict or other vulnerability. GPE also draws attention to the importance of teachers having the capacity and knowledge to teach in an adequate manner and that the education systems, including the education plans, are designed to effectively convey adequate and relevant education. Countries eligible for GPE grants may receive support to either develop training plans or to implement already approved plans. Since its inception in 2002, GPE has allocated a total of $ 4.4 billion to education in the world's poorest countries. GPE is governed by a board consisting of 19 members who represent the partnership's various actors. The Board consists of six donor constituencies, six constituencies representing the partner countries, three multilateral bodies (UNICEF, UNESCO and the World Bank), three representatives of civil society organizations and one for the private sector and foundations. Sweden and Denmark constitute a constituency. Sida estimates that GPE has developed a lot during its 14 years of operation. GPE differs from other global initiatives in that the working model is based on clear national ownership and equal partnerships between donors and partner countries. GPE has the role both as a contributor, coordinator and as an influencer to increase the understanding of the importance of education for sustainable development. Sweden has supported GPE since its inception in 2002 (then Education for All Fast Track Initiative, EFA FTI) with SEK 1,970,000,000. In December 2015 (overall, calculated from GPE's start in 2002), Sweden was the 7th largest contributor after the United Kingdom, the Netherlands, Australia, Norway, Spain and Denmark. Sweden's contribution to date amounts to 7.1% of the fund's total resources. Sida intends to contribute SEK 560,000,000 to GPE for the period 2016 - 2019.
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Result
Since 2002, GPE has distributed close to 5 billion USD in support of national education plan implementation in over 60 developing countries. About 50% of the GPE funding supports education in fragile and conflict-affected countries. The partnership has grown from seven developingcountry partners (DCPs) in 2002 to 65 Almost all of these are low-income countries, home to 330 million children— of which 79 million are out of school. The numberof DCPs is expected to grow to 89 over the next three years. The number of countries providing funding for the GPE grew from fewer than 10 in 2004 to more than 20 by 2018. The number of children supported by GPE surpassed the2017 reached 23,5 million in 2019. 76.1% of children completed primary education 50.2% of children completed lower secondary education. 37.2% of children enrolled in pre-primary education. There has been good progress in gender equity in primary and secondary education. 66% of DCPs were within threshold for gender parity index for primary completion, 51% of DCPs were within threshold for gender parity index for lower secondary completion. Gender parity is still a challenge however , especially for out of school chidren. Primary-school-age girls were 1.3 times more likely than boys to be out of school. The gender equality strategy, which was adopted in 2017, is expected to address gender equality. Data is often not available to assess to what extent learning is improving. Only one third of developing country partners (20 countries) had reliable learning data. Of these, 13 countries (65 percent) show improved learning outcomes. Teacher density, a prerequisite for improved learning, shows a positive trend. 29 percent of partner countries in developing countries had the number of students in a qualified teacher at or below 40: 1, compared to 25 percent in 2013. But in many countries, it is still very high. The Better Early Learning and Development at Scale initiative (BELDS) supports improved capacity for qualitative early learning planning.GPE publishes detailed results reports annually starting in 2017 and available on its website.
The intended outcome of GPE's work is improved learning outcomes for all girls and boys through inclusive and equitable quality education. GPE is a partnership in which donors, developing countries, civil society, the private sector, foundations and multilateral organisations are represented. GPE's main objective is to strengthening education sector planning and systems, increasing domestic financing and improving key policy areas in countries. This objective is to be achieved through financial and technical support to developing and implementing countries' own education sector plans.
Swedish aid in numbers and reports
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