Our Perspective

MDG 3

Making education work: The governance conundrum

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Globally, 123 million youth (aged 15 to 24) lack basic reading and writing skills; 61 percent of them are young women. Photo: UNDP/Pakistan

Pakistan is one of the few countries that spend just around two percent of their gross domestic product (GDP) on education. The actual development expenditure on education is another problem- on average, 82 percent of allocated funds are used on non-developmental items. In Pakistan, as in most developing countries, the impact of education investments is usually discussed in very simplistic terms. The measure of performance and the subsequent outcomes are seldom questioned. Good governance—setting up performance benchmarks, systems of monitoring and accountability, and budgeting and distribution formulae can considerably improve institutional effectiveness and results in the education system. Tracking expenditure and ensuring responsible spending are essential. So is the process through which budgets are prepared and distributed across different geographic areas. Is there a formula that accounts for education poverty? That guides resource allocation to different districts? An example from district Dera Bugti illustrates the severity of education inequality across the country. The district’s net enrolment ratio stands at 12 percent, survival rate and literacy rate are 9 percent and 16 percent, respectively. The highest corresponding figures in the country are of Islamabad, which are 76 percent and 89 percent. There are also gender-based disparities. The gender parity index for primary education in... Read more

Can there be sustainable development without gender equality?

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Young mothers get health care education at a UNDP-sponsored clinic in Hakha Township, Chin State, Myanmar. Photo: Tom Cheatham for UNDP

Whenever we analyze a development strategy, the inevitable question arises:  Should the approach to gender equality be comprehensive across all sectors or should it be a separate issue and agenda? Experience tells us that both approaches are desirable: A concrete goal for gender equality as well as fundamental indicators and targets that require creation of gender policies. These policies should contain specific measures to address half of the population's need for education, health care, access to land and energy, etc. To date, this has been the most common approach across various UN groups, reaffirming the idea that a comprehensive and transformative approach is urgently needed in order to address structural barriers to gender equality and to lay a solid foundation for the future. The key now is to draw lessons learned from the experience of the Millennium Development Goals (MDGs) and strengthen the tools that advanced gender equality in the desired areas. But what has been achieved by the MDGs with regard to gender equality? The answer is mixed: Gender parity has been achieved in primary education, but only 2 of 130 countries have achieved this goal at all levels of education. Progress has been made in access to employment. Globally, 40... Read more

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