The Institute of Education’s International Centenary Conference

22 November 2002

 EDUCATION FOR ALL: ENHANCING EDUCATIONAL QUALITY AND ENSURING

EXCELLENCE

 

Progress Towards the Goals of Education for All

 

Sir John DanielAssistant Director-General for Education

UNESCO

The 2002 Global Monitoring Report

Education for All:is the world on track?

(an independent report on the evolution of education indicators, planning, resource requirements, and donor performance on

commitments)

- Why Education for All (EFA)?

- Why Education for All (EFA)?

- Monitoring Report - results

- Why Education for All (EFA)?

- Background to EFA

- What about quality?

José Marti :

“Al venir a la tierra, todo hombre tiene derecho a que se le eduque, y después, en pago, el deber de contribuir a la educación de los demás.”

“All people, when they arrive on earth, have a right to be educated; and then in return, they have the obligation to educate others.”

José Marti :

“Educar es dar al hombre las llaves del mundo que son la independencia y el amor, y prepararle las fuerzas para que lo recorra por sí, con el paso alegre de los hombres naturales y libres”

“To educate is to give people the keys to the world, which are independence and love; granting them the ability to walk alone, at the happy pace which is that of natural and free individuals.”

HUMAN RIGHT

WHY EDUCATION?

HUMAN RIGHT

FRE

ED

OM

WHY EDUCATION?

DEVELOPMENT AS FREEDOMAmartya Sen

DEVELOPMENT AS FREEDOMAmartya Sen

Freedom has:

- a constitutive role

DEVELOPMENT AS FREEDOMAmartya Sen

Freedom has:

- a constitutive role

- an instrumental role

HUMAN RIGHT

FRE

ED

OM

DE

VE

LOP

ME

NT

WHY EDUCATION?

Education for All:is the world on

track?

This report has shown that progress towards the six Dakar goals is insufficient: the world is not on track to achieve education for all by 2015. This judgement is based on a number of strands of evidence. …Three of the goals – universal primary education, gender equality and literacy – can presently be monitored quantitatively. Only 83 countries (accounting for just over one-third of the world’s population) have already achieved the three goals or have a high chance of doing so by 2015 on the basis of recent trends. In 43 countries (with 37% of the world’s population), at least one goal is likely to be missed, while a further28 countries (with 28% of the world’s population) are not on track to achieve any of them. Two thirds of those in the latter category are in sub-Saharan Africa, but they also include India and Pakistan.

EFA Global Monitoring Report, 2002

Of the three goals, literacy most frequently risks not being met: at present rate of progress, 79 countries will not be able to halve their rate of adult illiteracy by 2015. Universal primary education is unlikely to be reached in 57 countries, 41 of which have recently even been moving in the wrong direction. The position is slightly better as regards the gender goals, with 86 countries having already achieved gender parity in primary enrolments, and a further 35 countries being close to doing so.

EFA Global Monitoring Report, 2002

GET EQUAL

GGET EQUALG = Girls and GenderG = Girls and Gender

“to eliminate gendergender disparities in primary and secondary education by 2005

and achieve gendergender equality by 2015

with a special focus on ensuring full and equal access for girlsgirls to basic education of good quality.”

GEET EQUALE = Elementary/PrimaryE = Elementary/Primary

“to ensure that by 2015 all children, especially girls, children in difficult circumstances, and from ethnic minorities have access to and complete free and compulsory primary education of good quality.”

GETT EQUALT = TrainingT = Training

“to ensure that the learning needs of all young people are met through equitable access to appropriate learning and life skills programmes.”

GET EEQUALE = Early ChildhoodE = Early Childhood

“to expand and improve comprehensive early childhoodearly childhood care and education, especially for the most vulnerable and disadvantaged children.”

GET EQUQUALQU = QualityQU = Quality

“to improve all aspects of the qualityquality of education to achieve recognised and measurable learning outcomes for all – especially in literacy, numeracy and essential life skills.”

GET EQUALALAL = Adult LiteracyAL = Adult Literacy

“to achieve a 50 per cent improvement in levels of adult literacyadult literacy by 2015, especially for women, as well as equitable access to basic and continuing education for adults.”

Changes between 1990-2000

DYNAMIC

S

TA

TIC

Dis

tanc

e fr

om th

e go

a l

Changes between 1990-2000

DYNAMIC

S

TA

TIC

Dis

tanc

e fr

om th

e go

a l CLOSE

FAR

Changes between 1990-2000

DYNAMIC

S

TA

TIC

Dis

tanc

e fr

om th

e go

a l

FO

RW

AR

D

BA

CK

WA

RD

Changes between 1990-2000

DYNAMIC

S

TA

TIC

Dis

tanc

e fr

om th

e go

a l

High chance

Close

and

Going Forward

High chance

Close

and

Going Forward

Serious risk

Far

and

Going Backward

At Risk

Close

but

Going Backward

Low Chance

Far

but

Going Forward

Adult Literacy Achieved – Europe(>95%)

Belarus, Bulgaria, Croatia, Cyprus, Estonia, Greece, Hungary, Italy,

Latvia, Lithuania, Moldova, Poland, Romania, Russian Federation, Slovenia, Spain and Ukraine.

(no data for most OECD countries)

Slow performer Fast performer Changes between 1990-2000

Lev

el o

f A

du

lt L

iter

acy

in 2

000

Low

<70

%

Hig

h >

7 0%

- <

95%

LITERACY(partial list of countries)

At RiskBahrain, Brazil, China, Ecuador, Ghana, Malta, Mexico, Namibia, Saudi Arabia, South Africa, Sri Lanka, Tunisia, Turkey , Tanzania, Viet Nam, Zambia (39 countries)

Serious RiskAlgeria, Bangladesh, Benin, Burkina Faso, Dem.Rep.Congo, Egypt, Ethiopia, Guinea, India, Iraq, Malawi, Nepal, Niger, Nigeria, Pakistan, Rwanda, Senegal, Sudan, Uganda(40 countries)

Low Chance

High ChanceAlbania, Bolivia, Bosnia Herzegovina, Congo, Indonesia, Iran, Israel, Jordan, Kenya, Libya, Malaysia, Palestine, Portugal, Zimbabwe(18 countries)

Away from goal Towards goal Changes between 1990-2000

Dis

tan

ce f

rom

100

% N

ER

in 1

999

F

ar N

ER

<80

%

C

lose

NE

R 8

0% -

95% Insufficient progress High chance

Serious risk Insufficient progress

PRIMARY EDUCATION(partial list)

Bahrain, Botswana, China, Cyprus, Georgia, Indonesia, Jamaica, Kyrgyzstan, Mauritius, Paraguay, St Kitts and Nevis, Syria, Turkey, Uzbekistan, Venezuela.(20 countries)

At riskAzerbaijan, Bangladesh, Chile, Costa Rica, Guatemala, Iraq, Jordan, Sri Lanka, Swaziland, Thailand, Togo, Trinidad and Tobago, Uganda, (21 countries)

High Chance

Burundi, Comoros, Croatia, Yugoslavia, Iran, Kuwait, Lebanon, Lesotho, Namibia, Niger, Nigeria, Saudi Arabia, Tanzania, Zambia.(21 countries)

Serious risk

Benin, Bhutan, Burkina, Chad, Côte d’Ivoire, Dem.Rep.Congo, Ethiopia, Gambia, Haiti, Malawi, Mali, Morocco, Mozambique,Nicaragua(16 countries)

Low chance

Away from goal Towards goal Changes between 1990-2000

D

ista

nce

fro

m g

oal (

GP

I =

1)

in 2

000

F

ar

Clo

se

G

PI

<0.

9 or

>1.

1

GP

I 0.

9-0.

97 o

r 1.

03-1

.1

GENDER PARITY - PRIMARY (partial list of countries)

High ChanceAlgeria, Bangladesh, Cape Verde, Congo, Egypt, Gambia, Haiti, Iran, Lesotho, Oman, Portugal, Sierra Leone, Saudi Arabia, Uganda(18 countries)

Low ChanceBenin, Bhutan, Burkina, Chad, Côte d’Ivoire, Ghana, Guinea, India, Mali, Morocco, Nepal, Niger, Pakistan, Senegal, Sudan, Togo.(23 countries)

At RiskBelize, Chile, Cuba, Estonia, Indonesia, Jamaica, Madagascar, Mongolia, Paraguay, South Africa, Swaziland, Tajikistan, Thailand, Turkey (18 countries)

Serious RiskAngola, Burundi, Cameroon, Equatorial Guinea, Ethiopia, Grenada, Iraq, Mozambique

(8 countries)

Dakar Composite: Primary, Literacy, Gender Parity

Group

E9

High Chance

Brazil

Mexico

Insufficient

Bangladesh

Egypt

China

Indonesia

At Risk

India

Nigeria

Pakistan

Dakar Composite: Primary, Literacy, Gender Parity

Group

Central/Eastern Europe

High ChanceAlbaniaBelarusBosnia HerzegovinaBulgariaCroatiaEstoniaHungaryLatviaLithuaniaPolandRomaniaRussian FederationFYR Macedonia

InsufficientTurkeyYugoslavia

At Risk

Dakar Composite: Primary, Literacy, Gender Parity

Group

North America/Western Europe

High ChanceBelgiumCanadaCyprusDenmarkFranceGreeceIrelandIsraelItalyNetherlandsNorwayPortugalSpainSwedenSwitzerlandUnited KingdomUnited States

Insufficient At Risk

Dakar Composite: Primary, Literacy, Gender Parity

Group

Latin America/ Caribbean

High ChanceAntigua and BarbudaArgentinaBahamasBarbadosBelizeBoliviaBrazilCayman IslandsChileColumbiaCosta RicaCubaDominican RepublicEcuadorGuyanaHondurasMexicoNetherlands AntillesPeruTrinidad and TobagoUruguay

Insufficient

DominicaGrenadaGuatemalaHaitiJamaicaNicaraguaParaguaySt Kitts & NevisSt Vincent and the GrenadinesVenezuela

At Risk

Dakar Composite: Primary, Literacy, Gender Parity

Group

Arab States/ North Africa

High ChanceJordanLibyan Arab J’riyaPalestinian A.T.Tunisia

InsufficientAlgeriaBahrainEgyptKuwaitMauritaniaOmanQatarSaudi ArabiaSyrian Arab Rep.U.A.Emirates

At RiskDjiboutiIraqLebanonMoroccoSudan

Dakar Composite: Primary, Literacy, Gender Parity

Group

Sub-Saharan Africa

High ChanceCongoGabonKenyaRwandaSeychellesZimbabwe

InsufficientBotswanaCape VerdeCôte d’IvoireGambiaGhanaLesothoMalawiMauritiusNamibiaSouth AfricaSwazilandTogoUgandaUR of Tanzania

At RiskBeninBurkina FasoBurundiCameroonCentral African Rep.ChadComorosDem.Rep.CongoEquatorial GuineaEritreaEthiopiaGuineaGuinea-BissauMadagascarMaliMozambiqueNigerNigeriaSenegalZambia

GET EQUQUALQU = QualityQU = Quality

“to improve all aspects of the qualityquality of education to achieve recognised and measurable learning outcomes for all – especially in literacy, numeracy and essential life skills.”

input – process – output

Inputs: - school, student, household

Process:

- school climate, teaching/learning

Output:

- achievement, attainment, standards

CONCLUSIONS1. Good performance with modest means

2. Girls perform better than boys

3. Parental income/education major influence

4. School characteristics important(e.g shift teaching, textbooks, materials, qualified teachers)

Showing up is 90% of success