meeting for regional co-ordination of appeal; 3rd;...

Third Meeting for Regional Co-ordination of APPEAL Bangkok, Thailand, 23-27 July 1992

FINAL REPORT

UNESCO PRINCIPAL REGIONAL OFFICE FOR ASIA AND THE PACIFIC Bangkok, 1993

& 1 1 1 $[o

0 UNESCO 1993

Published by the UNESCO Principal Regional Office for Asia and the Pacific

P.O. Box 967, Prakanong Post Office Bangkok 101 10, Thailand

Printed in Thailand

The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of WESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning itsfiontiers or boundaries.

OFFICE BEARERS OF THE MEETING

Chairperson

Mr. R.I.T. Alles (Sri Lanka)

Vice-Chairperson

Ms. Edna Tait (New Zealand)

Mr. Chen Dezhen (China)

Mr. Y. Bhg. Datuk Haji Mahpor bin Baba (Malaysia)

Rapporteur General

U Han Tin (Myanmar)

Secretary

Mr. T.M. Sakya

Educational Adviser and Co-ordinator "APPEAL" UNESCO/PROAP

C O N T E N T S

INTRODUCTION I

Part O n e

Part Two

Part Three

Part Four

Part Five

ANNEXES

Annex I

AnnexII

AnnexIII

AnnexIV

Annex V

Annex VI

Annex VI1

Review of Progress on Education for All in Asia and the Pacific

Implementation Strategies of Education for All at the National and Regional Level

Developing an EFA Monitoring and Follow-up Information System

Regional and International Co-operation for APPEAL

Comments on Report of the Programme Preparation Mission on Regional Programme on Basic Education for the Fifth UNDP Programme Cycle

Agenda

Opening Address by Dr. Kowit Permanent Secretary, Ministry of Education, Royal Government of Thailand

Welcome Address by Mr. Hedayat Ahmed, Director, UNESCO Principal Regional Office for Asia and the Pacific, Bangkok

List of Participants

Members of Working Groups on Agenda Item 3

Members of Working Groups on Agenda Item 4

List of Documents

Vorapipatana,

1

11

U)

23

26

31

32

34

40

48

51

54

Background

In order to review progress, consider strategies and strengthen regional co-operation for the Programme on Education for All, the UNESCO Principal Regional Office for Asia and the Pacific (PROAP) convenes every two years a Regional Co-ordination Meeting on the Asia-Pacific Programme of Education for All (APPEAL). As authorized by the twenty-sixth session of the UNESCO General Conference held in 1991, PROAP convened the Third Meeting for Regional Co-ordination of APPEAL in Bangkok from 23 to 27 July 1992.

Objectives

The objectives of the meeting were:

1. to review the progress of Education for All (EFA) at the national and regional level;

to consider implementation strategies and monitoring processes at national and regional level; and

to strengthen regional co-operation for EFA through APPEAL.

2.

3.

Participation

The chairpersons or senior members of National Co-ordination Mechanisms of Member States participating in APPEAL were invited to the Co-ordination Meeting. The meeting was attended by 34 participants, 2 resource persons and 13 observers/representatives from 27 countries -- Afghanistan, Australia, Bangladesh, Bhutan, Cambodia, China, DPR of Korea, Fiji, India, Indonesia, Iran, Japan, Lao P D R , Malaysia, Maldives, Mongolia, Myanmar, Nepal, N e w Zealand, Papua N e w Guinea, Philippines, Republic of Korea, Samoa, Sri Lanka, Thailand, Tonga and Viet Nam.

Representatives from A C C U , ASPBAE, ESCAP, NFUAJ, S E A M E O / I N N O T E C H , UNDP and UNICEF participated in the meeting. T w o observers from the Ministry of Education, Thailand also attended the meeting.

1

Third Meeting for Regional Co-ordination of APPEAL

Officers of the Meeting

The Meeting unanimously elected the following office bearers:

1. Chairperson - Mr. R.I.T. AUes (Sri Lanka) 2. Vice-Chairperson - Ms. Edna Tait (New Zealand)

3. Vice-Chairperson - Mr. Chen Dezhen (China) 4. Vice-Chairperson - 5. Rapporteur General - U Han Tin (Myanmar)

Mr. Y. Bhg. Datuk Haji Mahpor bin Baba (Malaysia)

The following acted as resource persons:

1. Mr. J. Veera Raghavan (India)

2. Mr. Charles Villanueva (Philippines)

Mr. T.M. Sakya, Educational Adviser and Co-ordinator of APPEAL was the Secretary of the Meeting.

lnaguration

The meeting was inaugurated by Dr. Kowit Vorapipatana, Permanent Secretary of the Ministry of Education, Royal Government of Thailand on 23 July 1992 at O900 hrs. in the Conference Hall of UNESCO/PROAP (full text of his Inaugural Speech is given in Annex 11). In the beginning of the Inaugural Session, Mr. Hedayat Ahmed, Director of UNESCO/ PROAP delivered a welcome speech on behalf of UNESCO (full text of his speech is given in Annex 111).

Part One

REVIEW OF PROGRESS ON EDUCATION FOR ALL IN ASIA AND THE PACIFIC

Framework for Action to Meet Basic Learning Needs endoresed by the World Conference on Education for AU (1990), served as the basis for the review of progress in the implementation of APPEAL at national and regional level. The review was done by the participants working in three groups. This differed from the Second Meeting (1990) where participants were divided into four groups on a geographical basis. The rationale for this change was that a wider, random geographical representation in each group would ensure greater interaction and give participants a more balanced view of APPEAL at the regional level (see Annex V).

The National Shldy of Education for All (papers submitted to UNESCO/PROAF' for the Third Meeting by the Member States), the Regional Survey on Education for All in Asia and the Pacifc and the Progress Repoti of Asia-Pacific Programme of Education for All (APPEAL) served as working papers for the group work.

All three working groups simultaneously conducted their discussions according to the guidelines suggested in the booklet -- Framework for Action to Meet Basic Learning Needs. Altogether nine points were specified. These were:

1.

2.

3.

4.

5.

6.

7.

8.

9.

National agency for Education for All

EFA plans for action

Developing a supportive environment

Improving the quality of basic education

Improving managerial, analytical and technical capability

Building partnership

Mobilizing information and communication channels

Resource mobilization

Regional co-operation on EFA.

These guideIines provided the working groups with an opportunity to analyze and consider the extent to which the national APPEAL programmes in each Member State reflect the intention of the Jomtien Declaration.

nird Meeting for Regional Co-ordination of APPEAL

National Agency for Education for All

Almost every Member State had set up a National Co-ordinating Mechanism for APPEAL, Each Member State had established or identified a national body responsible for formulating guidelines, co-ordinating implementation, determining programmes and evaluating results. It emerged from the discussion that in some member countries, APPEAL as well as EFA organizations co-existed complementing each other’s activities, while in other countries EFA organizations had merged with or were superseded by APPEAL organizations formed after the Jomtien Conference.

In all Member States, the driving force behind the National Co-ordinating Mechanism for APPEAL was the Ministry of Education (MOE). In some countries, the responsibility for EFA was not borne alone by the education sector but was shared on a multi-sectoral basis. It was also seen that in some member countries, the government organizations and non- government organizations (NGOs) co-ordinated activities while in some, they ran parallel programmes.

It can be concluded that member countries which had wide-based support for EFA had a relatively better chance of success. The majority of the member countries in the region are functioning well in this respect and getting adequate results. A few other countries need more support and assistance at both the national and regional level.

It was seen that in those countries where the National Co-ordinating Committees were not able to play their roles actively and effectively, the most prevalent problem had been the lack of resources, especially financial resources.

Another significant reason for lack of success was the absence of well-defined policy directions on the part of the national government regarding the role and place of non-formal education.

Education for All Plans for Action

Each Member State in the group reported that it had some form of blueprint for action. These Plans of Action are well documented. Most of them has set educational planning in the context of existing (and projected) economic realities so as to determine the extent to which they can increase access to all aspects of EFA including qualitative programmes.

The Plans of Action were in most cases spelJed out in the form of programmes, projects and activities under the various components of EFA namely:

1.

2.

Universalization of Primary Education (UPE);

Eradication of Illiteracy (EOI); and

2

Review of progress on education for all

3. Continuing Education Development (CED).

Although the projects and programmes varied from country to country, the target groups of the above components are the same for all namely,

1. primary school children;

2. pre-school education children;

3. illiterate as well as out-of-school youth and adults, girls and especially women.

Specific projects and programmes to reach disadvantaged groups, ethnic and isolated groups featured prominently.

Emphasis on the measurement of achievement in literacy and language learning is a common feature in most countries. Another common feature is that, whilst the individual government and non-government agencies strived to achieve results, they had been frequently hampered by lack of resources to fully support the programmes. In other words, some programmes are not effective because of the lack of budgetary provisions. In some countries, the plans had not been approved by the respective governments and therefore the funding for APPEAL was not reflected in the budget.

The reality is that some Member States in the region may not attain the goal of EFA by the year 2000 due to several constraints, funds being one of the main problems. There is need for the input of vast resources in terms of physical facilities, training of teachers, and the production of teaching-learning materials among others. There is need for more specific plans to reduce drop-out, particularly for women and the poor.

DevelopZng a Supportive Environment

Although the Ministry of Education was responsible in all cases for overall policy development in education, the Member States felt that all arms of government should work in close co-operation to support EFA. Their commitment together with those of unions, political parties, religious groups and NGOs was vital for success. The working groups recognized the need for government agencies and NGOs to complement each other’s activities in promoting EFA. It was also noted that most NGOs would prefer literacy and other EFA programmes to be flexible in nature so that local needs could be taken into consideration.

It also emerged from the discussions that the mass media could play an important role and that some form of education process must be worked out for media personnel to enable them to play an influencing role in working towards EFA.

All the Member States were agreed that regular seminars and conferences for policy makers should be organized to sustain awareness and commitment.

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Improving the Quality of Basic Education

In all the Member States improvement of quality of basic education has become a major concern. Increased investment in teacher education, curriculum renewal, school facilities and the development of decentralized management system was considered to be the key for improving the quality of basic education.

The Member States were aware that the Jomtien Conference has emphasised the importance of defining learning and achievement levels and attaining of basic standards for all. For this they recognized the importance of training teachers, and developing relevant teaching and learning materials particularly for poorer groups and for girls and women. The crucial need to incorporate and emphasize values, self-reliance and empowerment aiming to give dignity to individuals was also recognized. It was also felt that there is a need to shift from an instructional to a self-learning approach.

Concern was also expressed about the employment and working conditions of teachers since teachers were regarded as the most crucial factor in any attempt to bring about any improvement in the quality of basic education. It was accepted by all Member States that teacher welfare and development should include:

1.

2. increase in salary;

3.

4.

improvement in the working conditions of teachers;

improvement in their short and long term training;

provision of incentives for teachers (especially in remote or deprived areas) to motivate them and improve their morale; and

5. recognition of their status.

Improving Managerial, Analytical and Technical Capability

The training of administrators, school principals, resource personnel and teachers is a continuing process and each agency had its own mechanism for such an undertaking. The agencies concerned have the responsibility for collecting, analyzing and disseminating basic educational information to meet the requirement of their clients. At the same time the various agencies need to review and assess their own capacity as .co-ordinating bodies.

The Member States considered it important and desirable to train administrators, head teachers, principals and senior education officials and regularly update their knowledge. Their was a need to sensitize them to the need for having reliable statistics and for building up ability to analyze them, and to review and assess the capacity of organizations entrusted with new tasks.

4

Review ofprogress on education for all

In most countries there was a need for technical support from UNESCO/PROAP or other organizations and it was felt that the support should be on a long-term basis.

Building Partnership

In many of the Member States, some of the NGOs are directly involved in the programmes of EFA, especially in pre-school education and continuing education. At the same time, community leaders (PTA members, village chief, local administrators, religious leaders and others) are seen to be active in various programmes and activities organized by either the GOs or NGOs.

A very useful and practical suggestion was to establish a school development board with elected representatives from parents, teachers, past students and local well-wishers to help administer the school. The board can help the school become a community centre providing continuing education for development.

A point, that surfaced during the discussion was the fact that EFA programmes succeeded where co-operation and enlightened leadership were provided by the authorities. The programmes had a better chance of success where the management of education was a two-way process. There was a need to sensitize senior educators, decision makers and policy makers to the desirability of co-operation, co-ordination and building partnership for EFA programmes.

One important point that emerged was the desirability of sharing expertise, ideas and visits between Member States in the region. Regional agencies should play a more vigorous role in helping build partnerships which would bring success to EFA programmes in Member States.

Mobilizing Information and Communication Channels

It was felt that the use of media to complement traditional teaching methods was of great importance. There was a need to train media personnel for effective presentation to meet the education requirements of EFA.

It was seen from the national studies that in order to generate support for EFA, information campaigns had been undertaken during the organizational stage at various levels. A multi-media approach was often used. But in many countries, commitment of the mass media for EFA seems to be on the wane.

Information or lack of it has been a major drawback in most of the Member States. In more developed countries of the region, a computerized system of gathering and sharing information is operational. In most cases a network within the country had been installed to

5


facilitate the integration of needed data. Similarly, in some countries an Educational Management Information System (EMIS) had been installed to gather data needed in policy formulation and programme planning. Basic statistical data about critical indicators on basic education such as enrollment, participation rate, cohort survival rate, retention rate, and drop- out rate, are made available to end-users such as policy makers and researchers, in government as well as non-government agencies.

Support for those Member States which have not yet set up an EMIS should be offered by international agencies and donors in the form of expertise and funding. A simple and manageable EMIS at the regional level should also be established.

Resource Mobilization

Resources -- financial as well as human -- are scarce. Systematic planning in the utilization of these resources is imperative. The present trend in the region was to tap local sources of funds in the form of community contributions. It was, however, recognized that there was a need for greater allocation of funds from the government and donor agencies as well.

The Member States agreed that resources allocated for EFA should be utilized effectively with a minimum amount of wastage.

It was realized by all the Member States that it was an advantage to have well- prepared project documents which would attract donor agencies. The Jomtien Conference had stimulated governments and international agencies to allocate more resources for EFA. But the willingness of donor agencies must be matched by project formulation and implementation capabilities of government agencies in Member States. Project formulation requires a considerable amount of expertise and a majority of the Member States felt the need to train their personnel to produce project documents. UNESCO/PROAP should provide help in the form of expertise to Member States who felt the need in the preparation of project documents.

Regional Co-operation on EFA

The Member States were of the opinion that mechanisms for co-operation should exist in each country at (a) national, (b) regional, and (c) global level.

At the regional level, co-operation and consultation needed to be resourced. Funding agencies and donors had to be convinced of the value of sharing and exchanging on-the-ground experience. A n important element of this was action research and documentation on a regional basis. Teachers needed to be trained in research methodology and reports writing.

6


The Member States agreed that it was important to share information and experience through technical co-operation, seminars, publications and field visits. There is a need for effective regional-level monitoring and dissemination. A directory of leading institutions and experts should be published as early as possible.

It was.also noted with appreciation by the Member States that ACCU has made valuable contributions to EFA and that their materials could be advantageously adapted and utilized in the region.

The World Conference on Education for All held in Jomtien, Thailand on 5-9 March 1992 helped to strengthen Education for All Activities. In Asia and the Pacific APPEAL has been assigned the task of following up on the Jomtien Conference.

Review of Activities under taken by APPEAL to follow-up the Jomtien Conference

In order to prepare a basis for providing support to the Member States and to assess progress on EFA on a continuing basis, APPEAL conducted a survey of the EFA situation in the Member States in 1991.

The survey has revealed that the concept of Basic Education differs in different countries. In some countries primary education, adult literacy programmes and some part of continuing education are included in basic education, whereas in others the compulsory schooling of eight or nine years, and all aspects of post-literacy and continuing education form the parts of basic education.

Almost all countries in Asia and the Pacific have set up or identified national bodies responsible to oversee the follow-up of the Jomtien Conference. Since twenty-two Member States have set up National Co-ordination Committees for APPEAL, many countries have entrusted the lack of Jomtien follow-up to the national APPEAL Committee. Some countries have set up new bodies for EFA.

Similarly, all countries have convened national conferences, meetings, and seminars to brief those involved about the World Declaration on EFA and to discuss strategies to achieve EFA. APPEAL has provided technical and financial assistance to nine countries to organize national conferences, seminars and roundtables on EFA.

After the Jomtien Conference some countries prepared a new National EFA policy and Plan and others have adjusted their existing perspective plans in the light of the World Declaration on EFA. Under a UNESCO/ADB project, APPEAL provided special assistance to six countries which have substantial numbers of illiterates to prepare their EFA National Plans of Action.

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Most of the developing countries in the Region have externally funded projects for primary education, women's education, skills training, and adult literacy. The countries have indicated that they are expecting more external resources for EFA in the coming years. The survey has also revealed that N G O s are becoming more and more involved EFA activities.

Based on the survey of the Member States priority needs, APPEAL revised and improved its regional activities to assist the Member States to follow-up EFA. APPEAL'S new strategies are given below:

1.

2.

3.

4.

5.

6.

7.

Strengthening national commitment and capabilities to prepare and implement EFA national plans of action.

Improving equity: reaching to the unreached.

Encouraging innovations and experimentation.

Improving quality of formal and non-formal education programmes.

Strengthening monitoring and evaluation.

Using mass media for basic education.

Consolidating Regional Co-operation for EFA.

APPEAL Activities between 1990-1 992

The meeting reviewed APPEAL Activities carried out by PROAP between 1990 and 1992, UNESCO/PROAP has undertaken following activities to enhance national capabilities of the Member States to meet the goals of EFA.

Eradication of Illiteracy (EOI) 1. Planning and Management of Literacy and Continuing Education. A manual on

Planning and Management of Literacy and Continuing Education in four parts has been prepared and based on that a regional training workshop has been organized to train planners and managers of literacy and continuing education.

2. Training of Literacy Personnl. APPEAL Training Materials for Literacy Personnel (ATLP) in twelve volumes have been prepared. Six Sub-Regional Workshops and one Regional Workshop have been organized which trained about 300 key literacy trainers from Member States.

Thirteen Member States have organized 40 National Training Workshops and trained more than 2,000 literacy personnel.

ATLP materials have been translated and adopted by nine Member States. Many countries have revised and improved their literacy curriculum and learning materials based on ATLP.

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3. Learning Materials Development. Working with Asian Cultural Centre for UNESCO (ACCU), about 44 prototype literacy learning materials have been prepared and a large number of personnel for literacy materials development have been trained.

Universalization of Primary Education (UPE)

Universalization of Primary Education has been an important component of the overall programmes of the Asia and Pacific Programme of Education Innovation for Development (APEID) from its inception. APEID’s programmes in primary education, teaching of science and teacher training are implemented within the framework of APPEAL.

The three main concerns in UPE are those of (i) access, (ii) completion; and (iii) quality. Ensuring wider access of girls and disadvantaged groups and minimizing dropouts at the primary stage continue to be important priority concerns in many countries. For many countries, especially for those who have overcome the problem of access, qualitative improvement continues to be an important issue.

During the Fourth Cycle of APEID (1987-1991) programmes in UPE in support of APPEAL focused on three main areas, namely, (i) innovations for progressively raising the quality of primary education for all children, reflected in higher achievements, elimination of early drop out, and higher efficiency; (ii) provision of access for all girls, and (iii) provision of access for children of disadvantaged population groups.

A wide range of innovative programmes, pilot projects, joint projects, mobile training teams and training attachments in the area of primary education, science teaching and teacher training were supported and organized through cooperative planning and collaboration among participating Member States, principally with the involvement and support of the network of APEID Associated Centres in the Member States.

Experiences and outcomes of in-country and inter-country programmes have been published and disseminated in national/local languages in the Member States and in the form of audio-video materials. Support for these programmes and activities in the Member States are financed through UNESCO’s Regular Programme, Mobile Training Teams for Universal Primary Education, Japanese Funds-in-Trust for Eradication of Illiteracy, Member States’ Voluntary Contributions to APEID and UNDP Support for inter-country programmes.

Continuing Education for Development (CED)

As countries make progress on UPE and EOI, they are trying to develop continuing education programmes for neo-literates and primary education graduates, so that they can become effective participants in development and industrialization.

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Third Meeting for Regional Co-ordination of APPEA L

APPEAL training materials for Continuing Education Personnel (ATLP-CE) have been prepared to help the Member States to organize and develop continuing education of various types, i.e.: 1. Post-Literacy Programmes, 2. Equivalency Programmes, 3. Quality of Life Improvement Programmes, 4. Income-Generating Programmes, 5. Individual Interest Promotion Programmes, and, 6. Future Oriented Programmes.

Based on the ATLP-CE, a series of Regional and National Training Meetings have been organized.

Literacy and Post-Literacy Programme for Women

As a majority of women in the region are illiterate a special Skilled-based Literacy Programme for Girls and W o m e n has been initiated. Under this programme, a literacy curriculum and learning materials for women have been developed and utilized in selected Member States.

Under this programme attempts have been made to raise the consciousness of women to become self-reliant and independent, to correct bias against women and to avoid sex stereo- typing.

A number of women leaders and women workers have been trained both at the regional and national level.

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Part Two

IMPLEMENTATION STRATEGIES OF EDUCATION FOR ALL ATTHE NATIONAL AND REGIONAL LEVEL

The meeting considered strategies to achieve the goals of APPEAL in two ways:

A. Actions at local, national and regional levels.

B. Strategies for the APPEAL objectives of the Universalization of Primary Education (UPE), the Elimination of Illiteracy (EOI) and Continuing Education for Development (CED).

A. Actions at Local National and Regional Levels

Action at Local Level

T o experienced educational planners, policy makers and administrators, as well as teachers and the community as a whole, the list of shortcomings, and the emphasis on education of girls and disadvantaged groups, on training of teachers, and even on quality may seem nothing more than a restatement of what has been attempted in the past without reaching specified goal. They may have a concern that the proposed strategies may fail again, especially if they are merely repetitions of the past. However, countries reported many achievements and expressed continued commitment and determination to reach the goals.

In the Jomtien Conference, national and international agencies and experts worked out a holistic strategy that covers all aspects necessary to achieve Education for All in order to overcome deficiencies and difficulties of the past. Some of the key elements of this strategy are:

1. It emphasises on the product. What is offered as education must be relevant and useful and be of defined quality. It must be relevant and useful for every single group, including girls and the disadvantaged. The most important first step in implementation is the building of ability to produce and to use teaching-learning materials that link education to life. Arrangements for curricular reform, production of teaching learning materials, development of resource centres and training of teachers may be looked at from this point of view and new materials and methods should be introduced in a phased manner. It is important that a participatory approach is used in introducing this new vision of education, otherwise misunderstanding and misinformation may spread the fear of second rate education for the majority with elitist education for the few, Also, it is only through a participatory approach that genuine relevance and usefulness can be established.

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2. Even a good product has to be appropriately delivered and managed. In some countries, whether in a school, a literacy centre or a community education centre, past investments and efforts have generally been half hearted. Physical facilities are inadequate. Supervisory and training systems are insufficient. Motivation and morale have been generally low, and confidence in ability to achieve the goals even lower. Financial resources are only part of the problem, and poor motivation and inadequate training pose greater obstacles. Building up motivated teachers with ability to deliver the goods has to be the second most important strategy. "Delivery of the goods" in this context is not merely teaching the best or good students, but retaining and educating all students, ensuring they reach required learning levels. In service and pre-service training, resource support, improved conditions of work, higher status increased enrolments and better supervisory systems may be looked at from this point of view.

The role of the community in this supervision should be explored. Communities can positively enhance the morale and status of the teacher.

The approach to motivation of teachers is also linked to the motivation of students. Alleviation of poverty is the most important way to motivate students. Inter-sectoral approaches have to be adopted to mitigate the consequences of poverty and to involve the students in the educational process.

Admittedly financial resources have been inadequate in the past. This is due to excessive over-centralization and looking outside the community for help. While all efforts must continue to get a higher share of public funds for basic education, and adult literacy, (analysis and advocacy could do a great deal in this regard), there is the need to explore local community contribution in greater depth. Community pride should be invoked by whatever means possible to ensure community and local contribution. Participatory planning and integrated approaches are crucial for this purpose, as community contributions will depend on perceived benefits.

3.

4.

Action-at National Level

The main action will have to be the elaboration of strategies and programmes in the National Action Plans and Medium Term Plans to suit local planning at each community level as envisaged in 1-4 above.

Having defined the goals and targets of each community or local area, assistance has to be provided in financial terms and through other support strategies for implementing community level plans of action.

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Implementation strategies of education for all

The following require special attention:

1. A review of national budgets and continuous pressure and advocacy in this regard, are crucial to get adequate financial support without which community level plans cannot take off or survive.

National level action is also crucial for building a network of institutions to provide support in pedagogical as well as management tasks. Existing institutes and programmes have to be expanded and reoriented to meet needs at local level.

In particular, there is a need to enhance research and analytical skills, both in the management of education and in pedagogical aspects. National Institutes will have to provide leadership to make the new integrated, participatory approach meaningful, while at the same time ensuring that the standard of education corresponds to world levels.

Programmes will have to be initiated at the national level for especially deprived groups and areas including the very poor to maintain standards and exchange experience.

Political commitment and will, and general support are crucial. Media will have to be extensively used to generate the supportive climate needed.

2.

3.

4.

5.

Action at the Regional Level 1.

2.

3"

4.

5.

6.

7.

As different countries are in different stages of development and as they have divergent and rich experiences in handling particular aspects, joint innovative projects could be taken up by pooling experiences and achievements on common issues and problems e.g. reduction of drop-outs, quality improvement.

Joint studies and research programmes and joint production of materials are other possible areas of common effort at the regional level.

Sharing experiences and shared examination of obstacles and problems will contribute significantly to progress towards EFA.

Periodic evaluation of projects would also be of considerable value.

C o m m o n effort can secure greater flow of funds from donor agencies, better terms and conditions and better matching with need. The problems of utilization of external assistance should therefore receive special attention during regional level meetings.

Technical Co-operation among Developing Countries (TCDC) is an important instrument for upgrading quality and forging ahead with development. Updated lists of resource persons and experts maintained at the regional level would be extremely useful.

Regional level monitoring and periodic updating of information is important for achieving the goals of EFA.

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B. Strategies for Universalization of Primary Education, Eradication of Illiteracy and Continuing Education for Development

General Strategies

From the meeting there emerged four basic strategies for the implementation of APPEAL. These were: democratization, participation, legislation, and diversification.

Democratization. A number of countries reported major reconstructions of their education systems to involve communities, parents, teachers and students in the planning and implementation of the provision of education in particular at the local level. Although quite a new strategy, this decentralization of the formal system is already demonstrating success especially in terms of curriculum relevance and resource management, it was noted that this strategy contributes to the alleviation of enrolment and retention difficulties because the community has a commitment to the school and works harder to maintain enrolment and attendance.

?‘artic@ation. The meeting noted that it was not enough merely to decentralize education and expect it to work well without some kind of clear-cut policy. To ensure responsible and efficient participation in the education process there has to be genuine power given to the community so that its efforts are genuinely worthwhile. There also has to be guidance or training given to all those involved to ensure they know what their responsibilities are and how to achieve them. Further, there has to be a system in place to provide on-going evaluation of the learning outcomes and to ensure accountability €or resources which come from regional or central funding. If the framework is sound a democratization strategy can empower communities to participate effectively in the education of their children.

Legislation. A n increasing number of Member States plan to legislate, or have already legislated for compulsory attendance at school. The period of time for compulsory attendance varies but the objective is for five (or more) years of primary school by the year 2000, or sooner if it can be achieved. It was recognized, however, that legislation alone is unlikely to be effective: other specific strategies to encourage enrolment and retention are also required but compulsory attendance was seen as an important basic strategy.

Diversification. The 1990 Jomtien Declaration stressed the importance of co- operation between government and non-government organizations in the provision of Education for All. The meeting noted the expanding work of NGOs in the education sector in many countries and their significant contributions in both formal and non-formal systems. Countries also reported diversification in both systems in terms of new ways of providing resources, of training teachers and of developing the curriculum. The challenge of EFA by the year 2000 has encouraged new ways of thinking about the provision of education and the resulting diversification has become a basic strategy in most national plans.

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Quality of Education

The chief objective of all strategies for APPEAL has to be to ensure quality outcomes. Accordingly, the meeting identified some key elements in all strategies which are prerequisites for quality outcomes.

1.

2.

3.

4.

5.

6.

Planning: to include research to identify baseline data, potential obstacles, possible methodologies and training requirements for the managers of the strategy.

Resource provision: to include adequate and appropriate resources for implementing the strategy and resources for relevant projects once they are established.

Structure analysis: to include a consideration of current and possible alternative structures for the provision of education for better EFA outcomes.

Cumidurn: to include the establishment of learning standards, appropriate and relevant content and recognition of cognitive styles, learning styles and the multi- levels at which curriculum works.

Teachers: to include not only recruitment, pre-service and in-service on-going training but also such motivational factors as conditions of service and salaries.

Evaluation: to include evaluation of the strategy in its early phases and on-going monitoring once it is established.

UPE Strategies 1. Planning: in most countries girls, disadvantaged groups such as the handicapped

and rural children, continue to be the focus for UPE strategies. Chief obstacles include lack of access to learning and barriers to continuing participation when access is provided.

2. Resources: the provision of new schools, the addition of extra classrooms, the use of mobile teachers and the dual use of schools (with two shifts of classes) were some of the strategies being used to provide access to learning. Improved funding for the maintenance of schools has also helped with both access and retention. The provision of uniforms, books and lunches (on food coupons) are other successful strategies for maintaining enrolments. Funding for resources for the teaching-learning process and for appropriate facilities for girls (such as separate toilets) and for the handicapped improves retention. The support for the families, especially through strategies to increase their participation in and contribution to the school, improves retention. The provision of resources in most countries comes from central government, NGOs, communities and Aid donors. All countries reported efforts to become self-sufficient in time.

15


3. Scrucfure: A number of countries reported a major restructuring of the education system. The chief strategy in this regard has been to decentralize management to provincial, regional, district and in some countries, school levels. The aim is to bring the management of EFA closer to the learners so that teaching is more responsive to ideal needs and local conditions. Community participation provides real ownership of the learning process, increases commitment to and involvement in the schools and improves outcomes.

Cuniculum: Strategies to improve curriculum included more emphasis on the process of learning including self-directed learning instead of rote learning and facts memorization. Making the content more interesting for young children and supporting the content with more attractive learning materials has often been a "successful approach. The use of bilingual classes and the introduction of teaching in the home language are also strategies currently being introduced in some countries. The expansion of the curriculum to enable students to learn in their own way and at their own pace and to encourage the development of thinking skills is a further strategy being used by some countries. Most countries reported the need to include values education in their curriculum as part of their work for EFA.

Teachers: Strategies to motivate teachers were the main focus in UPE work. These included ensuring that teachers had sufficient income to live on, that they had the requisite training to carry out their work and that they had the necessary teaching resources. Some countries reported special motivational strategies such as teacher-bonuses for the number of students taught. Awards and rewards of the best teachers make them role models for their colleagues.

Evaluation: Most countries reported that the assessment of some of their UPE strategies had resulted in a revision of either the timeframe or the scope of the strategy. In many cases the strategy included provision for training for self evaluation of the programme once it was established. For example school community based boards, while accountable to the central authority, were trained to evaluate the impact of their school-based decisions.

4.

5.

EO1 Strategies 1. Planning: Minority groups, girls, the poor, rural and handicapped children

continue to make up the bulk of illiterates in the region. As with UPE, access and retention are the chief obstacles and as with UPE, strategies to overcome these include working with not only the learner but also the family and strategies which focused not only on the illiterates but also on supporting neo-literates.

2. Resources: A number of strategies were described to help with provision of resources for EOI. The use of community halls, church buildings and teachers, the provision of resource centres for clusters of schools, hostel accommodation for students, use of student teachers, incentive payments for attendance and the

16


provision of satellite schools and literacy centres were some of strategies reported. Materials provision for the newly literate were seen as important in the EO1 campaign.

3. Structure: Strategies for UPE were also useful for EOI. The meeting emphasized the particular strategy of extending the school structure to include pre-school education. It was agreed that if children were prepared early for formal learning, they were more likely to attend school, less likely to drop-out and more likely to retain their literacy.

4. Curriculum: For new learners (non-adults) strategies included building a supportive community environment, involving the whole family and developing relevant and interesting curriculum content. Strategies for the empowerment of women were reported to be particularly important not only for gender equity but also for the role women fulfill in the home and the community. Awareness campaigns included the use of media and artists performing in villages.

Teachers: A wide range of learning strategies were reported including the family as first teachers. The important work of NGOs in the provision of teaching (as well as other resources) was stressed and the involvement of church and community leaders was recommended. Learning at work places and in the home were further strategies for EOI.

It was noted that EO1 is a complex problem because it covers a variety of age groups and includes those who have no literacy skills, those who have lost any literacy skills they may have once gained (often because of school drop-out) and those whose literacy skills need to be maintained. The provision of teachers, therefore, requires a multiplicity of strategies, only some of which will overlap with UPE strategies. Definitions of literacy vary from country to country and strategies need to be appropriate Cor the countries and for groups within each country.

Evaluation: A readjustment of some strategies has been necessary in some countries either because of funding constraints or because of the complexity of the task itself. All countries, however, reported continuing commitment and effort for EOI.

5.

CED Strategies 1. Planning: The main groups currently involved in CED strategies are adults, drop

outs, ne0 literates and students involved in vocational or pre-employment training programmes. Strategies being used are notable for the variety of the learning sites and the range of learning opportunities offered. Diversified approaches and considerable community cooperation are features of the strategies discussed.

17

nird Meeting for Regional Co-ordination of APPEAL

2. Resource Provision: The role of NGOs is very important for the effectiveness of EOI. Their representatives must be involved at all levels of decision making of CED including compiling a data bank of the range of their services. In both formal and non-formal C E D , resource provision included development of materials appropriate to the learner and relevant to the community, the provision of the materials themselves, the use of media and learning by correspondence, summer schools, employment based training in literacy and/or vocational skills, and adults participating in day schools or their own evening classes, were strategies reported to help with learning opportunities.

Structure: For most countries strategies for CED are currently based more in the non-formal than in the formal system. However, strategies in the formal system were also described: vocational schooling at both primary and secondary levels, special and separate employment/related training centres at secondary and tertiary level and a growing number of polytechnic or similar tertiary institutions.

Cunicufurn: Strategies for CED vary considerably in terms of the curriculum offered. Strategies to provide basic literacy skills, to provide extension learning, to maintain literacy, to the special needs of girls and women and of rural and handicapped learners were all part of the curriculum for CED. It was acquired that the curriculum had to be appropriate not only the content, but also in the manner in which it was taught, in its location and in its resources. The provision of appropriate learning resources for illiterate and newly literate adults requires special attention in curriculum strategies.

Teachers: The specific training of teachers for CED is a particular strategy which some countries are developing. Because the challenges of CED are diverse, teachers require specialist skills not only in methodology but also in the guidance and support of their students, all of whom, whether young or adult, are the most vulnerable of a country’s learners. Strategies in the formal include in-service courses for teachers interested in working in the CED area, and provision of support of teachers in the non-formal system by means of Manuals and Guidelines. Sharing experiences and resources is another useful strategy.

Evaluation. Chief difficulties met are those of reaching some of the target groups, of maintaining participation in the learning process (adults have particular problems with workload fatigue, family responsibilities) and of providing income-generating programmes to support learners (and their families of they are adults).

3.

4.

5.

18


C. Conclusion

The crucial element in all strategies for the implementation of APPEAL is the need for a supportive environment. Whether at the local regional or national level, goodwill is necessary for any strategy to succeed. This goodwill must be shared by policy makers and implementers, and it will be shown in co-operation and mutual support and recognition. To ensure the establishment and maintenance of a supportive environment, open communication amongst all sectors and shared commitment to meeting the learning and developmental needs of all the people is vital, Without a support environment even the most carefully designed strategies for the implementation of APPEAL will have limited initial and on-going success.

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Part Three

DEVELOPING AN EFA MONITORING AND FOLLOW-UP INFORMATION SYSTEM

The World Declaration on Education for All has set a goal to provide basic education for all by the year 2OOO. Since the target year is only eight years ahead, it is essential that the Member States monitor and evaluate whether they are making effective progress. At the regional level, APPEAL has been entrusted with the task of monitoring this progress.

At present while data are collected at all levels of the APPEAL framework, there are some problems such as lack of synchronization, articulation and common terms of reference. There are problems also with the magnitude of information available and lack of a common language for the structuring, analysis, interpretation, storage and exchange of information.

In view of this, it was agreed that reliable information on the progress and achievements of EFA in the APPEAL context is vital.

In order to ensure APPEAL presence and credibility vis-a-vis Member States, there is a need to consider a system that will allow APPEAL to evolve towards achieving the goals of EFA in the next century.

A general description, objectives and programme components have been given in the back-ground paper (PROAP-92/APPEAL-MRCA/WD.7). A n attempt was made also to identify indicators about which performance data might be provided in each of the following key programme areas: Eradication of Illiteracy (EOI), Continuing Education Development (CED) and Universalization of Primary Education (UPE) to enable the measurement of performance vis-a-vis targets and outcomes.

Current national monitoring systems can be improved, strengthened and harmonized with this framework by means of a planned approach to information systems development.

The meeting offered the following insights which were considered in the plenary session.

Date Collection

In addressing the issue of data collection, investment in education increasingly requires objective assessment of gains made through planned intervention in clearly targeted areas.

Developing an EFA monitoring

1. These results can be both qualitative and quantitative and require systematic collection, analysis and appropriate utilization for future planning, intervention and investment.

2. Information required as evidence of progress vis-a-vis the targets set for EFA will be extracted from various data bases across the region. These come in a variety of formats and are presented at varying stages of development. The model or framework proposed by APPEAL has to harmonize and synchronize with the various systems currently in use. Likewise, it has to be substantive enough to provide sufficient information for its targeting, planning and accountability purposes. As far as accountability is concerned, evidence of progress made towards achieving planned outcomes can serve as an important criterion for investment or expansion.

Targets

Inasmuch as the targets set for EFA as envisioned in the Jomtien Conference and the World Summit on Children are extremely broad, there is a need to break down these into achievable or attainable terms within a reasonable time frame.

Achieving the goals of EFA are the subject of the education policies of Member States which are normally set for each budget year as steps towards the desired outcome. T o be meaningful, national progress should be measured against national targets. Furthermore, information collected from Member States on a regional basis should allow APPEAL to concentrate its effort where it is most required and needed.

Prior to designing and implementing data collection system, it is essential that Member States be directly involved in determining which data and information are needed and in which form they are required.

If data are to be useful for planning and accountability purposes, they must be consistent, reliable and collectable. The issue is not the quantity of data, but its potential in providing evidence of results, as a basis for evaluation and for future planning.

Recommendations

Bearing this in mind, the meeting recommended the following:

1. That an advisory group within APPEAL be constituted to advise on the development of an information system which possesses the following qualities:

B - Builds on the existing systems; A - Assesses/appraises the systems for their strengths; and weaknesses;

21


2.

3.

4.

5.

6.

7.

8.

S - Strengthens the systems if that is necessary to make them more useful; E - Encourages and maintains/improves the system through systematic and

continuous evaluation.

That action research as an essential element of data collection be addressed and given consideration.

That the indicators to be developed should be relevant to the condition of the country in particular and to APPEAL in general.

That other governmental and non-governmental organizations including parents and teachers be involved in monitoring the progress of EFA. It was suggested that a multi-sectoral approach of monitoring be adopted.

That there is a need to clarify further the qualitative dimension of measuring the achievements of EFA to enable Member States to arrive at a common operational definition or understanding. A technical group composed of representatives from Member States should be constituted to study data elements and define the indicators.

That the development and implementation of the monitoring and information system or any effort for improvement of the existing ones should be made gradually, phase by phase. Member States should be involved in and informed about these developments.

That the system or process should be validated or tested in a representative set of Member States to ensure its work ability and applicability. All Member States should be fully informed of the results of this case study.

That the monitoring activities to be carried out in Asia and the Pacific should be provided support by UNESCO Headquarters under its UNESCO/UNICEF project for EFA monitoring.

22

Part Four

REGIONAL AND INTERNATIONAL CO-OPERATION FOR APPEAL

Since its launching in 1987 APPEAL has become a major inter-country programme for promotion of basic education in the region. This is further reinforced by the fact that a number of Member States and UN and other funding agencies have provided resources for its continuation and expansion. Biennial regional consultation meetings have facilitated strong inter-action and restructuring of the programme.

The Third Meeting for Regional Co-ordination of APPEAL assessed the performance of the programme and made the following recommendations:

Recommendations 1.

2.

3.

4.

5.

6.

7.

APPEAL co-ordination mechanism at the national level should be further strengthened by broadening its composition to include policy makers from education and development ministries. Its membership may also include NGOs, and representatives from media, private sector and other interested bodies.

Each national co-ordination mechanism should prepare an inventory of NGOs engaged in EFA and render them assistance to carry-out their activities. Where possible, the functions of NGOs in promoting literacy should be strengthened.

Steps should be taken to promote inter-regional co-operation in order to share rich experiences of different regions.

Lessons from successful innovative projects need to be disseminated to enable interested Member States to launch similar activities in accordance with their needs and interests.

Regional means to disseminate experience, success stories, materials, etc. must be strengthened.

Encouragement should be given for co-operation at the Sub-Regional level as "building blocks" for regional co-operation.

Orientation programmes for media personnel must be developed for the improvement of their involvement in enhancing public awareness in support of EFA and in serving as a delivery channel for formal as well as non-formal education.

23


8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

Teacher training and re-training programmes should be adjusted to include the empowerment, first of the teachers themselves, and second to ensure their adaptation of delivery methods which encompass self esteem, self concept and learners’ self-reliance.

Important national institutions specialized in such areas as training, materials development, planning, etc. should be identified and provided with support to function as regional resource centres.

APPEAL network for training should be strengthened both at regional and national levels.

There should be more frequent exchange of quality information. Assistance should be provided to the member states to translate UNESCO/PROAP documents of their interest. Some of the relevant areas may be:

a) H o w to mobilize external assistance for EFA projects?

b) H o w to make NGOs partners for E F A ?

c) H o w to motivate adult learners?

d) H o w to effectively monitor EFA activities? e) Others

Minimum learning achievements must be drawn up which will apply to all learners. Inventories of experts on various subjects should be prepared through the collaboration of relevant institutions including universities and other institutions of higher education. Data so compiled may be disseminated among member countries.

Scope and coverage of Joint Innovative Projects (JIP) should be widened as they have achieved commendable results.

Pilot projects to demonstrate economically viable methods of achieving EFA should be strengthened and expanded.

APPEAL training materials for Literacy and Continuing Education Personnel which have helped Member States to prepare their own training materials and train literacy personnel. They should be further refined to meet new demands.

Educational contents, materials and methodology should be revised to promote learners’ self-esteem, self concept, self-reliance, empowerment and human dignity.

APPEAL materials on women’s self esteem, self concept and self-reliance and empowerment have helped raise societal consciousness on the need to strengthen literacy programme for women, hence these materials should be continuously improved. Special measures must be developed to ensure that women, girls and the poor are not being left out.

24

Regional and international co-operation for APPEAL

18. APPEAL and APEID are complementary in nature yet there may be areas where programme of one may have features in common with the other. The next meeting of the Regional Advisory Committee on Education may look into this issue.

The Meeting acknowledged the contributions made by following partners of APPEAL in various fields and requested them to continue the contribution with necessary improvement.

ACCU -- literacy learning materials development and training of materials developers.

ASPBAE -- developing resource centres, training of personnel and strengthening NGO networks.

Hiroshima University -- activity to improve quality of education and developing literacy materials for children.

NFUAJ -- setting up learning centres and training of literacy personnel. INNOTECH - improvement of quality of education and non-formal education.

1.

2.

3.

4.

5.

Their co-operation with and participation in APPEAL has made it a genuine regional programme. The meeting requested them to continue and increase their co-operation.

The Meeting thanked the Government of Norway, U N D P , the Government of Japan, and the Asian Development Bank for providing financial assistance for various projects under APPEAL through UNESCO and requested them to continue their assistance.

The Meeting also expressed thanks to the Government of People’s Republic of China for providing voluntary contribution to APPEAL and requested that other Member States also make a similar contribution to enhance APPEAL activities.

The Meeting also greatly appreciated the assistance, support and co-operation of non- governmental organizations in the Member States.

The Meeting further recognized the contribution of other bilateral and UN agencies which have been providing direct support to various national projects for achieving the goals of APPEAL.

25

Part Five

COMMENTS ON REPORT OF THE PROGRAMME PREPARATION MISSION ON REGIONAL PROGRAMME ON BASIC EDUCATION FOR THE FIFTH UNDP PROGRAMME CYCLE

The Meeting devoted one session to consider the report of UNDP consultants on the Regional Programme on Basic Education for the Fifth Programme Cycle which carries important implications to APPEAL. It also took note that the APEID Regional Consultation Meeting at its 13th session in June 1992 made a similar review of the UNDP consultants report.

The Meeting fully endorsed the reactions made by the APEID RCM on the UNDP programme preparation mission on basic education and made the following observations and recommendations.

1. It is gratifying to note the increasing recognition in recent years among the donor agencies, such as U N D P , of the importance of basic education for human resource development which the education community of the world has been advocating through the UNESCO forum over 40 years and the Meeting recognized the important contributions already made by the donor agencies in reinforcing the effort for basic education for all. The solidarity in support of basic education for all as pledged by the four major organizing agencies at Jomtien in 1990 was joined by all policy makers and educationists of the world and other donor agencies and the Meeting expressed the strong hope that this concerted efforts will be sustained and enhanced.

The Meeting further acknowledged the initiative taken by UNDP to field this mission in preparation for a viable programme in basic education under the fifth programming cycle and felt that several of the observations and comments made by this mission were pertinent and worth careful review and analysis.

2.

3. The Meeting was of the view that such concerted action should take full cognizance of past trends, evolution and progress achieved in international and regional co-operation in education. The region has a rich experience of regional co-operation starting with the Karachi Plan for achieving universal primary education in 1960 and moving toward genuine technical co-operation among developing countries (TCDC). Since the inception of the regional co-operation, the mechanism of the Regional Conference of Ministers of Education and Those Responsible for Economic Planning (MINEDAP) has been instituted for policy guidance, co-ordination and evaluation and the MINEDAP VI is forth coming in early 1993. Furthermore, the Advisory Committee on Regional Co-operation in

26

Comments on report for the ji’h UNDPprogrmme cycle

Education in Asia and the Pacific consisting of senior officials and eminent educators of the region has met every two years since 1979 in order to advise the Director-General on measures for reinforcing regional co-operation in education.

APPEAL, within the five years of its life, has become a major regional programme of Member States with 22 National Co-ordinating Committees which participate with commitment in the conceptualization, planning, implementation and evaluation of the programme activities. UNESCO/PROAP provides the backstopping service to the Programme. It has provided support to enhance national capabilities, in all programme areas, i.e. literacy, primary education and continuing education. With the co-operation of A D B , six Member States are preparing national plans of action. More than 13,000 literacy personnel have been trained both at the regional and national levels, which was facilitated by the APPEAL Training Materials (ATLP). The Joint Innovative Project has provided significant contributions to improve quality of primary education and special attention has been given to improve the access of girls and disadvantaged children to primary school and also to enhance self-reliance and life skills of women. APPEAL has already proved to be a viable and effective programme and the Meeting is pleased with the due recognition of its importance given by the UNDP consultants. It is felt that any future development in systematic regional co- operation in basic education should be developed upon the foundation of APPEAL.

The importance of a multi-disciplinary approach raised by the UNDP consultants is fully recognized. For facilitating the advocacy, the think tank role and the multi-disciplinary approach for basic education, the central focus and co- ordination must rest with the education sector and it is regrettable that the report of the UNDP consultants mission gives an impression that such central foci or co- ordination of the multi-disciplinary actions be taken out of the education sector and out of the specialized education agency of the U N , namely UNESCO.

4.

5.

6. While it is understandable that some controversial generalizations and observations of the UNDP consultants would be inevitable due to the brevity of the preparation and field visits, limited coverage of countries and the choice of consultants less familiar with the educational problems of the region, especially with the evolution of regional co-operation in education, there is a fundamental gap between some deserving diagnoses on one hand and certain generalization and recommendations on the other. Certain generalizations are made on the basis of isolated observations. Reference to MINEDAP and the Ten Wise M e n meeting was made without fully understanding their status and functions. While criticizing the overlaps in the APPEAL and APEID work, a further mechanism was proposed in parallel with APPEAL and APEID. It must be realized that these programmes, established with the General Conference Resolution, cannot be subsumed by another agency, except through the decision of the General

27


Conference itself and the Meeting reiterated its determination to continue and strengthen APPEAL within the forum of UNESCO.

The meeting was extremely critical of the position taken by the UNDP consultants to separate the Pacific region from Asia. The present co-operative networks of APPEAL and APEID have the strong advantage of extensive experiences in encompassing the Asia and Pacific region allowing much wider exchange of information and sharing of experience.

8. Attaining the goal of basic education for all would require a long term perspective and strategy, beyond the five year programme cycle of UNDP. In this connection, the co-ordination and co-operation mechanism set up under APPEAL is more appropriate as it ensures long term sustained strategy and action. APPEAL also covers all the participating countries in the programme execution while the UNDP consultants recommend a much restricted coverage.

Some sporadic references are made to the role of N G O s but the UNDP consultant mission has failed to recognize the mandates and roles of other NGOs such as A C C U , NFUAJ etc. or of certain universities such as Hiroshima for their extensive and co-operative support for APPEAL.

7.

9.

10. Certain comments of the mission were pertinent on the limitations of the existing co-operative programmes and the Meeting was resolved to find solutions to these problems. However, the potential areas identified by the UNDP consultants for regional attention have very few new elements because many of them have been either implemented or already identified in the existing co-operative programmes.

11. Principles governing the strategy of the Programme as enumerated by the UNDP consultants are well balanced and have full support of the Meeting. However, the Meeting fails to understand whythese useful principles are not at all reflected in the actual programme recommended.

The proposal of appointing a Regional Co-ordinator and country managers is typical of project concepts of the 1960s and goes against the trend and evolution of regional co-operation in the region. It defeats the very principles of UNDP for TCDC, programme approach and national execution. "The Hit and run types" of operations suggested may lead to the capricious project actions at the mercy of the Regional Co-ordinator, and embody the risk of reducing the role of Member States in the conception, programming, execution and evaluation of regional programmes contrary to what the UNDP consultants advocate as measures for full involvement of countries in the programme.

The unprecedented power to be given in the hands of one person would make the programme totally inoperative due to the heavy workload unless supported by a strong secretariat. A large investment in creating such a heavy secretariat structure anew would be a doubtful proposition in the current world situation.

Comments on report for the fifth UNDPprogramme cycle

12. Several participants of the Meeting felt it important for the Director-General to receive some of the participants to assess in person the serious concern of the APPEAL Member Countries and the grave implications of the UNDP consultants' recommendations on the future of APPEAL.

RECOMMENDATIONS

On the basis of the above considerations, the Meeting has made the following recommendations to the Director-General of UNESCO.

Reconfirming the vital need for a regional programme on basic education to support the global initiative of Education for All;

Recalling that APPEAL is a programme of the Member States that was launched after long and careful deliberations by legislative bodies constituted both at national and international levels, representing the interest and demands of the Member States;

Reiterating the Member States' profound appreciation and gratitude for the support for APPEAL from the Governments of Japan and Norway, participating Member States voluntary contributions, UNDP and the Asian Development Bank for their direct support to APPEAL;

Acknowledging also the effective co-operation rendered by other organizations and institutions for achieving the goal of education for all, notably UNICEF, UNFF'A, A C C U , NFUAJ, Hiroshima University, and NISE in Japan, ASPBAE, SEAMEO/INNOTECH;

Firmly convinced that the most logical and cost effective strategy will be to strengthen the existing programme and mechanism which have already demonstrated its viability, and responsiveness to the needs of the Region, with the full participation of Member States and national institutions.

Recommends to the Director-General 1. To consult with the Representatives of the Member States on the outcomes ofthe

deliberations of the present Regional Consultation Meeting of APPEAL, and convey to the Administrator of UNDP in an unequivocal term the concern of the Asia-Pacific Region regarding the recommendations of the UNDP Programme Preparation Mission on Regional Programme on Basic Education for the Fifth Programme Cycle to create a new and separate Regional Programme on Basic Education.

29


2. To seek the advice of Member States on the new scope and future orientation as well as the complementarity of APEID and APPEAL through MINEDAP VI and the Advisory Committee on Regional Co-operation in Education with a view to fully preparing the two prestigious regional programmes to face the challenge of the Twenty-First Century.

to provide necessary support to strengthen APPEAL within the means available in UNESCO and also with vigorous campaigns and appeal to Member States, organizations, institutions both in the public and private sectors for increased extra budgetary support.

to firmly establish UNESCO policy of regional co-operation for attaining the goal of Basic Education for All, for advancement of education and for enhancing the Education Sector’s responses to the major issues faced by the region and the world by placing APPEAL and APEID in the centre of UNESCO’s strategy of regional co-operation.

To impress upon UNDP and other agencies UNESCO’s central role in basic education and the need for avoiding the duplication of programmes and mechanisms and for promoting co-ordinated actions among various agencies within the United Nations System.

3.

4.

5.

Further recommends to the participants of the APPEAL Regional Consultation Meeting that they bring to the notice of their respective governments the serious concern of the Meeting about the UNDP consultant mission’s proposal to set up a parallel regional programme and mechanism in basic education and seek their support and co-operation for further appropriate action on the basis of the recommendation of the Meeting.

30

A N N E X E S

Annex I

AGENDA

1 Inauguration

2. Election of Officer Bearers and Introduction of Participants

3. Review of progress on Education for All at the Regional and National Level

4. Implementation Strategies and Monitoring Process of EFA at the National and Regional Level

5. Strengthening Regional and International Co-operation for APPEAL to achieve the goals of EFA

6. Adoption of the Final Report of the Meeting

7. Closing Session

31

Annex II

Opening Address by Dr. Kowit Vorapipatana ' Permanent Secretary for Education, Ministry of Education and Vice-chairman of the Thailand National Commission for UNESCO on behalf of H.E. Dr. Kaw SwasdGPanich Minister of Education, Thailand [UNESCO/PROAP, Thursday, 23 July 1992 at 09:OO A.M.]

Director of UNESCO Principal Regional Office for Asia and the Pacific,

Honourable Participants, Distinguished Guests, Ladies and Gentlemen.

It is with great honour that I a m invited to be Chief Guest here today. Since the inception of the Asia-Pacific Programme of Education for All, my interest has continued to grow, and this meeting, the third in which w e see representatives from Member States actively participating in a joint programme, is particularly important for m e in my capacity as Permanent Secretary for Education and I intend to personally follow the results gained here with interest and commitment.

Speaking on behalf of the Thai Ministry of Education let m e say how deeply aware we are of the necessity of achieving APPEAL'S objectives, and of the determination of our friends, neighbours and fellow Member States to support each other in striving for success.

Ladies and Gentlemen, during these few weeks there are many things that have happened, and there is one interesting episode which I would like to share with you today. A few days back, I met a famous businessman who asked m e why Thailand was not introducing nine years compulsory education, to which I answered that if the children did not have lunch to eat, no matter what we did they could not attend school. Therefore, Thailand is introducing a plan to provide lunch to all children by the schools themselves either through backyard gardening or through community participation. Besides, Thailand is initiating two more schemes: a) fellowship programme, and b) book bank programme.

It remains to be seen however, Ladies and Gentlemen, just how far w e have come in these few short years. Monitoring such a task is a rnanmonth job, even within one country. Within a region, especially one as large and varied as ours, w e should be redoubling our efforts in order to ensure that we know our strengths and weaknesses measurably.

32

Annex ZZ

M a y I also take this opportunity to point out that even though so many diverse Nations have agreed to devote themselves to attain "basic education", the term itself sometimes means different things to different people. Similarly, even though w e agree to put our efforts towards literacy, the level of attainment required should be flexible according to where w e are and what w e need to do.

With this in mind, in regard to this meeting, we have to set our scope. Do w e intend to focus on training a number of teachers to teach a given number of students with a rationed amoudt of time? Are w e searching for alternative delivery systems? Are w e aiming solely at achieving universal literacy or providing basic education to fulfil the rising demand of the labour market? Or do w e have to search further for the undefined limit to explain the true meaning of literacy and education?

What standards of attainment are we setting?

I would like also to mention quality education. Whether this can be standardized and measured is up to each member to discuss and decide. T o those questions, APPEAL gives us an opportunity to work towards that goal jointly. But solutions will only come through an exchange of views and ideas. Although w e can learn from each other, I believe w e can never fully transplant a complete system from country to country without modifications, but unless exchanges occur w e are hardly likely to find a magic formula by remaining insular.

As time is now auspicious, it is indeed a great privilege and pleasure for m e now to formally inaugurate the Third Meeting for Regional Co-ordination of Asia-Pacific Programme of Education for All and thank our hosts, the UNESCO Principal Regional Office for Asia and the Pacific for making it possible.

Thank you.

33

Annex 11 1

Welcome address by Mr. Hedayat Ahmed, Director, UNESCO/PROAP, at the Inaugural Session of the Third Meeting for Regional Co-ordination of APPEAL [UNESCO/PROAP, Thursday, 23 July 1992 at 09:30 A.M.]

The Chief Guest, Distinguished participants, Representative from UN Sister Organizations, and other partners agencies, Ladies and gentlemen,

I have great pleasure to extend a warm welcome on behalf of the Director-General of UNESCO and on my own behalf to the honourable chief guest and to all the distinguished participants to this Third Meeting for Regional Co-ordination of APPEAL. I a m very grateful to Dr. Kowit Vorapipatana, Permanent Secretary of Education, Royal Government of Thailand for kindly agreeing to inaugurate the meeting. His presence here today is a source of inspiration to all of us and a clear manifestation of his deep commitment to the cause of literacy in the region. In fact, he is one of us - he has been a valued friend and inspiring guide of UNESCO for a long time.

A s you all know Asia-Pacific Programme of Education for All (APPEAL) was conceived to provide basic education to all children, youth and adults a concern expressed by the Fifth Regional Conference of the Ministers of Education and Those Responsible for Economic Planning (MINEDAP V) held in Thailand in 1985. The recommendation of the MINEDAP V was unanimously endorsed by the 23rd session of the UNESCO General Conference held in the same year (1985) in Sofia. Following those mandates, the literacy and primary education experts from 26 Member States prepared the APPEAL programme in 1986. It was launched by the Director General of UNESCO in February 1987 in N e w Delhi, India.

Ladies and Gentlemen,

The right to education is a fundamental right of every human being. This has been enshrined in the Universal Declaration of Human Rights adopted by the world community in 1948. Despite this lofty ideal the global literacy scenario in general did not offer much ray of hope while in the third world countries the situation turned from bad to worse. However, there was a renewed concern to meet the challenge and the United Nations proclaimed 1990 as International Literacy Year, during which four International Organizations such as U N D P , U N E S C O , UNICEF and the World Bank jointly convened the World Conference on

34

Annex 111

Education for All in Jomtien in March 1990 which adopted "World Declaration on Education for All" -- a magna carta setting a target to provide basic education to all by the year 2000.

In view of the importance w e attach to the Jomtien Conference, I would like to recall its major commitments:

- an enlarged of view of basic education, bringing together non-school and within- school opportunities for meeting basic learning needs;

increased emphasis on learning (that is enabling everyone to gain something useful and usable from basic education) instead of emphasizing only quantitative aspects;

increased access to basic education for all, with special emphasis on marginalized and vulnerable groups such as women and girls, out-of-school youth, street children and adults, migrant population, social and racial minorities; and

improved co-ordination efforts at the national level.

-

-

- Since Asia and the Pacific region accounts for three quarters of the world's illiterate

population, it is but natural that this region has become the pace setter by launching APPEAL three years ahead of the Jomtien Conference. The World Declaration of Education for All in a way reinforced the on-going programme of APPEAL -- a collective endeavour by the countries of the region to effectively deal with the problem of illiteracy.

The First and Second Meeting for Regional Co-ordination of APPEAL held in this very hall h 1988 and 1990 respectively provided an opportunity to assess progress of APPEAL activities and to strengthen our resolve to achieve the goal of EFA. W e are happy to report that all the Member States are taking various steps to formulate EFA national plans of action and implement them. But there is no denying the fact that the progress towards achieving the goal is not uniform. The countries in East Asia, Southeast Asia and the Pacific are making satisfactory progress. Consequently, the number of illiterate population has decreased from 329.1 million in 1970 to 278.8 million in 1990 and it is expected to further come down to 236.5 million by the year u)oo registering a literacy rate of 82.8 per cent over all. O n the other hand, the literacy situation of the South Asia Sub-Region looks very bleak. In this sub-region the number of illiterates has increased from 302.3 million in 1970 to 398.1 million in 1990 and if the present trends are not arrested it is likely to go up to 437.1 million by the year 2OOO. This uneven progress was adversely affecting the literacy rates of the whole region. A closer analysis will reveal that out of 39 Member States of UNESCO in the Region, the majority are tackling the problem of illiteracy effectively, yet about six or seven countries are still far behind. It should be. noted that some 650 million of the world's 950 million illiterates live in the most populous countries of Asia, namely China, India, Pakistan, Indonesia and Bangladesh.

Recognizing the fact that illiteracy is the cause and the effect of poverty, deprivation and underdevelopment of the society, options before the policy makers are clear. Until and

35


unless w e can provide basic education to all, benefits of development will remain a distant dream to the bulk of the populace. I must caution that if the vast human potential of this region is denied the benefits of development, if the people cannot even attain basic literacy and numeracy in the foreseeable future, there is a strong likelihood that they will suffer further deprivation leading to social tension and unrest. Without empowerment this vast humanity will remain a burden and a drag on development, but if liberated will greatly contribute to the progress of the mankind.


Despite momentous progress in term of human achievement over the least several decades, more than a billion people still live in absolute poverty today. Nearly 950 million adults are illiterate, 1.75 billion people lack safe drinking water, about 100 million are homeless and 800 go hungry each day. Hundred million children have no access whatsoever to primary education. The literacy rate in the least developed countries is 37 per cent, in developing countries it is 60 per cent and in the industrial countries it is 92 per cent. Drop-out rates in primary schools are 60 per cent in the least developed countries and 39 per cent in developing ones, while in industrial countries the rate is only 11 per cent. Such disparity militates against our conscience. W e cannot allow the situation to continue causing further ignonimity to tens of thousands of our brethren.

Let m e reiterate that literacy skills are the means to a higher goal: that of building in each and everyone the ability to learn, the ability to use knowledge and the ability to create new knowledge. It is our firm conviction that through the APPEAL programme, this potential will finally be given the opportunity to develop.

Previously, education for children, youth and adults were seen as different programmes and formal and non-formal education systems were perceived as mutually exclusive. It was through APPEAL an attempt was made to remove this dichotomy by providing a holistic view of basic education encompassing all the key elements. Thus APPEAL has promoted the integrated approach of all components of basic education especially primary education, literacy and continuing education. The World Declaration on Education for All has certainly refined and broadened this concept. After the World Conference, APPEAL has been entrusted the task to assist the countries in translating this message into action and to monitor the programme as a follow up the World Conference. Accordingly UNESCO/ PROAP revised and strengthened APPEAL strategies to help the Member States to achieve the goals of EFA.

In carrying out this objective, APPEAL made a survey of basic education in 21 Member States. According to the survey it was found that almost all countries have set up mechanisms to follow-up the Jomtien Declaration. In many countries National APPEAL Committees have been assigned the responsibility. About nine countries have prepared their

36

AnnaIII

respective EFA National Plans of Action and many others have adjusted their existing plan in line with the World Declaration on EFA.

A s the countries in Asia and the Pacific reflect wide divergence in terms of progress in basic education, they have also indicated different priorities in their EFA National Plans of Action. For example, the countries which have achieved universal primary education and high rates of literacy want to improve the system of basic education by extending the years of compulsory schooling and providing continuing education to its populace. Conversely, the countries which still have large number of out-of-school children and a large illiterate population want to improve access, retention and graduation rate of primary education and to introduce literacy programme for the masses. The least developed countries want to strengthen their basic infrastructure for primary education and Literacy to be able to launch effective nationwide primary education and literacy programmes.

APPEAL is trying to provide assistance to the Member States according to their needs, interests and priorities. Since basic education is one of the leading programmes of U N E S C O , two important meetings have considered the fundamental issues pertaining to the programme. The Advisory Committee on Regional Cooperation in Education in Asia and the Pacific in its meeting held in May 1991 urged UNESCO to strengthen APPEAL so that it could provide meaningful assistance to the Member States to plan and implement EFA National Plans of Action. Similarly, the Symposium held in Bangkok in February 1992 to advise on the PROAP priority programme for 1992 and 1993 suggested that APPEAL should respond to the needs of the Member States in such areas as social advocacy, planning of EFA National Plans, establishment of information management system and monitoring mechanism as well as development of learning materials and training of personnel.

Based on those recommendations and suggestions, APPEAL has been undertaking a series of regional programmes to help strengthen national capacities of the Member States for EFA. Under APPEAL/APEID programme for Universalization of Primary Education, it is promoting regional programmes to improve access, completion and quality of primary education. UNESCO/PROAP have organized a series of expert meetings, workshops and pilot projects, especially to help the Member States to improve access of girls to primary schools. A n in-depth study of problems of education among disadvantaged population has been conducted and based on the study a number of programmes have been launched. A group of countries have jointly worked for the improvement of quality of primary education. This project known as Joint Innovative Project (JIP) has helped the countries to undertake programmes to improve quality of primary education -- the results are very encouraging.

In the field of literacy, a major problem has been lack of systematically developed curriculum and learning materials. Therefore, UNESCO/PROAP developed APPEAL Training Materials for Literacy Personnel (ATLP) involving literacy experts from the Member States. ATLP has been translated and adapted by more than twelve countries in the region. Utilizing ATLP, UNESCO/PROAP has trained a groups of key trainers from the Member States who in turn have trained a vast number of literacy workers in their own countries.

37



A s stated earlier with the change in socio-economic setting as well as perception, it has become imperative to respond to these new demands. Accordingly, APPEAL is promoting Continuing Education of six types i.e. (i) Post-Literacy Programmes, (U) Equivalency Programmes, (iii) Income-Generating Programmes, (iv) Quality of Life Improvement Programmes, (v) Individual Interest Promotion Programmes, and (vi) Future Oriented Programmes. Continuing education will play a more vigorous role as the countries attain a higher degree of application of science and technology in day-to-day life and move towards greater industrialization.

O n e of the most serious problems in basic education is that a large number of &Is are still out of school and a majority of illiterates are found among women. The problem of women illiteracy is directly linked with overall backwardness of the society such as low status of women, conservative attitude toward girls’ education, sex stereo-typing etc. Therefore, APPEAL has launched a special programmes for girls and women education to promote equal status of women and to empower them to enjoy equal opportunity for education and work in the society.

Whatever APPEAL has been able to do is very modest in comparison to the needs of the Member States. Actually, it is the Member States themselves which are doing the most. The survey of EFA situation in the countries has shown that many countries which have planned EFA programmes systematically and implemented them with full national commitment, have been able to achieve a breakthrough in raising primary education enrolment and graduation rates and have also had remarkable success in eliminating illiteracy.

APPEAL is trying to promote a regional solidarity whereby the countries which have problems could learn from the countries which have made significant progress. Similarly, the countries which have made progress also should share their experience and expertise with the needy ones. The regional solidarity in the field of basic education will certainly help the Region as a whole to achieve the goals of EFA. Inthis regard, I must commend the partner agencies such as UNICEF, U N D P , ESCAP, SEAMES and Asian Development Bank for helping the Member States in the field of basic education. Certainly, more co-ordination in our efforts will help these countries to achieve better results.


Let us have no illusion that issues of such magnitude can not be successfully tackled by government agencies alone or even in conjunction with international agencies. There is need for greater community involvement. Hence, UNESCO promotes greater collaboration with NGOs.

Annex IZZ

W e are working closely with ASPBAE to strengthen Government/NGOs partnership at the national and local level for EFA. W e are thankful to the ACCU for helping in the production, training and utilization of learning materials for literacy. Similarly w e are also thankful to NFUAJ for promoting learning centres in the Member States since the International Literacy Year 1990.

I would like to take this opportunity of thanking U N D P , Asian Development Bank, Government of Norway and Government of Japan for providing financial assistance to various regional activities of APPEAL. I must also express our gratitude to the Government of China for giving voluntary contribution to APPEAL. UNDP's fifth cycle funding will be commencing very soon. I hope they will continue to work with UNESCO to strengthen follow-up activities of the Jomtien Conference.

W e look forward to the outcome of this important consultation with a lot of hope and expectation. The major issues before us are the following:

1.

2.

3.

4.

T o review progress on EFA between March 1990 to March 1992;

To suggest effective strategies to achieve goals of EFA;

T o set up monitoring systems at national and regional levels; and

To strengthen regional co-operation for EFA through APPEAL mechanism.

Your valued contribution will guide us to overcome all obstacles to reach new heights.

Let m e conclude by quoting from the address of Mr. Federico Mayor, Director- General, UNESCO at the opening of the International Consultative Forum on Education for All held in December 1991; " W e need to remember at all times that education for all is a national responsibility that concerns the government as a whole, and not simply the main sectoral ministry involved. NGOs, foundations and representatives of the business community and the media ... likewise play a key role in broadening and reinforcing action by governments."

I would like to thank you all for being present in person for this important activity and I hope you will have a productive and fruitful deliberation. In between your hard work I trust you will enjoy the charm of this Land of Smiles.

Thank you.

39

Annex IV

LIST OF PARTICIPANTS

Afghanistan (Rep- of)

Australia

Bangladesh (People’s Rep. of)

Bhutan

Cambodia

Mr. Shah Aga Mujadidi First Deputy Minister of Educatian Ministry of Education Kabul

Mr. Abdul Hamid Samadi President Primary Education Department, and National Science Centre Kabul

Dr. Geoff Burke Consultant National Languages and Literacy Institute c/o Department of Employment Education and Training Central Office, C.P.O. Box 0880 14 Mort Street Canberra ACT 3601

Mr. Abdullah Haroon Pasha Additional Secretary Ministry of Education Dhaka-1205

Mrs. Yandey Penjor Planning Officer Department of Education Ministry of Social Services Royal Government of Bhutan Thimphu

Mr. Chhay Kim Director of Department of General Education

c/o UNESCO Phnom Penh P.O. Box 29 Phonom Penh

and Pre-School

Annex IV

Cambodia (cont’d) Mr. Lak Chin Savath Director-General of Education c/o UNESCO Phnom Penh P.O. Box 29 Phonom Penh

China (People’s Rep. of)

Democratic People’s Republic of Korea

Fiji

India

Mr. Chen Dezhen Director Basic Education Department State Education Commission 37 Damucang Hutong Xidan, Beijing

Mr. Liu Wanliang [Intetpreter] Programme Officer Chinese National Commission for UNESCO 37 Damucang Hutong Xidan, Beijing

Mrs. Kim M u n Gyong Deputy Secretary-General National Commission of the Democratic People’s Republic of Korea for UNESCO Ministry of Foreign Affairs Pyongyang

Mrs. Li Bong Hui Official of the National Commission of Democratic People’s Republic of Korea for UNESCO

Ministry of Foreign Affairs Pyongyang

Mr. Amraiya Naidu Deputy Secretary for Education

(Administration/Finance) Ministry of Education Marela House Suva

Mr. R.K. Sinha Additional Secretary Department of Education Ministry of Human Resources Development Shastri Bhawan New Delhi

41

Third Meeting for Regional Co-ordination of APPEAL - ~

Indonesia

Iran (Islamic Rep. of)

Japan

La0 (People’s Dem. Rep.)

Malaysia

Maldives (Republic of)

Mongolia (People’s Rep. of)

Mr. Anwas Iskandar Director, Community Education

and Chairman of Illiteracy Eradication Programme of APPEAL

Ministry of Education and Culture Jalan Jenderal Sudirman, Senayan Jakarta

Dr. Nadergholi Ghourchian Ministry of Education Organization of Research

Teheran and Educational Planning

Prof. Shigekazu Takemura Professor of Education Faculty of Education Hiroshima University 1-1-2 Kagamiyama Higashi-Hiroshima-Shi Hiroshima-Ken 724

Mc. Bounthong Vixaysakd Director General Education Department Ministry of Education and Sports P.O. Box 67 Vientiane

Y. Bhg. Datuk Haji Mahpor bin Baba Director Educational Planning and Research Division Ministry of Education Level 2, Block J Damansara Town Centre 50604 Kuala Lumpur

Ms. Shafeea Zubair Deputy Director Non-formal Education Centre Ministry of Education Male 20-05

Mr. Banzai Damdinsuren Vice Minister of Education Ministry of Education Ulan Bator-11

42

Annex N

Mongolia (People’s

Mrs. Madrig Mashbileg [Interpreterr] Officer of the Department of

International Relations Ministry of Education Ulan Bator-11

Rep. of) (cont’d)

Myanmar (Union of)

Nepal (Kingdom of)

New Zealand

Papua New Guinea

Philippines

Republic of Korea

U Han Tin Rector Institute of Education University P.O. Yangon

Mr. Biswa Nath Aryal Chief Curriculum Development Centre Ministry of Education and Culture Sanothirni, Bhaktapur

Ms. Edna Tait C/- Tikipunga High School P.O. Box 7041 Tikipunga Whangarei

Mr. William Tagis Acting Principal Planning Officer

(General Education) Department of Education P.S.A. Haus Private Mail Bag Boroko National Capital District

Ms. Edith B. Carpio Director Bureau of Elementary Education Department of Education, Culture and Sports University of Life Complex Meralco Avenue, Pasig Metro Manila

Dr. Hwang Jong-Gon Professor Graduate School of Adult Education Myongji University 50-3, Namkajwa-dong Seodaemun-ku, Seoul 120-728

43


Samoa

Sri Lanka (Dem. Soc. Rep. of)

Viet Nam (Socialist Republic of)

Thailand

Tonga

Mr. Mase Nicholas Levy Principal Project Officer National Co-ordinator for APPEAL Department of Education Government of Western Samoa P.O. Box 1896 Apia

Mr. R.I.T. Alles State Secretary to the

Ministry of Education & Higher Education Isurupaya, Battaramulla

Mi. Luong Ngoc Toan Vice Minister Ministry of Education 49 Dai CO Viet Hanoi

Ms. Ravewan Garnjana-Goonchorn Chief of the External Relations Section National Primary Education Commission Ministry of Education Bangkok 10300

Mr. Viliami Takau Deputy Director of Education Ministry of Education P.O. Box 61, Nuku’alofa

Minister of State for Education

APEID RCM Representative Prof. Akiro Chiba Professor of Education International Christian University 3-10-2 Ohsawa, Mitaka City Tokyo, 181

Resource Persons Mr. J. Veera Raghavan 72, Munirka Enclave N e w Delhi-110 067

Dr. Charles Villanueva Chief of Research and Statistics Office of Planning Service Ministry of Education, Culture and Sports Meralco Avenue, Pasig Metro Manila

44

Anna N

Observers/Representatives

ACCU

ASPBAE

ESCAP

Malaysia

NFUAJ

Mr. Shigeo Miyamoto Executive Director Asian Cultural Centre for UNESCO (ACCU) Japan Publishers Bldg. No. 6, Fukuromachi, Shinjuku-ku Tokyo 162

Dr. O m Shrivastava Programme Adviser Asian-South Pacific Bureau of

Adult Education c/o ASTHA, 4 Bedla Road Udaipur (Raj.) 313001

Ms. Nasreen A. Khan Associate Social Affairs Officer ESCAP, U.N. Building Rajdamnern Avenue Bangkok

Mrs. Fatimah bte. Mohamed Principal Assistant Director Educational Planning and Research Division Ministry of Education Level 2, Block J Damansara Town Centre Kuala Lumpur

Ms. Keiko Ueda Member, Section for International Co-operation NFUAJ, P.O. Box 4004 Shinjuku Centre Bldg. (38 F) 1-25-1 Nishi-Shinju Shinj uku-ku Tokyo 163

45


SEAMEO/INNOTECH Dr.(Mrs.) Minda C. Sutaria Director, SEAMEO/INNOTECH Commonwealth Avenue Diliman, Quezon City

UNICEF/EAPRO, Bangkok Mr. Charles Currin Regional Adviser on Education U N I C E F / E A P R O 19 Phra Atit Road Bangkok 10200

UNICEF/ROSA, Kathmandu Mr. Barry Harley Senior Regional Education Adviser UNICEF/ROSA Lekhnuth Marg, Post Box 5815 Kathmandu

Ministry of Education, Bangkok

Mr. Boonsom Navanukroh Chief of Curriculum Development Department of Non-formal Education Ministry of Education Bangkok 10300

Mrs. Weeranut Maithai Chief of International Organization Section Thailand National Commission for UNESCO Ministry of Education Bangkok 10300

Secretariat

UNESCO/PROAP, Bangkok Mr. Hedayat Ahmed Director

Mr. S. Iizawa Deputy Director

Mr. T.M. Sakya Educational Adviser and Co-ordinator APPEAL

Dr. (Miss) Namtip Aksornkool Programme Specialist in Literacy Training, Research and Development

Dr. (Mrs.) Valai na Pombejr Programme Specialist in International Education

46

Annex N

UNESCO/PROAP, Bangkok Dr. Prem Kasaju (cont’d) Acting Chief ACEID and Specialist in

Development Research and Education

Dr. M. Tun Lwin Programme Specialist in Educational

Planning and Administration

Mr. J.E. Sequeira Specialist in Education Management Information and Research

Mr. J. Kim UNESCO Office, Beijing

Mr. Y. Okamoto Associate Expert in Literacy

and Non-formal Education

Mr. K. Oyasu Associate Expert in Development Research

and Education

Mrs. Darunee Riewpituk Research Assistant in Literacy Personnel Training

Ms. Thiemtip Kitibut Research Assistant in Women’s Education

Mrs. Thipa Kashemsri Secretary

Ms. Wallapa Aramwitha Secretary

Mrs. Rachanee Chamnankit Secretary

Mr. Wisit Sirithanasart Printer

Mr. Torphun Permsin Collator

47

Annex V

MEMBERS OF WORKING GROUPS ON AGENDA ITEM 3

Group A

(Conference Hall, Fifth Floor)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

13.

14.

15.

16.

17.

Mr. S. A. Mujadidi

Mr. A. Samadi

Mr. Chen Dezhen

Mr. Liu Wanliang

Mr. A. Naidu

Mr. Anwas Iskandar

Mr. Bounthong Vixaysakd

Mr. Han Tin

Dr. Hwang Jong-Gon

Mr. Lwong Ngoc Toan

Mr. Shigeo Miyamoto

Mr. Nasreen A. Khan

Mr. Boonsom Navanukroh

Mr. J. Veera Raghavan

Miss Namtip Aksornkool

Mr. Y. Okamoto

Afghanistan

Afghanistan

China

China

Fiji

Indonesia

Lao PDR

Myanmar

Republic of Korea

Viet Nam

ACCU, Japan

ESCAP


Resource person

UNESCO/PROAP (Secretariat, Team Leader)

UNESCO/PROAP (Secretariat, Team Lerader)

48

Annex V

Group B

(Room B, Fifth Floor)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

Dr. Geoff Burke

Ms. Y. Penjor Mrs. Kim M u n Gyong

Mrs. Li Bong Hi Mr. N. Ghourchian Mr. Bhg. Datuk Haji M. bin Baba Mrs. Fatimah bte. Mohamed

Mr. Shafeea Zubair

Mr. Biswanath Aryal

Mr. William Tagis

Mr. Mase N. Levy

Mr. Viliami Takau

Dr. Om Shrivastava

Dr. Minda C. Sutaria

Dr. P. Kasaju

Miss Thiemtip

Australia

Bhutan

DPR Korea

DPR Korea

Iran

Malaysia

Malayhsia

Maldives

Nepal

Papua N e w Guinea

Samoa

Tonga

ASPBAE

SEMEO/INNOTECH

UNESCO/PROAP (Secretariat - Team Leader)


49


1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Mr. A. H. Pasha

Mr. Chhay Kim Dr. Lao M. Hay

Mr. R.K. Sinha Prof. S. Takemura

Mr. B. Damdinsuren

ME. Mashbileg Ms. Edna Tait

Dr. Edith Carpio

Mr. R.I.T. Alles

Group C

(Room No. 308, Third Floor)

11. Mr. Ravewan Garnjana-Goonchorn - 12. Ms. Keiko Ueda

13. Mrs. Weeranut Maithai

14. Mr. Charles Villanueva 15. Dr. Valai na Pombejr

16. Mr. K. Oyasu

17. Mrs. Darunee Riewpituk

Bangladesh

Cambodia

Cambodia

India

Japan

Mongolia

Mongolia

N e w Zealand

Philippines

Sri Lanka

Thailand

NFUAJ

Minktry of Education, Thailand

Resource person


U N E S C O / P R O A P (Secretariat - Team Leader)

U N E S C O / P R O A P (Secretariat - Team Leader)

50

Annex VI

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

U).

21.

MEMBERS OF WORKING GROUPS ON AGENDA ITEM 4

Group Work on Implementation Strategies

Mr. Shah A. Mujadidi

Mr. A. Samadi

Mr. A. H. Pasha

Mr. Amraiya Naidu

Mr. R.K. Sinha

Mr. N. Ghourchian

Mr. Bounthong Vixaysakd

Mr. B. Damdinsuren Mr. Biswanath Aryal

Ms. Edna Tait

Mr. William Tagis

Mr. M. Nicholas Levy Mr. R.I.T. Alles

Mr. Chareon Karun

Mr. Luong Ngoc Toan

Mr. Shigeo Miyamoto

Ms. Keiko Ueda Mr. Barry Harley

Mr. A. Noto

Mr. Boonsom Navanukroh

Ms. Weeranut Maithai

Afghanistan

Afghanistan

Bangladesh

Fiji

India

Iran

Lao PDR

Mongolia

Nepal

New Zealand

Papua New Guinea

Samoa

Sri Lanka

Thailand

Viet Nam

ACCU

NFUAJ

UNICEF/Nepal

UNICEF/Bangkok



53


Secretariat 1. Miss Namtip Aksornkool [Team Leader]

2. Mr. J. Kim 3. Mr. K. Oyasu

4. Mrs. Darunee Riewpituk

Resource Person Mr. J. Veera Raghavan

Venue: Conference Hall, 5th floor

Group Work on Monitoring Process

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

Mr. Geoff Burke

Mr. Anwas Iskandar

Ms. Yanday Penjor

Mr. Chen Dezhen

Mr. Liu Wanliang

Mr. Chhay Kim

Mr. Lao M. Hay

Mrs. Kim M. Gyong

Mrs. Li Bong Hui

Prof. S. Takemura

Mr. Mahpor bin Baba

Mrs. Fatimah bte. Mohamed

Ms. S. Subair

Mr. H a n Tin

Ms. Edith Carpi0

Mr. Hwang Jong-Gon

Mr. Viliami Takau

52

Australia

Indonesia

Bhutan

China

China

Cambodia

Cambodia

DPR Korea

DPR Korea

Japan

Malaysia

Malaysia

Maldives

Myanmar

Philippines

Republic of Korea

Tonga

18. Dr. Om Shrivastava

19. Dr. Minda C. Sutaria

20. Mr. Charles Currin

Secretariat 1. Mrs. Valai na Pombejr [Team Leader]

2. Mr. P.K. Kasaju 3. Mr. M. Tun Lwin

4. Mr. Y. Okamoto

5. Miss Thiemtip Kitibut

Resource Person Mr. Charles Villanueva

ASPBAE

SEAMEO/INNOTECH

UNICEF/Bangkok

Venue: Committee Room B, 5th floor

53

Annex VI1

LIST OF DOCUMENTS

Information Documents - General Information

- List of Documents

- List of Participants

Working Documents - Agenda

- Annotated Agenda

- Schedule of Work

- National Studies on EFA (Country Reports)

- Regional Survey of EFA (including progress on EFA

- Progress Report of APPEAL Activities, UNESCO/PROAP

- Monitoring Strategies of EFA -

Reference Documents - Asian-Pacific Programme of

Education for All (APPEAL)

- World Declaration on Education for A1L

- Final Report of First Meeting - for Regional Co-ordination of APPEAL UNESCO/PROAP, Bangkok 1989

- Final Report of Second Meeting - for Regional Co-ordination of APPEAL, UNESCO/PROAP, Bangkok 1991

PROAP-92/APPEAL-MRCA/IW.l

PROAP-92/APPEAL-MRCA/INF.2

PROAP-92/APPEAL-MRCA/INF.3

PROAP-92/APPEAL-MRCA/REF. 1

PROAP-92/APPEAL-MRCA/REF.2

PROAP-92/APPEAL-MRCA/REF.3

54

Anna VIZ

Reference Documents (cont’d) - Draft Report of the Thirteenth - PROAP-92/APPEAL-MRCA/REP.S

Regional Consultation Meeting on the Asia and Pacific Programme of Education Innovation for Development (APEID)

- Regional Programme on Basic - PROAP-92/APPEAL-MRCA/REF.6 Education for the Fifth Cycle, Report of the Programme Preparation Mission [Draft Report awaiting consideration by UNDP, New York] and UNESCO/PROAP’s observations and comments on the Report

- Continuing Education : PROAP-92/APPEALMRCA/REF.7 New Policies and Direction, ATLP-CE, Volume I, UNESCO/PROAP, 1990

- Impact Assessment of APPEAL - PROAP-92/APPEAL-MRCA/REF.8 Training Materials for Literacy Personnel (ATLP), UNESCO/PROAP, 1992

55