the institute of education’s international centenary conference 22 november 2002 education for...
TRANSCRIPT
The Institute of Education’s International Centenary Conference
22 November 2002
EDUCATION FOR ALL: ENHANCING EDUCATIONAL QUALITY AND ENSURING
EXCELLENCE
Progress Towards the Goals of Education for All
Sir John DanielAssistant Director-General for Education
UNESCO
The 2002 Global Monitoring Report
Education for All:is the world on track?
(an independent report on the evolution of education indicators, planning, resource requirements, and donor performance on
commitments)
- Why Education for All (EFA)?
- Why Education for All (EFA)?
- Monitoring Report - results
- Why Education for All (EFA)?
- Background to EFA
- What about quality?
José Marti :
“Al venir a la tierra, todo hombre tiene derecho a que se le eduque, y después, en pago, el deber de contribuir a la educación de los demás.”
“All people, when they arrive on earth, have a right to be educated; and then in return, they have the obligation to educate others.”
José Marti :
“Educar es dar al hombre las llaves del mundo que son la independencia y el amor, y prepararle las fuerzas para que lo recorra por sí, con el paso alegre de los hombres naturales y libres”
“To educate is to give people the keys to the world, which are independence and love; granting them the ability to walk alone, at the happy pace which is that of natural and free individuals.”
HUMAN RIGHT
WHY EDUCATION?
HUMAN RIGHT
FRE
ED
OM
WHY EDUCATION?
DEVELOPMENT AS FREEDOMAmartya Sen
DEVELOPMENT AS FREEDOMAmartya Sen
Freedom has:
- a constitutive role
DEVELOPMENT AS FREEDOMAmartya Sen
Freedom has:
- a constitutive role
- an instrumental role
HUMAN RIGHT
FRE
ED
OM
DE
VE
LOP
ME
NT
WHY EDUCATION?
Education for All:is the world on
track?
This report has shown that progress towards the six Dakar goals is insufficient: the world is not on track to achieve education for all by 2015. This judgement is based on a number of strands of evidence. …Three of the goals – universal primary education, gender equality and literacy – can presently be monitored quantitatively. Only 83 countries (accounting for just over one-third of the world’s population) have already achieved the three goals or have a high chance of doing so by 2015 on the basis of recent trends. In 43 countries (with 37% of the world’s population), at least one goal is likely to be missed, while a further28 countries (with 28% of the world’s population) are not on track to achieve any of them. Two thirds of those in the latter category are in sub-Saharan Africa, but they also include India and Pakistan.
EFA Global Monitoring Report, 2002
Of the three goals, literacy most frequently risks not being met: at present rate of progress, 79 countries will not be able to halve their rate of adult illiteracy by 2015. Universal primary education is unlikely to be reached in 57 countries, 41 of which have recently even been moving in the wrong direction. The position is slightly better as regards the gender goals, with 86 countries having already achieved gender parity in primary enrolments, and a further 35 countries being close to doing so.
EFA Global Monitoring Report, 2002
GET EQUAL
GGET EQUALG = Girls and GenderG = Girls and Gender
“to eliminate gendergender disparities in primary and secondary education by 2005
and achieve gendergender equality by 2015
with a special focus on ensuring full and equal access for girlsgirls to basic education of good quality.”
GEET EQUALE = Elementary/PrimaryE = Elementary/Primary
“to ensure that by 2015 all children, especially girls, children in difficult circumstances, and from ethnic minorities have access to and complete free and compulsory primary education of good quality.”
GETT EQUALT = TrainingT = Training
“to ensure that the learning needs of all young people are met through equitable access to appropriate learning and life skills programmes.”
GET EEQUALE = Early ChildhoodE = Early Childhood
“to expand and improve comprehensive early childhoodearly childhood care and education, especially for the most vulnerable and disadvantaged children.”
GET EQUQUALQU = QualityQU = Quality
“to improve all aspects of the qualityquality of education to achieve recognised and measurable learning outcomes for all – especially in literacy, numeracy and essential life skills.”
GET EQUALALAL = Adult LiteracyAL = Adult Literacy
“to achieve a 50 per cent improvement in levels of adult literacyadult literacy by 2015, especially for women, as well as equitable access to basic and continuing education for adults.”
Changes between 1990-2000
DYNAMIC
S
TA
TIC
Dis
tanc
e fr
om th
e go
a l
Changes between 1990-2000
DYNAMIC
S
TA
TIC
Dis
tanc
e fr
om th
e go
a l CLOSE
FAR
Changes between 1990-2000
DYNAMIC
S
TA
TIC
Dis
tanc
e fr
om th
e go
a l
FO
RW
AR
D
BA
CK
WA
RD
Changes between 1990-2000
DYNAMIC
S
TA
TIC
Dis
tanc
e fr
om th
e go
a l
High chance
Close
and
Going Forward
High chance
Close
and
Going Forward
Serious risk
Far
and
Going Backward
At Risk
Close
but
Going Backward
Low Chance
Far
but
Going Forward
Adult Literacy Achieved – Europe(>95%)
Belarus, Bulgaria, Croatia, Cyprus, Estonia, Greece, Hungary, Italy,
Latvia, Lithuania, Moldova, Poland, Romania, Russian Federation, Slovenia, Spain and Ukraine.
(no data for most OECD countries)
Slow performer Fast performer Changes between 1990-2000
Lev
el o
f A
du
lt L
iter
acy
in 2
000
Low
<70
%
Hig
h >
7 0%
- <
95%
LITERACY(partial list of countries)
At RiskBahrain, Brazil, China, Ecuador, Ghana, Malta, Mexico, Namibia, Saudi Arabia, South Africa, Sri Lanka, Tunisia, Turkey , Tanzania, Viet Nam, Zambia (39 countries)
Serious RiskAlgeria, Bangladesh, Benin, Burkina Faso, Dem.Rep.Congo, Egypt, Ethiopia, Guinea, India, Iraq, Malawi, Nepal, Niger, Nigeria, Pakistan, Rwanda, Senegal, Sudan, Uganda(40 countries)
Low Chance
High ChanceAlbania, Bolivia, Bosnia Herzegovina, Congo, Indonesia, Iran, Israel, Jordan, Kenya, Libya, Malaysia, Palestine, Portugal, Zimbabwe(18 countries)
Away from goal Towards goal Changes between 1990-2000
Dis
tan
ce f
rom
100
% N
ER
in 1
999
F
ar N
ER
<80
%
C
lose
NE
R 8
0% -
95% Insufficient progress High chance
Serious risk Insufficient progress
PRIMARY EDUCATION(partial list)
Bahrain, Botswana, China, Cyprus, Georgia, Indonesia, Jamaica, Kyrgyzstan, Mauritius, Paraguay, St Kitts and Nevis, Syria, Turkey, Uzbekistan, Venezuela.(20 countries)
At riskAzerbaijan, Bangladesh, Chile, Costa Rica, Guatemala, Iraq, Jordan, Sri Lanka, Swaziland, Thailand, Togo, Trinidad and Tobago, Uganda, (21 countries)
High Chance
Burundi, Comoros, Croatia, Yugoslavia, Iran, Kuwait, Lebanon, Lesotho, Namibia, Niger, Nigeria, Saudi Arabia, Tanzania, Zambia.(21 countries)
Serious risk
Benin, Bhutan, Burkina, Chad, Côte d’Ivoire, Dem.Rep.Congo, Ethiopia, Gambia, Haiti, Malawi, Mali, Morocco, Mozambique,Nicaragua(16 countries)
Low chance
Away from goal Towards goal Changes between 1990-2000
D
ista
nce
fro
m g
oal (
GP
I =
1)
in 2
000
F
ar
Clo
se
G
PI
<0.
9 or
>1.
1
GP
I 0.
9-0.
97 o
r 1.
03-1
.1
GENDER PARITY - PRIMARY (partial list of countries)
High ChanceAlgeria, Bangladesh, Cape Verde, Congo, Egypt, Gambia, Haiti, Iran, Lesotho, Oman, Portugal, Sierra Leone, Saudi Arabia, Uganda(18 countries)
Low ChanceBenin, Bhutan, Burkina, Chad, Côte d’Ivoire, Ghana, Guinea, India, Mali, Morocco, Nepal, Niger, Pakistan, Senegal, Sudan, Togo.(23 countries)
At RiskBelize, Chile, Cuba, Estonia, Indonesia, Jamaica, Madagascar, Mongolia, Paraguay, South Africa, Swaziland, Tajikistan, Thailand, Turkey (18 countries)
Serious RiskAngola, Burundi, Cameroon, Equatorial Guinea, Ethiopia, Grenada, Iraq, Mozambique
(8 countries)
Dakar Composite: Primary, Literacy, Gender Parity
Group
E9
High Chance
Brazil
Mexico
Insufficient
Bangladesh
Egypt
China
Indonesia
At Risk
India
Nigeria
Pakistan
Dakar Composite: Primary, Literacy, Gender Parity
Group
Central/Eastern Europe
High ChanceAlbaniaBelarusBosnia HerzegovinaBulgariaCroatiaEstoniaHungaryLatviaLithuaniaPolandRomaniaRussian FederationFYR Macedonia
InsufficientTurkeyYugoslavia
At Risk
Dakar Composite: Primary, Literacy, Gender Parity
Group
North America/Western Europe
High ChanceBelgiumCanadaCyprusDenmarkFranceGreeceIrelandIsraelItalyNetherlandsNorwayPortugalSpainSwedenSwitzerlandUnited KingdomUnited States
Insufficient At Risk
Dakar Composite: Primary, Literacy, Gender Parity
Group
Latin America/ Caribbean
High ChanceAntigua and BarbudaArgentinaBahamasBarbadosBelizeBoliviaBrazilCayman IslandsChileColumbiaCosta RicaCubaDominican RepublicEcuadorGuyanaHondurasMexicoNetherlands AntillesPeruTrinidad and TobagoUruguay
Insufficient
DominicaGrenadaGuatemalaHaitiJamaicaNicaraguaParaguaySt Kitts & NevisSt Vincent and the GrenadinesVenezuela
At Risk
Dakar Composite: Primary, Literacy, Gender Parity
Group
Arab States/ North Africa
High ChanceJordanLibyan Arab J’riyaPalestinian A.T.Tunisia
InsufficientAlgeriaBahrainEgyptKuwaitMauritaniaOmanQatarSaudi ArabiaSyrian Arab Rep.U.A.Emirates
At RiskDjiboutiIraqLebanonMoroccoSudan
Dakar Composite: Primary, Literacy, Gender Parity
Group
Sub-Saharan Africa
High ChanceCongoGabonKenyaRwandaSeychellesZimbabwe
InsufficientBotswanaCape VerdeCôte d’IvoireGambiaGhanaLesothoMalawiMauritiusNamibiaSouth AfricaSwazilandTogoUgandaUR of Tanzania
At RiskBeninBurkina FasoBurundiCameroonCentral African Rep.ChadComorosDem.Rep.CongoEquatorial GuineaEritreaEthiopiaGuineaGuinea-BissauMadagascarMaliMozambiqueNigerNigeriaSenegalZambia
GET EQUQUALQU = QualityQU = Quality
“to improve all aspects of the qualityquality of education to achieve recognised and measurable learning outcomes for all – especially in literacy, numeracy and essential life skills.”
input – process – output
Inputs: - school, student, household
Process:
- school climate, teaching/learning
Output:
- achievement, attainment, standards
CONCLUSIONS1. Good performance with modest means
2. Girls perform better than boys
3. Parental income/education major influence
4. School characteristics important(e.g shift teaching, textbooks, materials, qualified teachers)
Showing up is 90% of success