lifelong learning in europe: moving towards efa goals and confintea v agenda update on efa john...

Lifelong Learning in Europe:Moving towards EFA Goals and CONFINTEA V Agenda

Update on EFAJohn Daniel

Assistant Director-General for EducationUNESCO

European Regional Conference6-9 November 2002

Sofia, Bulgaria

The 2002 Global Monitoring Report

Education for All:Meeting our Collective Commitments

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

commitments)

Constitution (1945) of the United Nations Educational, Scientific and Cultural Organisation

“For these reasons, the States Parties to this Constitution, believing in full and equal opportunities for education for all, in the unrestricted pursuit of objective truth, and in the free exchange of ideas and knowledge, are agreed and determined…”

1990 – Jomtien

2000 – Dakar (The Dakar Framework for Action)

2001 – High Level Group (Paris)

2002 – High Level Group (Abuja)

The 2002 Global Monitoring Report

Education for All:Meeting our Collective Commitments

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

commitments)

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.”

Since the Jomtien World Conference in 1990 there has been some ambiguity as to whether EFA underpins a global Education for All movement or whether it is primarily a vehicle for focusing on developing countries, where the challenge of enabling the poorest and most severely disadvantaged people to benefit from a basic education is the priority. The balance has moved more towards the latter than the former position, and has been accentuated by the very strong international focus on Universal Primary Education. …

Nevertheless, many of the challenges of EFA extend well beyond developing countries. The educational needs of those living in relative poverty in industrialised societies, questions of quality and relevance, of gender equality, of literacies responsive to the revolution in communication technology, and the challenge for education provided by the risks of drugs dependency are just some of the major issues deserving a wider, global treatment. If EFA is treated as an issue specific to particular countries and regions of the world, it runs the danger of becoming partial, and perhaps more marginal, rather than a central educational priority worldwide. The EFA Global Monitoring Report will begin to redress this balance

from 2003.

EFA Global Monitoring Report, 2002

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.


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.


Changes between 1990-2000

DYNAMIC

S

TA

TIC

Dis

tanc

e fr

om th

e go

a l


DYNAMIC

S

TA

TIC

Dis

tanc

e fr

om th

e go

a l CLOSE

FAR


DYNAMIC

S

TA

TIC

Dis

tanc

e fr

om th

e go

a l

FO

RW

AR

D

BA

CK

WA

RD


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

Insufficient progress

Close

but

Going Backward

Insufficient progress

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% Insufficient progress High chance

Serious risk Insufficient progress

Bahrain, Brazil, China, Ecuador, Ghana, Malta, Mexico, Namibia, Saudi Arabia, South Africa, Sri Lanka, Tunisia, Turkey , Tanzania, Viet Nam, Zambia

(39 countries)

Albania, Bolivia, Bosnia Herzegovina, Congo, Indonesia, Iran, Israel, Jordan, Kenya, Libya, Malaysia, Palestine, Portugal, Zimbabwe

(18 countries)

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

LITERACY(partial list of 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


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

(20 countries)

Azerbaijan, Bangladesh, Chile, Costa Rica, Guatemala, Iraq, Jordan, Sri Lanka, Swaziland, Thailand, Togo, Trinidad and Tobago, Uganda,

(21 countries)

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

(21 countries)

PRIMARY EDUCATION(partial list of countries)

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

(16 countries)

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

Insufficient progress High chance


Belize, Chile, Cuba, Estonia, Indonesia, Jamaica, Madagascar, Mongolia, Paraguay, South Africa, Swaziland, Tajikistan, Thailand, Turkey

(18 countries)

Algeria, Bangladesh, Cape Verde, Congo, Egypt, Gambia, Haiti, Iran, Lesotho, Oman, Portugal, Sierra Leone, Saudi Arabia, Uganda

(18 countries)

Angola, Burundi, Cameroon, Equatorial Guinea, Ethiopia, Grenada, Iraq, Mozambique

(8 countries)

GENDER PARITY - PRIMARY (partial list of countries)

Benin, Bhutan, Burkina, Chad, Côte d’Ivoire, Ghana, Guinea, India, Mali, Morocco, Nepal, Niger, Pakistan, Senegal, Sudan, Togo.

(23 countries)

Dakar Composite: Primary, Literacy, Gender Parity

Group

E9

High Chance

Brazil

Mexico

Insufficient

Bangladesh

Egypt

China

Indonesia

At Risk

India

Nigeria

Pakistan


Group

Central/Eastern Europe

High ChanceAlbaniaBelarusBosnia HerzegovinaBulgariaCroatiaEstoniaHungaryLatviaLithuaniaPolandRomaniaRussian FederationFYR Macedonia

InsufficientTurkeyYugoslavia

At Risk


Group

North America/Western Europe

High ChanceBelgiumCanadaCyprusDenmarkFranceGreeceIrelandIsraelItalyNetherlandsNorwayPortugalSpainSwedenSwitzerlandUnited KingdomUnited States

Insufficient At Risk


Group

Latin America/ Caribbean

High ChanceAntigua and BarbudaArgentinaBahamasBarbadosBelizeBoliviaBrazilCayman IslandsChileColumbiaCosta RicaCubaDominican RepublicEcuadorGuyanaHondurasMexicoNetherlands AntillesPeruTrinidad and TobagoUruguay

Insufficient

DominicaGrenadaGuatemalaHaitiJamaicaNicaraguaParaguaySt Kitts & NevisVenezuelaSt Vincent and the Grenadines

At Risk


Group

Arab States/ North Africa

High ChanceJordanLibyan Arab J’riyaPalestinian A.T.Tunisia

InsufficientAlgeriaBahrainEgyptKuwaitMauritaniaOmanQatarSaudi ArabiaSyrian Arab Rep.U.A.Emirates

At RiskDjiboutiIraqLebanonMoroccoSudan


Group

Sub-Saharan Africa

High ChanceCongoGabonKenyaRwandaSeychellesZimbabwe

InsufficientBotswanaCape VerdeCôte d’IvoireGambiaGhanaLesothoMalawiMauritiusNamibiaSouth AfricaSwazilandTogoUgandaUR of Tanzania

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


Group

North America/Western Europe

High ChanceBelgiumCanadaCyprusDenmarkFranceGreeceIrelandIsraelItalyNetherlandsNorwayPortugalSpainSwedenSwitzerlandUnited KingdomUnited States

Insufficient At Risk

Gaps in Basic Skills(USA)

Three Challenges:

- Language (5%)

- Educational credential (17%)

- New literacy (20%)

United Nations

Decade for Literacy

2003-2012

Education

- is a right

- enhances freedoms

- helps development

The intrinsic human value of education – its ability to add meaning and value to everyone’s lives without discrimination – is at the core of its status as a human right. But education is also an indispensable means to unlock and protect other human rights. It provides some of the scaffolding necessary for the achievement of the rights to good health, liberty, security, economic well-being and participation in social and political activity. Where the right to education is guaranteed, people’s access to and enjoyment of other rights is enhanced and the imbalances in life chances are lessened.


lifelong learning in europe: moving towards efa goals and confintea v agenda update on efa john...

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