The Institute of Education’s International Centenary Conference 22 November 2002

2. 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 EducationUNESCO

3. 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)

4. Why Education for All (EFA)?

5. Why Education for All (EFA)? • Monitoring Report - results

6. Why Education for All (EFA)? • Background to EFA • What about quality?

7. 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.”

8. 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.”

9. WHY EDUCATION? HUMAN RIGHT

10. WHY EDUCATION? FREEDOM HUMAN RIGHT

11. DEVELOPMENT AS FREEDOMAmartya Sen

12. DEVELOPMENT AS FREEDOMAmartya Sen • Freedom has: • a constitutive role

13. DEVELOPMENT AS FREEDOMAmartya Sen • Freedom has: • a constitutive role • an instrumental role

14. WHY EDUCATION? FREEDOM DEVELOPMENT HUMAN RIGHT

15. Education for All:is the world on track?

16. 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

17. 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

18. GET EQUAL

19. GET EQUAL G = Girls and Gender “to eliminate gender disparities in primary and secondary education by 2005 and achieve gender equality by 2015 with a special focus on ensuring full and equal access for girls to basic education of good quality.”

20. GET EQUAL E = 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.”

21. GET EQUAL T = Training “to ensure that the learning needs of all young people are met through equitable access to appropriate learning and life skills programmes.”

22. GET EQUAL E = Early Childhood “to expand and improve comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.”

23. GET EQUAL QU = Quality “to improve all aspects of the quality of education to achieve recognised and measurable learning outcomes for all – especially in literacy, numeracy and essential life skills.”

24. GET EQUAL AL = Adult Literacy “to achieve a 50 per cent improvement in levels of adult literacy by 2015, especially for women, as well as equitable access to basic and continuing education for adults.”

25. STATIC Distance from the goal Changes between 1990-2000DYNAMIC

26. CLOSE STATIC Distance from the goal FAR Changes between 1990-2000DYNAMIC

27. STATIC Distance from the goal FORWARD BACKWARD Changes between 1990-2000DYNAMIC

28. At Risk Close but Going Backward High chance Close and Going Forward High chance Close and Going Forward STATIC Distance from the goal Serious risk Far and Going Backward Low Chance Far but Going Forward Changes between 1990-2000DYNAMIC

29. 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)

30. LITERACY(partial list of countries) At Risk Bahrain, Brazil, China, Ecuador, Ghana, Malta, Mexico, Namibia, Saudi Arabia, South Africa, Sri Lanka, Tunisia, Turkey , Tanzania, Viet Nam, Zambia (39 countries) High Chance Albania, Bolivia, Bosnia Herzegovina, Congo, Indonesia, Iran, Israel, Jordan, Kenya, Libya, Malaysia, Palestine, Portugal, Zimbabwe(18 countries) Level of Adult Literacy in 2000 Low <70%High >70% - <95% Serious Risk Algeria, 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 Slow performer Fast performerChanges between 1990-2000

31. PRIMARY EDUCATION(partial list) Insufficient progress At risk High chance 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) Distance from 100% NER in 1999 Far NER <80%Close NER 80% - 95% Serious risk Insufficient progress Low chance Serious risk Burundi, Comoros, Croatia, Yugoslavia, Iran, Kuwait, Lebanon, Lesotho, Namibia, Niger, Nigeria, Saudi Arabia, Tanzania, Zambia.(21 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 goalChanges between 1990-2000

32. GENDER PARITY - PRIMARY (partial list of countries) At Risk Belize, Chile, Cuba, Estonia, Indonesia, Jamaica, Madagascar, Mongolia, Paraguay, South Africa, Swaziland, Tajikistan, Thailand, Turkey (18 countries) High Chance Algeria, Bangladesh, Cape Verde, Congo, Egypt, Gambia, Haiti, Iran, Lesotho, Oman, Portugal, Sierra Leone, Saudi Arabia, Uganda(18 countries) Distance from goal (GPI = 1) in 2000 FarClose GPI <0.9 or >1.1GPI 0.9-0.97 or 1.03-1.1 Low Chance Benin, Bhutan, Burkina, Chad, Côte d’Ivoire, Ghana, Guinea, India, Mali, Morocco, Nepal, Niger, Pakistan, Senegal, Sudan, Togo.(23 countries) Serious Risk Angola, Burundi, Cameroon, Equatorial Guinea, Ethiopia, Grenada, Iraq, Mozambique (8 countries) Away from goal Towards goalChanges between 1990-2000

33. Dakar Composite: Primary, Literacy, Gender Parity Group E9 High Chance Brazil Mexico Insufficient Bangladesh Egypt China Indonesia At Risk India Nigeria Pakistan

34. Dakar Composite: Primary, Literacy, Gender Parity Group Central/Eastern Europe High Chance AlbaniaBelarusBosnia HerzegovinaBulgariaCroatiaEstoniaHungaryLatviaLithuaniaPolandRomaniaRussian FederationFYR Macedonia Insufficient TurkeyYugoslavia At Risk

35. Dakar Composite: Primary, Literacy, Gender Parity Group North America/Western Europe High Chance BelgiumCanadaCyprusDenmarkFranceGreeceIrelandIsraelItalyNetherlandsNorwayPortugalSpainSwedenSwitzerlandUnited KingdomUnited States Insufficient At Risk

36. Dakar Composite: Primary, Literacy, Gender Parity Group Latin America/ Caribbean High Chance Antigua and BarbudaArgentinaBahamasBarbadosBelizeBoliviaBrazilCayman IslandsChileColumbiaCosta RicaCubaDominican RepublicEcuadorGuyanaHondurasMexicoNetherlands AntillesPeruTrinidad and TobagoUruguay Insufficient DominicaGrenadaGuatemalaHaitiJamaicaNicaraguaParaguaySt Kitts & NevisSt Vincent and the GrenadinesVenezuela At Risk

37. Dakar Composite: Primary, Literacy, Gender Parity Group Arab States/ North Africa High Chance JordanLibyan Arab J’riyaPalestinian A.T.Tunisia Insufficient AlgeriaBahrainEgyptKuwaitMauritaniaOmanQatarSaudi ArabiaSyrian Arab Rep.U.A.Emirates At Risk DjiboutiIraqLebanonMoroccoSudan

38. Dakar Composite: Primary, Literacy, Gender Parity Group Sub-Saharan Africa High Chance CongoGabonKenyaRwandaSeychellesZimbabwe Insufficient BotswanaCape VerdeCôte d’IvoireGambiaGhanaLesothoMalawiMauritiusNamibiaSouth AfricaSwazilandTogoUgandaUR of Tanzania At Risk BeninBurkina FasoBurundiCameroonCentral African Rep.ChadComorosDem.Rep.CongoEquatorial GuineaEritreaEthiopiaGuineaGuinea-BissauMadagascarMaliMozambiqueNigerNigeriaSenegalZambia

39. GET EQUAL QU = Quality “to improve all aspects of the quality of education to achieve recognised and measurable learning outcomes for all – especially in literacy, numeracy and essential life skills.”

40. input – process – output Inputs:- school, student, household Process: - school climate, teaching/learning Output: - achievement, attainment, standards

41. CONCLUSIONS • Good performance with modest means • Girls perform better than boys • Parental income/education major influence • School characteristics important(e.g shift teaching, textbooks, materials, qualified teachers)

42. Showing up is 90% of success