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Reaching the Marginalised: Investing in Education for Rural People to achieve EFA and the MDGs

Reaching the Marginalised: Investing in Education for Rural People to achieve EFA and the MDGs. Presentation by Mamadou Ndoye, Executive Secretary, ADEA Beijing November 29, 2005. Contents. 1 Education For All: Including the excluded Rural people: the majority of those left behind

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Reaching the Marginalised: Investing in Education for Rural People to achieve EFA and the MDGs

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  1. Reaching the Marginalised: Investing in Education for Rural People to achieve EFA and the MDGs Presentation by Mamadou Ndoye, Executive Secretary, ADEA Beijing November 29, 2005

  2. Contents • 1 Education For All: Including the excluded • Rural people: the majority of those left behind • Equity for rural people: a must and an emergency • The challenges of ERP • Perspectives and flagship initiative 2

  3. 1. EFA = Including the excluded Disparities are glaring Disparities are greater between rural and urban than between girls and boys G/B + R/U + P/R - Access: 87 girls/100 boy 58 rural/100 urban - Achievement: 46 rural/100 urban Rural Girls are particularly disadvantaged 3

  4. 2. Rural People = the majority of those left behind • A majority • 50.8 % of the world’s population • 71 % of Africa’s population • Despite urbanization • No significant change expected before 2015 • A forgotten majority • 72% of the population of LDCs (66.6% in 2015) • 70% of the world’s poor • The majority of the 771 million illiterate people • The majority of the 100 million children out of school 4

  5. A must for MDGs 1. Poverty and hunger 2. UPE 3. Gender and women 4. Child mortality 5. Maternal Health 6. HIV/AIDS,Malaria.. 7. Environment 8. Partnership Situation of rural people ) ) )Those which are most in need ) ) ) 3. Equity in favor of rural people 5

  6. 4. The challenges of ERP:More, differently and better • More: Positive discrimination = More investment for reaching the poorest, the most isolated • Address high unit costs • Promote compensatory strategies • Enable children to learn 4

  7. 5. The challenges of ERP:More, differently and better • Differently: Diversity of situations and needs (farmers, fishermen, forest dwellers, nomadic people, etc.) • Diversify education supply: alternatives • Targeted strategies • Partnerships: State – Civil society – Private sector • Intersectoral collaboration and approaches • Devolution at the local level 4

  8. 6. The challenges of ERP:More, differently and better • Better: Quality and relevance • Healthy children Flexible curriculum • Qualified teachers School <-> Community • Efficient pedagogy Languages of instruction • Essential inputs Cultures and social practices • Conducive environment Meaning of what is learnt 4

  9. 7. Perspectives and flagship initiative • ERP priority • a new impulse for EFA • a special impact on girls education • ERP Partnership FAO/UNESCO • an opportunity to generate a dynamic intersectoral approach to EFA • a focus for the MDGs/PRSPs • an effective tool to fight poverty 4

  10. 8. Perspectives and flagship initiative • Learning from ERP • A more holistic and interactive approach to the EFA goals (UPE, ECD, youth and adult literacy and skills development are closely interrelated) • Transform constraints into opportunities • Mobilise latent resources of communities • Innovate 4

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