EDUCATION FOR ALL
&
ALL FOR EDUCATION
The Third Dimension of Success
Education for All
DAKAR FRAMEWORK OF ACTION
World Education Forum met on 26-28
April 2000 at Dakar, Senegal. UNESCO,
UNDP, UNFPA, UNICEF and the WORLD
BANK brought together 1,500 participants
from 182 countries, as well as major
development agencies.
Education for All
It ended with the adoption of the DAKAR
Framework of Action, wherein ministers of
education
and
other
government
representatives, heads of United Nations
agencies, the donor community and
representatives of NGOs, indeed all
participants, committed themselves to
achieve the EFA goals and targets by the
year 2015.
Education for All
EFA NATIONAL GOALS AND TARGETS:
Expanding and improving comprehensive EARLY
CHILDHOOD CARE AND EDUCATION, especially for
the most vulnerable disadvantaged children;
Ensuring that by 2015 all children with special emphasis
on girls and children in difficult circumstances have
access to and complete FREE AND COMPULSORY
PRIMARY EDUCATION of good quality;
Education for All
Ensuring that the LEARNING NEEDS OF ALL
young people and adults are met through
equitable access to appropriate learning, life
skills and citizenship program;
Achieve a 50% IMPROVEMENT IN LEVELS OF
ADULT LITERACY BY 2015, especially for
women and equitable access to basic and
continuing education for all adults;
Education for All
ELIMINATING GENDER DISPARITIES in
primary and secondary education by 2005, and
achieving gender equality in education by 2015,
with a focus on ensuring girls full and equal
access to and achievement in basic education of
good quality; and
Improving all aspects of the QUALITY OF
EDUCATION and ensuring excellence of all so
that recognized and measurable learning
outcomes are achieved by all, especially in
literacy, numeracy and essential life skills
Education for All
National Plan
The Country Guidelines on the Preparation
of National EFA Plan of Action, which were
produced by UNESCO as a guide to
organize follow-up to Dakar, defines the
national EFA forum as a consultative and
coordination body that brings together
around one table the representatives of all
those with a vital stake in basic education.
Education for All
National Plan
These guidelines suggest that forum
includes key representatives from
relevant government ministries and
departments and from relevant parts
of
civil
society
i.e.
those
associations and social institutions
that organize citizens interests and
express their views.
Education for All
National definition
1951
One who can read a clear print in any language
1961
One who is able to read with understanding a
simple letter in any language
1972One who is able to read and write in some
language with understanding
1981One who can read newspaper and write a simple
letter
1998One who can read newspaper and write a simple
in any language
letter,
Education for All
National literacy level
Pakistan so far has achieved only 48.7%
literacy rate (EFA Global Monitoring
Report, 2006) that is lower in comparison
with the neighboring countries and
remarkably disappointing as compared to
other developed and developing countries.
Pakistan claims 54% national literacy rate.
Education for All
CRUCIAL PROBLEMS
General
Lack of political will and commitment to
education
Poor rural infrastructure
Daily house hold chores
Cultural and family constraints
Early marriages
Belief that education is not important
Poor health
Education for All
CRUCIAL PROBLEMS
Economic Factors
Poverty
Costly teaching material
Shortage of funds
Poor developing and recurrent budget
Education for All
CRUCIAL PROBLEMS
Education
Undue political interference
No immediate return of education
Lack of institutional support
Parents
Illiterate parents
Parents not prepared to send children to school
Parents do not allow girls to attend schools
Children have to help at home
Feelings that education does not pay enough
Restrictions on girl education
Education for All
MAJOR COMPONENTS OF EFA
Primary Education
5-10 year age
Adult Literacy
10-45 year age
Early Childhood Education 3-4 year age
Education for All
EFA PRIORITIES
SECTOR WISE PRIORITIES:
FIRST PRIORITY
SECOND PRIORITY
THIRD PRIORITY
Primary Education
Adult literacy
Early Childhood
Education
Education for All
AREA WISE PRIORITIES
FIRST PRIORITY
SECOND PRIORITY
THIRD PRIORITY
FOURTH PRIORITY
LAST PRIORITY
DISADVANTAGED GROUPS
POPULATION BOTH RURAL AND
URBAN
RURAL FEMALE
RURAL MALE
URBAN FEMALE
URBAN MALE
Education for All
AGE GROUP WISE PRIORITIES
PRIMARY EDUCATION
FIRST PRIORITY
SECOND PRIORITY
THIRD PRIORITY
5-7 YEARS AGE GROUP
8-9 YEARS AGE GROUP
10 +
Education for All
ADULT LITERACY
FIRST PRIORITY
SECOND PRIORITY
THIRD PRIORITY
10-14 YEARS
15-24 YEARS
25-44 YEARS
Education for All
EARLY CHILDHOOD
FIRST PRIORITY
SECOND PRIORITY
4 YEARS
3 YEARS
Education for All
GENDER WISE PRIORITIES
PRIMARY EDUCATION
FIRST PRIORITY
SECOND PRIORITY
FEMALE
MALE
59
59
Education for All
ADULT LITERACY
FIRST PRIORITY
SECOND PRIORITY
THIRD PRIORITY
FOURTH PRIORITY
FEMALE
FEMALE
MALE
M/F
10 14
15 24
15 24
25 44
Education for All
EARLY CHILDHOOD EDUCATION
FIRST PRIORITY
SECOND PRIORITY
FEMALE
MALE
35
35
Reading Skill-(Level-1)
Reading Skill
Reading Skill
Reading Skill
Writing Skill(Level-1)
Numeric Skill (Level-1)
Numeric Skill (Level-1)
What we need ?
Literacy: who needs more?
Education for All
Literacy wanted
Education for All
Education for All
Hands full of education
Education for All
Education for All
Achievement Comparison
Overall Comparison of Learners Achievement (NCHD &PLD)
50.0
40.0
NCHD
PLD
Overall
30.0
20.0
10.0
0.0
NCHD
PLD
Overall
Level-1
44.3
30.1
37.2
Level-2
Level-3
28.3
18.8
12.1
8.9
20.2
13.9
N C H D and P L D-Punjab
Overall
30.4
17.0
23.7
Education for All
ADULT LITERACY
?
What to do?
do?
What to do?
What to do?
What to do?
What to do?
What to
Where we stand?
Standing on a broken bridge?
Since the year 2000 we are:
making plans without implementation
half hearted and misdirected efforts
overlapped activities
inappropriate literacy material
not able to relate literacy with skills
Where we stand?
Standing on a broken bridge?
Or
Have raised the torch of literacy?
UNESCO provided stand to raise the torch
NCHD lit the flame
Provincial governments oiled the torch
NGOs raised the flame further
AND WE ALL HAVE TO MAKE
LITERACY A MOVEMENT
How to scale up the movement?
Effective strategies for mobilization
Linking literacy with skill learning
Involving volunteers & university students
AND
MEDIA
LETS
WORK TOGETHER
TO MAKE BRIDGES
BETWEEN
LITERATES & ILLITERATES
LETS
THINK
&
THINK TOGETHER
THANK YOU
