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Meeting of Ministers of Education
Latin America and the Caribbean
Education for All in Latin
America and the Caribbean:
are we on track?
John Daniel
Assistant Director-General for Education
UNESCO
14-16 November 2002
Havana, Cuba
- Why Education for All (EFA)?
- Why Education for All (EFA)?
- Background to EFA
- Why Education for All (EFA)?
- Background to EFA
- Are we on track?
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.”
WHY EDUCATION?
HUMAN RIGHT
WHY EDUCATION?
HUMAN RIGHT
WHY EDUCATION?
HUMAN RIGHT
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)
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.”
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.”
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.”
GET EQUAL
E = Early Childhood
“to expand and improve comprehensive
early childhood care and education,
especially for the most vulnerable and
disadvantaged children.”
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.”
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.”
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)
Proyecto Principal de Educación-PPE
1957-1966
Major Project in the Field of Education-MPFE
1957-1966
Proyecto Principal de Educación-PPE - 1980
- Acceso de todos los niños en edad escolar a una educación
general mínima de ocho a diez años.
- Alfabetización y educación de personas jóvenes y adultas
- Mejoramiento de la calidad y eficiencia de la educación a
través de las reformas necesarias.
Major Project in the Field of Education-MPFE - 1980
- Access of all school-age children to a minimum of 8-10 years
of primary education
- Literacy training and education for young people and adults
- Improving the quality and efficiency of education through
carrying out necessary reforms
PRELAC
-to ensure that the content and practice of education enable us to construct meaning
about ourselves, about others and about the world;
- to concentrate on teachers and increase their participation in educational change
so as to meet the learning needs of pupils;
- to work on the culture of schools to turn them into participatory learning
communities;
- to reform the management of education systems in order to make them more
flexible and able to offer opportunities for learning throughout life;
- to stress the social responsibility of education in order to generate commitment to
development and its outcomes.
a) - Reflexión acerca del sentido y prácticas de la educación.
b) - Resignificación del papel de los docentes y fortalecimiento de su protagonismo
en el cambio educativo.
c) - Transformación de la cultura de las escuelas en comunidades de aprendizaje y
participación para que respondan a las necesidades educativas de su alumnado.
d)- Transformación de la estructura, ordenamiento y gestión de los sistemas
educativos para diversificar la oferta educativa y asegurar la autonomía de las
escuelas y docentes en la toma de decisiones.
- Responsabilidad social por la educación.
Meeting of Ministers of Education
Latin America and the Caribbean
Education for All in Latin
America and the Caribbean:
are we on track?
John Daniel
Assistant Director-General for Education
UNESCO
14-16 November 2002
Havana, Cuba
Dakar Composite: Primary, Literacy, Gender Parity
Group
High Chance
Brazil
E9
Mexico
Insufficient
Bangladesh
Egypt
At Risk
India
Nigeria
China
Indonesia
Pakistan
Dakar Composite: Primary, Literacy, Gender Parity
Group
Latin
America/
Caribbean
High Chance
Antigua and Barbuda
Argentina
Bahamas
Barbados
Belize
Bolivia
Brazil
Cayman Islands
Chile
Columbia
Costa Rica
Cuba
Dominican Republic
Ecuador
Guyana
Honduras
Mexico
Netherlands Antilles
Peru
Trinidad and Tobago
Uruguay
Insufficient
Dominica
Grenada
Guatemala
Haiti
Jamaica
Nicaragua
Paraguay
St Kitts & Nevis
St Vincent and
the Grenadines
Venezuela
At Risk
Dakar Composite: Primary, Literacy, Gender Parity
Group
SubSaharan
Africa
High Chance
Congo
Gabon
Kenya
Rwanda
Seychelles
Zimbabwe
Insufficient
Botswana
Cape Verde
Côte d’Ivoire
Gambia
Ghana
Lesotho
Malawi
Mauritius
Namibia
South Africa
Swaziland
Togo
Uganda
UR of Tanzania
At Risk
Benin
Burkina Faso
Burundi
Cameroon
Central African Rep.
Chad
Comoros
Dem.Rep.Congo
Equatorial Guinea
Eritrea
Ethiopia
Guinea
Guinea-Bissau
Madagascar
Mali
Mozambique
Niger
Nigeria
Senegal
Zambia
Changes between 1990-2000
DYNAMIC
CLOSE
FAR
Changes between 1990-2000
DYNAMIC
FORWARD
BACKWARD
Changes between 1990-2000
DYNAMIC
At Risk
High chance
Close
Close
but
and
Going Backward
Going Forward
Serious risk
Low Chance
Far
Far
and
but
Going Backward
Going Forward
Changes between 1990-2000
DYNAMIC
Universal Primary Education Achieved
(NER>95%)
Antigua and Barbuda, Argentina,
Bahamas, Belize, Bolivia, Brazil,
Cayman Islands, Cuba, Ecuador,
Grenada, Mexico, Netherlands
Antilles, Panama, Peru
PRIMARY EDUCATION
(Latin America and Caribbean)
Insufficient
progress
At risk
High
HighChance
chance
Barbados, Guyana,
Jamaica, Paraguay, St.
Kitts and Nevis, St
Vincent and the
Grenadines, Venezuela
Chile, Costa Rica,
Dominica,
Guatemala,
Honduras, Trinidad
and Tobago
Serious risk
Serious Risk
Insufficient progress
Low Chance
Haiti, Nicaragua
Away from goal
Towards goal
Changes between 1990-2000
Gender Parity Achieved
(0.97<GPI<1.03)
Argentina, Bahamas, Barbados,
Bolivia, Cayman Islands, Columbia,
Costa Rica, Dominican Republic,
Ecuador, Honduras, Nicaragua,
Mexico, Panama, Peru, Trinidad and
Tobago, Turks and Caicos Islands,
Uruguay, Venezuela
GENDER PARITY - PRIMARY
(Latin America and Caribbean)
At Risk
Chile, Cuba,
Jamaica, Paraguay,
St. Kitts and Nevis,
St. Vincent and the
Grenadines
Serious Risk
High Chance
Haiti
Low Chance
Dominica,
Guatemala
Away from goal
Towards goal
Changes between 1990-2000
Adult Literacy Achieved
(>95%)
Argentina, Bahamas, Barbados,
Chile, Costa Rica, Cuba, Guyana,
Netherlands Antilles, Trinidad and
Tobago, Uruguay
LITERACY
(partial list of countries)
At Risk
High Chance
Antigua and Barbuda,
Brazil, Dominica,
Dominican Republic,
Ecuador, El Salvador,
Honduras, Jamaica,
Mexico, Panama,
Paraguay, Peru, Venezuela
Belize, Bolivia,
Serious Risk
Low Chance
Guatemala, Haiti,
Nicaragua,
Slow performer
Fast performer
Changes between 1990-2000
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)
Meeting of Ministers of Education
Latin America and the Caribbean
Education for All in Latin
America and the Caribbean:
are we on track?
John Daniel
Assistant Director-General for Education
UNESCO
14-16 November 2002
Havana, Cuba