Transcript No Slide Title

Forum of African Parliamentarians for Education
Eighth Conference of Ministers of Education of African
Member States
November 28 – December 6, 2002
Dar-es-Salaam, Tanzania
EDUCATION FOR ALL: IS AFRICA ON TRACK?
John Daniel
Assistant Director-General for Education
UNESCO
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)
EDUCATION FOR ALL: IS AFRICA ON TRACK?
- Why Education for All (EFA)?
EDUCATION FOR ALL: IS AFRICA ON TRACK?
- Why Education for All (EFA)?
- What is Education for All?
EDUCATION FOR ALL: IS AFRICA ON TRACK?
- Why Education for All (EFA)?
- What is Education for All?
- Where has Africa got to?
EDUCATION FOR ALL: IS AFRICA ON TRACK?
- Why Education for All (EFA)?
- What is Education for All?
- Where has Africa got to?
- How is the process going?
José Marti :
“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 :
“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
DEVELOPMENT AS FREEDOM
Amartya Sen
‘the removal of the various types of
unfreedoms that leave people with
little choice and little opportunity of
exercising their reasoned agency’
DEVELOPMENT AS FREEDOM
Amartya Sen
Freedom has:
- a constitutive role
DEVELOPMENT AS FREEDOM
Amartya Sen
Freedom has:
- a constitutive role
- an instrumental role
WHY EDUCATION?
HUMAN RIGHT
EDUCATION FOR ALL: IS AFRICA ON TRACK?
- Why Education for All (EFA)?
- What is Education for All?
GET EQUAL
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
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
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
E = Early Childhood
“to expand and improve comprehensive
early childhood care and education,
especially for the most vulnerable and
disadvantaged children.”
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.”
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.”
EDUCATION FOR ALL: IS AFRICA ON TRACK?
- Why Education for All (EFA)?
- What is Education for All?
- Where has Africa got to?
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)
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 subSaharan Africa, but they also include India and Pakistan.
EFA Global Monitoring Report, 2002
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
“…believing… in the
unrestricted pursuit of
objective truth, and in the
free exchange of ideas
and knowledge, we…”
UNESCO Constitution 1946
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
PRIMARY EDUCATION
(Africa – where data available)
Insufficient
At risk
progress
Botswana, Gabon,
Mauritius.
High
HighChance
chance
Algeria, Libya, Rwanda,
Seychelles, Swaziland,
Togo, Tunisia, Uganda
Serious risk
risk
Serious
Insufficient
Low chance
progress
Burundi, Central African
Republic, Comoros,
Djibouti, Equatorial
Guinea, Lesotho,
Madagascar, Namibia,
Niger, Nigeria, Tanzania,
Zambia.
Benin, Burkina, Chad, Côte
d’Ivoire, Dem.Rep.Congo,
Eritrea, Ethiopia, Gambia,
Malawi, Mali, Mauritania,
Morocco, Mozambique,
Away from goal
Towards goal
Changes between 1990-2000
GENDER PARITY - PRIMARY
(Africa – where data available)
At Risk
Madagascar, South
Africa, Swaziland,
Serious Risk
Angola, Burundi,
Cameroon,
Equatorial Guinea,
Ethiopia, Mozambique
High Chance
Algeria, Botswana, Congo,
Egypt, Gabon, Gambia,
Kenya, Lesotho, Malawi,
Mauritania, Mauritius,
Namibia, Rwanda,
Seychelles, Sierra Leone,
Tanzania, Tunisia, Uganda,
Zimbabwe.
Low Chance
Benin, Burkina, CAR,
Chad, Comoros, Côte
d’Ivoire, Djibouti, Ghana,
Guinea, Guinea-Bissau,
India, Mali, Niger,
Senegal, Togo.
Away from goal
Towards goal
Changes between 1990-2000
LITERACY
(Africa where data available)
At Risk
High Chance
Botswana, Cameroon, Cape
Verde, Ghana, Lesotho,
Mauritius, Namibia, South
Africa, Swaziland, Tanzania,
Tunisia, Zambia
Congo, Equatorial Guinea,
Kenya, Libya, Zimbabwe
Serious Risk
Low Chance
Algeria, Benin, Burkina, Burundi,
Central African Republic, Chad,
Comoros, DR of Congo, Djibouti,
Egypt, Eritrea, Ethiopia, Gambia,
Guinea, Guinea-Bissau, Liberia,
Mali, Mozambique, Malawi, Mali,
Mauritania, Morocco, Niger,
Nigeria, Rwanda, Senegal, Togo,
Uganda
Slow performer
Fast performer
Changes between 1990-2000
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
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
EDUCATION FOR ALL: IS AFRICA ON TRACK?
- Why Education for All (EFA)?
- What is Education for All?
- Where has Africa got to?
- How is the process going?
…only 22 specially prepared EFA plans will be
completed by the end of 2002. However, there
are a good number of other countries where
Poverty Reduction Strategy Paper (PRSP)
processes have produced new documents of
substance. In 15 of the 16 full PRSPs examined,
education goals were explicitly incorporated
into the analysis. Yet these documents usually
fall well short of an integrated plan.
EFA Global Monitoring Report 2002, p. 188
“Although the Dakar requirement to
produce EFA plans is wisely being
interpreted in context-specific ways by
most countries, the external demands for
PRSPs, sector plans, comprehensive EFA
plans and, in some cases, Fast-Track
proposals, amount to a very demanding
agenda.”
EFA Global Monitoring Report 2002, p. 189
The Dakar promise
“no countries seriously
committed to education for
all will be thwarted in their
achievement of this goal by
lack of resources”
“Representatives of the international donor
community… have agreed to help seven
developing countries – Burkina Faso, Guinea,
Guyana, Honduras, Mauritania, Nicaragua
and Niger – to make their education plans a
reality. Work is now proceeding with these
countries to build the required capacity, and
to close a financing gap estimated at
approximately US$400 million over the next
three years (2003-05).”
Fast-Track countries (Africa)
Burkina Faso
Ethiopia
Gambia
Ghana
Guinea
Mauritania
Mozambique
Niger
Uganda
Tanzania
Zambia
CONCLUSIONS
1.EFA is a challenge for Africa
2. The world is ready to help