Lifelong Learning in Europe: Moving towards EFA Goals and CONFINTEA V Agenda Update on EFA John Daniel Assistant Director-General for Education UNESCO European Regional Conference 6-9 November 2002 Sofia, Bulgaria

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)

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)

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)

GET EQUAL

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

E 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.”

T 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.”

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

QU GET EQUAL QU = Quality 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.”

AL GET EQUAL AL = Adult Literacy 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.”

Since the Jomtien World Conference in 1990 there has been some ambiguity as to whether EFA underpins a global Education for All movement or whether it is primarily a vehicle for focusing on developing countries, where the challenge of enabling the poorest and most severely disadvantaged people to benefit from a basic education is the priority. The balance has moved more towards the latter than the former position, and has been accentuated by the very strong international focus on Universal Primary Education. …

Nevertheless, many of the challenges of EFA extend well beyond developing countries. The educational needs of those living in relative poverty in industrialised societies, questions of quality and relevance, of gender equality, of literacies responsive to the revolution in communication technology, and the challenge for education provided by the risks of drugs dependency are just some of the major issues deserving a wider, global treatment. If EFA is treated as an issue specific to particular countries and regions of the world, it runs the danger of becoming partial, and perhaps more marginal, rather than a central educational priority worldwide. The EFA Global Monitoring Report will begin to redress this balance from EFA Global Monitoring Report, 2002

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 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

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 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

Changes between DYNAMIC STATIC Distance from the goal

Changes between DYNAMIC STATIC Distance from the goal CLOSE FAR

Changes between DYNAMIC STATIC Distance from the goal FORWARD BACKWARD

Changes between DYNAMIC STATIC Distance from the goal High chance Close and Going Forward High chance Close and Going Forward Serious risk Far and Going Backward Insufficient progress Close but Going Backward Insufficient progress Far but Going Forward

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)

Slow performer Fast performer Changes between Level of Adult Literacy in 2000 Low 70% - <95% Insufficient progressHigh chance Serious riskInsufficient progress Bahrain, Brazil, China, Ecuador, Ghana, Malta, Mexico, Namibia, Saudi Arabia, South Africa, Sri Lanka, Tunisia, Turkey, Tanzania, Viet Nam, Zambia (39 countries) Albania, Bolivia, Bosnia Herzegovina, Congo, Indonesia, Iran, Israel, Jordan, Kenya, Libya, Malaysia, Palestine, Portugal, Zimbabwe (18 countries) Algeria, Bangladesh, Benin, Burkina Faso, Dem.Rep.Congo, Egypt, Ethiopia, Guinea, India, Iraq, Malawi, Nepal, Niger, Nigeria, Pakistan, Rwanda, Senegal, Sudan, Uganda (40 countries) LITERACY (partial list of countries)

Away from goal Towards goal Changes between Distance from 100% NER in 1999 Far NER <80% Close NER 80% - 95% Insufficient progressHigh chance Serious riskInsufficient progress 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) Burundi, Comoros, Croatia, Yugoslavia, Iran, Kuwait, Lebanon, Lesotho, Namibia, Niger, Nigeria, Saudi Arabia, Tanzania, Zambia. (21 countries) PRIMARY EDUCATION (partial list of 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 goal Changes between Distance from goal (GPI = 1) in 2000 Far Close GPI 1.1 GPI or Insufficient progressHigh chance Serious riskInsufficient progress Belize, Chile, Cuba, Estonia, Indonesia, Jamaica, Madagascar, Mongolia, Paraguay, South Africa, Swaziland, Tajikistan, Thailand, Turkey (18 countries) Algeria, Bangladesh, Cape Verde, Congo, Egypt, Gambia, Haiti, Iran, Lesotho, Oman, Portugal, Sierra Leone, Saudi Arabia, Uganda (18 countries) Angola, Burundi, Cameroon, Equatorial Guinea, Ethiopia, Grenada, Iraq, Mozambique (8 countries) GENDER PARITY - PRIMARY (partial list of countries) Benin, Bhutan, Burkina, Chad, Côte d’Ivoire, Ghana, Guinea, India, Mali, Morocco, Nepal, Niger, Pakistan, Senegal, Sudan, Togo. (23 countries)

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

Dakar Composite: Primary, Literacy, Gender Parity Group Central/ Eastern Europe High Chance Albania Belarus Bosnia Herzegovina Bulgaria Croatia Estonia Hungary Latvia Lithuania Poland Romania Russian Federation FYR Macedonia Insufficient Turkey Yugoslavia At Risk

Dakar Composite: Primary, Literacy, Gender Parity Group North America/ Western Europe High Chance Belgium Canada Cyprus Denmark France Greece Ireland Israel Italy Netherlands Norway Portugal Spain Sweden Switzerland United Kingdom United States InsufficientAt Risk

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 Venezuela St Vincent and the Grenadines At Risk

Dakar Composite: Primary, Literacy, Gender Parity Group Arab States/ North Africa High Chance Jordan Libyan Arab J’riya Palestinian A.T. Tunisia Insufficient Algeria Bahrain Egypt Kuwait Mauritania Oman Qatar Saudi Arabia Syrian Arab Rep. U.A.Emirates At Risk Djibouti Iraq Lebanon Morocco Sudan

Dakar Composite: Primary, Literacy, Gender Parity Group Sub- Saharan 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

Dakar Composite: Primary, Literacy, Gender Parity Group North America/ Western Europe High Chance Belgium Canada Cyprus Denmark France Greece Ireland Israel Italy Netherlands Norway Portugal Spain Sweden Switzerland United Kingdom United States InsufficientAt Risk

Gaps in Basic Skills (USA) Three Challenges: - Language (5%) - Educational credential (17%) - New literacy (20%)

United Nations Decade for Literacy

Education - is a right - enhances freedoms - helps development

The intrinsic human value of education – its ability to add meaning and value to everyone’s lives without discrimination – is at the core of its status as a human right. But education is also an indispensable means to unlock and protect other human rights. It provides some of the scaffolding necessary for the achievement of the rights to good health, liberty, security, economic well-being and participation in social and political activity. Where the right to education is guaranteed, people’s access to and enjoyment of other rights is enhanced and the imbalances in life chances are lessened. EFA Global Monitoring Report, 2002