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 November 2002 Havana, Cuba

- 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.

HUMAN RIGHT WHY EDUCATION?

HUMAN RIGHT FREEDOM WHY EDUCATION?

HUMAN RIGHT FREEDOM DEVELOPMENT WHY EDUCATION?

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)

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.

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.

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.

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.

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.

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.

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 Major Project in the Field of Education-MPFE

Proyecto Principal de Educación-PPE 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 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 November 2002 Havana, Cuba

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 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 Sub- Saharan Africa High Chance Congo Gabon Kenya Rwanda Seychelles Zimbabwe Insufficient Botswana Cape Verde Côte dIvoire 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 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 At Risk Close but Going Backward Low Chance Far but Going Forward

Universal Primary Education Achieved (NER>95%) Antigua and Barbuda, Argentina, Bahamas, Belize, Bolivia, Brazil, Cayman Islands, Cuba, Ecuador, Grenada, Mexico, Netherlands Antilles, Panama, Peru

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 PRIMARY EDUCATION (Latin America and Caribbean) At risk Barbados, Guyana, Jamaica, Paraguay, St. Kitts and Nevis, St Vincent and the Grenadines, Venezuela Serious Risk High Chance Chile, Costa Rica, Dominica, Guatemala, Honduras, Trinidad and Tobago Low Chance Haiti, Nicaragua

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

Away from goal Towards goal Changes between Distance from goal (GPI = 1) in 2000 Far Close GPI 1.1 GPI or GENDER PARITY - PRIMARY (Latin America and Caribbean) High Chance Haiti Low Chance Dominica, Guatemala At Risk Chile, Cuba, Jamaica, Paraguay, St. Kitts and Nevis, St. Vincent and the Grenadines Serious Risk

Adult Literacy Achieved (>95%) Argentina, Bahamas, Barbados, Chile, Costa Rica, Cuba, Guyana, Netherlands Antilles, Trinidad and Tobago, Uruguay

Slow performer Fast performer Changes between Level of Adult Literacy in 2000 Low 70% - <95% LITERACY (partial list of countries) At Risk Antigua and Barbuda, Brazil, Dominica, Dominican Republic, Ecuador, El Salvador, Honduras, Jamaica, Mexico, Panama, Paraguay, Peru, Venezuela Serious Risk Guatemala, Haiti, Nicaragua, Low Chance High Chance Belize, Bolivia,

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 November 2002 Havana, Cuba