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Global Report
Summary……Education For All Global Monitoring Report……………….
Headline Messages
§ There has been a remarkable progress towards some of the EFA goals since the International community made its commitment in Dakar in 2000. Some of the world’s poorest countries have demonstrated that political leadership and practical policies make a difference. However, business as usual will leave the world short of the Dakar goals. Far more has to be done to get children into schools through primary education and beyond. And more attention has to be paid to the quality of education and learning achievement.
§ Good Governance could help to strengthen accountability, enhance participation and breakdown inequalities in education. However, current approaches to government reform are failing to attach sufficient weight to equity.
Progress on the six EFA goals
Early childhood care and education
Progress indicators for the well being of children in their pre-school years are a source for concern. The development targets set in the millennium development goals for child mortality and nutrition will be missed by wide margins if current trends continue.
Universal primary education
Children from poor households, rural areas, slums and other disadvantaged groups face major obstacles in access to a good quality education. While children from the wealthiest 20% of households have already achieved universal primary school attendance in most countries, those from the poorest 20% have a long way to go.
Meeting the lifelong learning needs of youth and adults
Governments are not giving priority to youth and adult learning needs and policies. Meeting the lifelong needs of youth and adults needs stronger political commitment and more public funding. It will also require more clearly defined concepts and better data for effective monitoring.
Adult literacy
An estimated 776 million adults-or 16% of the world’s adult population–lack basic literacy skills. About two-thirds are women. Most countries have made little progress in recent years. If current trends continue, there will be over 700 million adults lacking literacy skills in 2015.
Gender
Once girls are in school there progress in often hampered by teacher attendance and gender biased textbooks that reinforce negative gender stereotypes. This school based factors interact with wider social and economic factors that influence school performance along gender lines.
Quality
Student background, the organization of the education system and the school environment explain learning disparities within each country. Many essential resources taken for granted in developed countries remain scarce in developing countries including basic infrastructure such as electricity, seats and textbooks.
Overcomingin equality: why governance matters…………………..
Education is a basic human right. Yet across the world there are vast disparities in education based on wealth, gender, location, language and other makers for disadvantage. These disparities threaten to undermine efforts to achieve the six Education for All (EFA) goals agreed by over 160 governments in 2000. Failure to place strategies for greater equity at the centre of the EFA agenda will deny millions of children, youth and adults the education and learning opportunities they need to realize their potential, escape poverty and participate fully in Society.
This is the summary of the seventh edition of the EFA Global Monitoring Report. It documents progress towards the EFA goals. Focusing on those being left behind, the report explores current approaches to education governance reform and assesses whether these are helping to improve access, quality, participation and accountability. It also examines aid governance. Rich countries have pledged that no national education strategy will be allowed to fail for want of finance. Yet this promise is not being honoured.
The full Report, as well as comprehensive education statistics and indicators and other language editions, are available online at www.efareport.unesco.org.