Meeting of Ministers of Education Latin America and the Caribbean

Meeting of Ministers of EducationLatin America and the Caribbean

Education for All in Latin America and the Caribbean:

are we on track? John Daniel

Assistant Director-General for EducationUNESCO

14-16 November 2002Havana, Cuba

- Why Education for All (EFA)?


- Background to 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

FRE

ED

OM

WHY EDUCATION?

HUMAN RIGHT

FRE

ED

OM

DE

VE

LOP

ME

NT

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)

GEET EQUALE = Elementary/PrimaryE = 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.”

GGET EQUALG = Girls and GenderG = Girls and Gender

“to eliminate gendergender disparities in primary and secondary education by 2005

and achieve gendergender equality by 2015

with a special focus on ensuring full and equal access for girlsgirls to basic education of good quality.”

GET EQUALALAL = Adult LiteracyAL = Adult Literacy

“to achieve a 50 per cent improvement in levels of adult literacyadult literacy by 2015, especially for women, as well as equitable access to basic and continuing education for adults.”

GET EEQUALE = Early ChildhoodE = Early Childhood

“to expand and improve comprehensive early childhoodearly childhood care and education, especially for the most vulnerable and disadvantaged children.”

GETT EQUALT = TrainingT = Training

“to ensure that the learning needs of all young people are met through equitable access to appropriate learning and life skills programmes.”

GET EQUQUALQU = QualityQU = Quality

“to improve all aspects of the qualityquality 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.

Dakar Composite: Primary, Literacy, Gender Parity

Group

E9

High Chance

Brazil

Mexico

Insufficient

Bangladesh

Egypt

China

Indonesia

At Risk

India

Nigeria

Pakistan


Group

Latin America/ Caribbean

High ChanceAntigua and BarbudaArgentinaBahamasBarbadosBelizeBoliviaBrazilCayman IslandsChileColumbiaCosta RicaCubaDominican RepublicEcuadorGuyanaHondurasMexicoNetherlands AntillesPeruTrinidad and TobagoUruguay

Insufficient

DominicaGrenadaGuatemalaHaitiJamaicaNicaraguaParaguaySt Kitts & NevisSt Vincent and the GrenadinesVenezuela

At Risk


Group

Sub-Saharan Africa

High ChanceCongoGabonKenyaRwandaSeychellesZimbabwe

InsufficientBotswanaCape VerdeCôte d’IvoireGambiaGhanaLesothoMalawiMauritiusNamibiaSouth AfricaSwazilandTogoUgandaUR of Tanzania

At RiskBeninBurkina FasoBurundiCameroonCentral African Rep.ChadComorosDem.Rep.CongoEquatorial GuineaEritreaEthiopiaGuineaGuinea-BissauMadagascarMaliMozambiqueNigerNigeriaSenegalZambia

Changes between 1990-2000

DYNAMIC

S

TA

TIC

Dis

tanc

e fr

om th

e go

a l


DYNAMIC

S

TA

TIC

Dis

tanc

e fr

om th

e go

a l CLOSE

FAR


DYNAMIC

S

TA

TIC

Dis

tanc

e fr

om th

e go

a l

FO

RW

AR

D

BA

CK

WA

RD


DYNAMIC

S

TA

TIC

Dis

tanc

e fr

om th

e go

a l

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 1990-2000

Dis

tan

ce f

rom

100

% N

ER

in 1

999

F

ar N

ER

<80

%

C

lose

NE

R 8

0% -

95% Insufficient progress High chance

Serious risk Insufficient 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 1990-2000

D

ista

nce

fro

m g

oal (

GP

I =

1)

in 2

000

F

ar

Clo

se

G

PI

<0.

9 or

>1.

1

GP

I 0.

9-0.

97 o

r 1.

03-1

.1

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 1990-2000

Lev

el o

f A

du

lt L

iter

acy

in 2

000

Low

<70

%

Hig

h >

7 0%

- <

95%

LITERACY(partial list of countries)

At RiskAntigua 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

Documents

Transcript of Meeting of Ministers of Education Latin America and the Caribbean