Meeting of Ministers of Education Latin America and the Caribbean Education for All in Latin America...
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Transcript of Meeting of Ministers of Education Latin America and the Caribbean Education for All in Latin America...
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)?
- 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
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.
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
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 ChanceAntigua and BarbudaArgentinaBahamasBarbadosBelizeBoliviaBrazilCayman IslandsChileColumbiaCosta RicaCubaDominican RepublicEcuadorGuyanaHondurasMexicoNetherlands AntillesPeruTrinidad and TobagoUruguay
Insufficient
DominicaGrenadaGuatemalaHaitiJamaicaNicaraguaParaguaySt Kitts & NevisSt Vincent and the GrenadinesVenezuela
At Risk
Dakar Composite: Primary, Literacy, Gender Parity
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
Changes between 1990-2000
DYNAMIC
S
TA
TIC
Dis
tanc
e fr
om th
e go
a l CLOSE
FAR
Changes between 1990-2000
DYNAMIC
S
TA
TIC
Dis
tanc
e fr
om th
e go
a l
FO
RW
AR
D
BA
CK
WA
RD
Changes between 1990-2000
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 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