Chapter 2. EFA
progress: where do we stand?W|
Global Monitoring Report 2006 - Full
Report |
Foreword and table of contents Headline messages Executive summary Annex 1- EDI and prospects for the achievement of EFA Annex 2 - Statistical annex (14 tables) Annex 3 - Aid data annex |
 Chapter 1. Literacy: the core of Education for
AllWV:NAME} A ‘literate’ society is more than a society with high literacy rates. This EFA Global Monitoring Report aims to stimulate renewed national and international wareness of the crucial importance of literacy for achieving all the EFA goals. - Download ( PDF- 2.5 MB) |
| Chapter 2.
EFA progress: where do we stand?W V:NAME} This chapter assesses progress towards the six EFA goals, using the most recent global education data, for the 2002/3 school year. Gender parity receives cross-cutting attention. Overall progress is summarized through the EFA Development Index. - Download (PDF – 4.7 MB) |
 Chapter 3.
Country efforts: increasing momentumWV:NAME} Accelerating the pace of change to meet the EFA goals in ten years’ time requires urgent and sustained attention to planning, strategies to address access and quality, and adequate national resource allocations. - Download (PDF – 3.8 MB) |
 Chapter 4.
International commitments: time to actWV:NAME} The overarching goal of halving the number of people living in extreme poverty galvanized the international community in 2005. Some significant breakthroughs are occurring that should benefit basic education programmes. - Download (PDF – 4.7 MB) |
 Chapter 5.
Why literacy mattersWV:NAME} Literacy is a right that confers profound benefits upon individuals and societies. Beyond empowering individuals, literacy improves lives through its multiple social, economic and cultural benefits. - Download (PDF – 2.5 MB) |
 Chapter 6.
Understandings of literacyWV:NAME} Definitions and understandings of literacy have broadened considerably over the past fifty years, influenced by academic research, international policy agendas and national priorities. In all understandings, literacy embodies reading and writing skills. - Download (PDF – 8.6 MB) |
 Chapter 7.
Mapping the global literacy challengeWV:NAME} Drawing upon an array of measures, this chapter highlights major trends and patterns of adult and youth literacy in different regions, nations and locales. Though the trends are positive, they are insufficient to meet the literacy goal. - Download (PDF – 7.8 MB) |
 Chapter 8.
The making of literate societiesWV:NAME} The spread of formal schooling, well-organized literacy campaigns and expanded adult learning opportunities have all played a role in the transition to widespread literacy. The broader social context, including the literate environment, is equally important. - Download (PDF – 7.8 MB) |
 Chapter 9.
Good policy, good practiceWV:NAME} Literacy is more than a single goal; it is at the centre of the whole EFA endeavour. The Report advocates a three-pronged strategy comprising (a) quality schooling for all children, b) the scaling up of literacy programmes for youth and adults, and (c) the development of environments conducive to the meaningful use of literacy. - Download (PDF – 3.5 MB) |
 Chapter 10.
Setting priorities for actionWV:NAME} Only ten years are left to achieve the EFA goals. The needs remain enormous at all levels of education, formal and non-formal. Literacy, as this Report argues, must become a cross-cutting political priority at the core of Education for All. - Download (PDF – 2.9 MB) |
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