WUNRN
EDUCATION FOR ALL UNESCO REPORT 2000-2015 – ACHIEVEMENTS
& CHALLENGES
http://unesdoc.unesco.org/images/0023/002322/232205e.pdf
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http://www.un.org/apps/news/story.asp?NewsId=50527#.VSbOXHkfrmI
Website Link Shows Multiple Graphics.
Gender parity will be achieved at the
primary level in 69 per cent of countries by 2015. Child marriage and early
pregnancy continue to hinder girls' progress in education as does the need for
teacher training in gender sensitive approaches and curriculum reform. Women
continue to make up almost two-thirds of the illiterate adult population. Half
of sub-Saharan African women do not have basic literacy skills.
DESPITE MAJOR GAINS, WORLD’S EDUCATION GOALS ARE FAR FROM
ACHIEVED - UNESCO
Two 5th graders do their assignment during class at PS La
Pan Tan in Viet Nam. Photo: Tuan Nguyen/EFA Report UNESCO
9 April 2015 – Just one third of countries have achieved
all the measurable education goals set in 2000 and only half of all countries
have achieved universal primary enrolment, the United Nations agency mandated
with promoting learning spotlighted today, urging countries to bridge the $22
billion annual finance gap needed to achieve quality basic education for all by
2030.
“The world has made tremendous progress towards 'Education for
All'…however the agenda is far from finished,” said Irina Bokova,
Director-General at the UN Educational, Scientific and Cultural Organization (UNESCO), on the heels of
the key findings produced in the 2015 EFA Global
Monitoring Report (GMR) .
Education for All 2000-2015: Achievements and Challenges, produced by UNESCO tracks the progress of a set of six
goals ranging from improving quality of education to ensuring equal access to
learning. Released today, the report found that 47 per cent of countries
reached the goal of early childhood education, and another eight per cent were
close. Twenty per cent were very far from the goal. Yet, in 2012, nearly
two-thirds more children were enrolled in early childhood education than in
1999.
“Despite not meeting the 2015 deadline, millions more
children are in school than would have been had the trends of the 1990s
persisted,” Ms. Bokova said.
“However…we need to see specific, well-funded strategies that prioritize the
poorest – especially girls – improve the quality of learning and reduce the
literacy gap so that education becomes meaningful and universal.”
As far as achieving universal primary education,
particularly for girls, ethnic minorities and marginalized children, 52 per
cent of countries met this goal, 10 per cent are close and the remaining 38 per
cent are far or very far from achieving it. This leaves almost 100 million
children not completing primary education in 2015. And the world's poorest
children remain five times less likely to complete a full cycle of primary
education than the richest.
At current rates, only half of all children in low-income
countries are expected to complete lower secondary education by 2030. In many
countries even the core goal of achieving universal primary education will
remain out of reach without concerted efforts.
And yet UNESCO point out that there has been some
important progress. Around 50 million more children are enrolled in school now
than were in 1999. While education is still not free in many places, cash
transfer and school feeding programmes have made a positive impact on enrolment
for the poor. Forty-six per cent of countries reached universal lower secondary
enrolment. Globally, numbers in lower secondary education increased by 27 per
cent and more than doubled in sub-Saharan Africa.
In terms of achieving a 50 per cent reduction in levels
of adult illiteracy by 2015, only 25 per cent of countries reached this goal,
and 32 per cent remain very far from it. While globally the percentage of
illiterate adults fell from 18 per cent in 2000 to 14 per cent in 2015, this
progress is almost entirely attributed to more educated young people reaching
adulthood. Women continue to make up almost two-thirds of the illiterate adult
population. Half of sub-Saharan African women do not have basic literacy
skills.
Gender parity will be achieved at the primary level in 69
per cent of countries by 2015. Child marriage and early pregnancy continue to
hinder girls' progress in education as does the need for teacher training in
gender sensitive approaches and curriculum reform.
The numbers of pupils per teacher decreased in 121 of 146
countries between 1990 and 2012 at the primary level, but 4 million more
teachers are still needed to get all children into school. Trained teachers
remain in short supply in one third of countries; in several sub-Saharan
African countries, less than 50 per cent are trained.
In many countries, funding remains a major obstacle, the
report finds. Governments must find ways to mobilize new resources for
education and international partners must ensure that aid is distributed to
those most in need.
“Unless concerted action is taken and education receives
the attention that it failed to get during the past 15 years, millions of
children will continue to miss out and the transformative vision of the new sustainable
development agenda will be jeopardized,” said Aaron Benavot, the Director for
today's report.
The report recommends that governments and civil society
develop programmes to meet the needs of the most disadvantaged so no child is
left behind in the post-2015 development targets for education, which must be
specific, relevant and realistic.
Education should be free for all children and fees for
tuition, textbooks, school uniforms and transport must be abolished. Policy
makers should identify and prioritize skills to be acquired by the end of each
stage of schooling. Literacy policies should link up with the needs of
communities. Teacher training should be improved to include gender-focused
strategies. Teaching styles should better reflect student needs and the
diversity of classroom contexts.