Education for All Global Monitoring Report 2006: Education by UNESCO PDF

By UNESCO

ISBN-10: 9231040081

ISBN-13: 9789231040085

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A child denied the right to a quality primary education is deprived not only as a child: he/she is also handicapped for life – unable to cope with situations requiring reading, writing and arithmetic – unless given access to educational opportunities as a youth or adult. A lack of literacy is strongly correlated with poverty – both in an economic sense and in the broader sense of a deprivation of capabilities. Literacy strengthens the capabilities of individuals, families and communities to access health, educational, political, economic and cultural opportunities and services.

A good synthetic measure of enrolment patterns and hence of the evolution of the world education system can be obtained by combining enrolment ratios by age at the different levels of the education system. 0 World Source: Statistical annex, Table 4. 1 displays regional averages of school life expectancy from primary to tertiary education in 2002 and changes since 1998. 1 years of post-secondary education. A child in sub-Saharan Africa can expect to attend school for an average of five to nine fewer years than one in Western Europe or the Americas.

Taught and learned through formal schooling, non-formal programmes or informal networks), and an input (paving the way to: further cognitive skill development; participation in lifelong learning opportunities, including technical and vocational education and training, and continuing education; better education for children; and broader societal developments). Outline of the Report This EFA Global Monitoring Report: assesses progress (as have previous Reports) towards the six EFA goals around the world, especially among developing and transitional countries, finding that progress is steady but insufficient if the goals are to be achieved, especially in sub-Saharan Africa, South and West Asia, and the Arab States (Chapter 2); examines national commitments to achieve EFA – particularly by looking at national plans, national financing and teacher policies – and reviews crucial issues for achieving EFA, notably policies of inclusion (especially of girls and women), dealing with instability (whether caused by conflict or economic factors), establishing safe and healthy schools in which children can learn, and adapting to the HIV/AIDS pandemic (Chapter 3); reviews international commitments to finance EFA in light of the pledge in the Dakar Framework for Action that that ‘no countries seriously committed to education for all will be thwarted in their achievement of this goal by a lack of resources’, finding that even the various pledges of increased aid made during 2005 – particularly the commitments at the G8 summit in Gleneagles – are still likely to fall short of what is needed (Chapter 4); summarizes the crucial importance of literacy, as both a human right and in terms of its contributions to economic and social development (Chapter 5); L I T E R A C Y : T H E C O R E O F E D U C AT I O N F O R A L L / 3 5 argues that there is value in understanding ‘literacy’ not only as a set of reading, writing and numeracy skills, but also as a set of skills that are socially relevant in terms of the ways they are acquired and applied (or ‘practised’) (Chapter 6); as discussed above, the goal is thus not only literacy skills for individuals, but also literate societies, which support and are supported by the development and use of these skills; summarizes data available on the state of literacy around the world, based on conventional monitoring efforts, which tend to focus on the relative presence or absence of literacy skills in individuals (Chapter 7); goes beyond these data to examine the conditions and determinants of literacy, by placing them in a social context, arguing that the creation of rich and dynamic ‘literate environments’ is a key factor in promoting literacy (both for individuals and societies) (Chapter 8); with the ultimate goal of establishing literate societies as its starting point, proposes a three-pronged approach to literacy policy that integrates the expansion (and a renewed commitment to the quality) of schooling, the development of youth and adult literacy programmes, and the promotion and sustaining of rich literate environments (Chapter 9); and concludes by summarizing some priority activities, at national and international levels, if the EFA goals, especially literacy, are to be achieved in the ten years that remain until 2015 (Chapter 10).

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Education for All Global Monitoring Report 2006: Education for All Global Literacy for Life (Education on the Move) by UNESCO


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