HIGHLIGHTS OF THE EFA REPORT 2010. ( This is a summary)
Developed by an independent team and published by UNESCO, the EFA is an authoritative reference that aims to inform, influence and sustain genuine commitment toward EFA.
The advisory board is composed of representatives from UN multilateral and bilateral agencias, NGOs, civil society groups, networks and directors of UNESCO institutes.
Ten years have passed since the international community adopted the six Education for All goals in Dakar in 2000. There has been progress: The number of children out of school has dropped by 33 million world wide since 1999. South and West Asia more than halved the number of children out of school, a reduction of 21 million. But much remains to be done: There were 72 million children out of school in 2007, business as usual would leave 56 million children out of scholl in 2015. Millions of children are leaving school without having acquired basic skills. Some 1.9 million new teacher post will be required to meet universal primary education by 2015. The need to create inclusive education systems: Improve the learning environment by deploying skilled teachers equitably, targeting financial and learning support to disadvantaged schools, and providing intercultural and bilingual education.
Poverty is one of the most pervasive sources of disadvantages in education. Parents inability to afford education is one of the major reasons why children are not in school, even in countries that have abolished school fees, since the cost of uniforms, books and pencils creates barriers to school entry.
Child labour is another corollary of poverty that is detrimental to education. While many children try to combine school with work, evidence from Latin America shows this has negative effects on learning achievement. Children living in slums, remote rural areas or conflicted-affected areas are typically among the poorest and most vulnerable. Potentially they have the most to gain from education.
Education Development Index (EDI) and its components are: Primary school enrollment rate, adult literacy rate, gender specific index, survival rate to grade 5.
The countries are divided in four categories: Far from EFA, Intermediate position, Close to EFA and EFA achieved. 36 countries, mostly in Latin America and Caribbean, Sub-saharan africa and Arab region, are in the medium category, most of this countries have a mixed progress. Adult literacy is below 80% in some countries including Algeria, Guatemala, Kenia and Zambia. While school retention is particularly poor in Brazil, El Salvador, Phillipines and Suriname.
In the knowledge-based global economy, learning and skills play an increasingly important role in shaping prospects for economic growth, shared prosperity and poverty reduction.
To effectively combat marginalization, technical and vocational education programmes must look beyond schools and formal education. They must also offer a ¨second chance¨ to millions of youths. Comprehensive approaches that provide training and support are more likely to succeed.
RANKING ACCORDING TO LEVEL OF EDI. (2007). Latin America countries:
1º Norway. 38º Argentina.
2º Japan. 39º Uruguay.
3º Germany. 51º Chile.
4º Kazahstan. 55º Mexico.
5º Italy. 57º Trinidad.
6º New Zealand. 59º Venezuela.
7º France. 66º Panama.
8º Netherlands. 68º Peru.
9º U. K. 72º Paraguai.
10º Croatia. 75º Colombia.
11º Luxembourg. 79º Bolivia.
12º Slovenia 81º Ecuador.
13º Cyprus. 88º Brazil.
