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2 0 0 6 Education for All Global Monitoring Report At the end of the school day, children leave their classrooms set up in old school buses in Qunu, South Africa. © AFP PHOTO / Alexander JOE 104
Education for All Global Monitoring Report 2 0 0 6 Chapter 4 International commitments: time to act The high-profile international meetings held in 2005 raised expectations that the major political commitments and pledges to achieve the Millenium Development Goals by 2015, including the halving of world poverty, would translate into significantly higher levels of better coordinated, better targeted and more predictable aid. Since basic education is a priority in these commitments, Education for All programmes ought to become important beneficiaries of these renewed international efforts. So far, promises in support of EFA have been made for five years. There are ten years to go before 2015. Commitments need to be turned into significant international action. In this context, this chapter reviews recent performance in aid to education and examines how international assistance for EFA can be better coordinated. Aid needs to double now, and its quality must improve. 105
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EFA Global Monitoring Report 2 0 0
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Education for All UNESCO Publishing
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Foreword This fourth annual Educati
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Acknowledgements Former Director Ch
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Contents Headline messages . . . .
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List of figures, tables and text bo
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Tables 2.1: School life expectancy
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4.9: Working together for better-qu
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Literacy Literacy is: A right still
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Education for All Global Monitoring
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EXECUTIVE SUMMARY / 21 25-35% of al
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EXECUTIVE SUMMARY / 23 meeting the
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EXECUTIVE SUMMARY / 25 builds on le
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LITERACY: THE CORE OF EDUCATION FOR
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argues that there is value in under
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EFA PROGRESS: WHERE DO WE STAND? /
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UNDERSTANDINGS OF LITERACY / 155 un
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UNDERSTANDINGS OF LITERACY / 157 Ta
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UNDERSTANDINGS OF LITERACY / 159 A
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MAPPING THE GLOBAL LITERACY CHALLEN
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THE MAKING OF LITERATE SOCIETIES /
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Language issues, literacy practices
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GOOD POLICY, GOOD PRACTICE / 217 ot
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GOOD POLICY, GOOD PRACTICE / 233 Th
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GOOD POLICY, GOOD PRACTICE / 235 fr
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GOOD POLICY, GOOD PRACTICE / 237 Ta
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GOOD POLICY, GOOD PRACTICE / 239 Bo
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GOOD POLICY, GOOD PRACTICE / 243 Ta
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GOOD POLICY, GOOD PRACTICE / 245 wi
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SETTING PRIORITIES FOR ACTION / 249
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APPENDIX 1 / 253 include values, ca
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APPENDIX 1 / 255 Figure A1.4 illust
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APPENDIX 1 / 257 Table A1.1 (contin
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APPENDIX 1 / 259 Table A1.3: Change
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APPENDIX 2 / 261 Once the GER by ge
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INTRODUCTION / 263 Statistical anne
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INTRODUCTION / 265 To fill the gaps
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INTRODUCTION / 267 Metadata for nat
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INTRODUCTION / 269 (Continued) Year
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INTRODUCTION / 271 (Continued) Year
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STATISTICAL ANNEX / 273 Table 1 GNP
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STATISTICAL ANNEX / 281 Table 2A YO
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STATISTICAL ANNEX / 289 Table 2B BO
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STATISTICAL ANNEX / 297 Table 3 GRO
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STATISTICAL ANNEX / 305 Table 4 NET
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STATISTICAL ANNEX / 321 Table 6 REP
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STATISTICAL ANNEX / 329 Table 7 SUR
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STATISTICAL ANNEX / 345 Table 9A EN
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STATISTICAL ANNEX / 353 Table 9B PE
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STATISTICAL ANNEX / 361 Table 10A P
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STATISTICAL ANNEX / 363 Table 10A P
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STATISTICAL ANNEX / 365 Table 10A T
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STATISTICAL ANNEX / 367 Table 10A T
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STATISTICAL ANNEX / 369 Table 10B S
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STATISTICAL ANNEX / 377 Table 11 Pu
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STATISTICAL ANNEX / 385 Table 12 GO
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ANNEX AID DATA / 409 youth and adul
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ANNEX AID DATA / 411 Aid to basic e
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ANNEX AID DATA / 413 Basic educatio
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ANNEX AID DATA / 415 Table 3 (conti
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ANNEX AID DATA / 417
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GLOSSARY / 419 Education for All De
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GLOSSARY / 421 Literacy educator. I
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GLOSSARY / 423 Repetition rate by g
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REFERENCES / 425 Banerjee, A. and K
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REFERENCES / 427 Burchfield, S. 199
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REFERENCES / 429 Desjardins, R. and
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REFERENCES / 431 Garcia Garrido, J.
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REFERENCES / 433 Hull, G. 2003. You
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REFERENCES / 435 Lind, A. 1988. Adu
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REFERENCES / 437 Nirantar. 1997. In
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REFERENCES / 439 Reh, M. (ed.). 198
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REFERENCES / 441 Street, B. (ed.).
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REFERENCES / 443 UNHCHR. 1993. Vien
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ABBREVIATIONS / 445 Abbreviations A
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ABBREVIATIONS / 447 NIR Net intake
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