literacy for life; EFA global monitoring report, 2006 - Institut de ...

INTERNATIONAL COMMITMENTS: TIME TO ACT / 131
Box 4.11
Windows of opportunities through UNESCO-led initiatives
The United Nations Literacy Decade 2003—2012
Expected outcomes:
Significant progress towards the 2015 Dakar goals
(3, 4 and 5), in particular, a recognizable increase
in the absolute numbers of those who are literate
among women (accompanied by reduction in
gender disparities); excluded pockets in countries
that are otherwise considered to have high literacy
rates; and regions of greatest need (sub-Saharan
Africa, South Asia and E-9 countries).
Attainment by all learners, including children in
school, of a mastery level of learning in reading,
writing, numeracy, critical thinking, positive
citizenship values and other life skills.
Dynamic literate environments, especially in
schools and communities of the priority groups,
so that literacy will be sustained and expanded
beyond the Literacy Decade.
Improved quality of life (poverty reduction,
increased income, improved health, greater
participation, citizenship awareness and gender
sensitivity) among those who have participated in
the various educational programmes under EFA.
The United Nations Decade of Education
for Sustainable Development 2005—2014
Globally to:
Give an enhanced profile to the central role of
education and learning in the common pursuit
of sustainable development.
Facilitate links and networking, exchange and
interaction among stakeholders in education
for sustainable development (ESD).
Provide a space and an opportunity for refining
and promoting the vision of, and transition to,
sustainable development — through all forms
of learning and public awareness.
Foster increased quality of teaching and learning
in ESD.
Develop strategies at every level to strengthen
capacity in ESD.
The Literacy Initiative for Empowerment
2005—2015
Promote literacy policies and practices within
existing national education and development
frameworks (in up to thirty-four countries).
Provide target groups with quality and relevant
literacy learning opportunities linked to
development programmes.
The Teacher Training Initiative in sub-Saharan
Africa 2006—2015
For up to forty-six countries to:
More directly relate teacher policy to national
development goals.
Improve the quality of teacher education.
Improve the delivery of quality teacher education.
Augment teacher recruitment and retention to
stem teacher shortage.
The Global Initiative on HIV/AIDS and Education
Support governments (of up to thirty countries
by 2010) to prepare a comprehensive educational
response to HIV and AIDS, aiming at both risk
and vulnerability.
Mitigate the impact of HIV and AIDS on education.
Address the structural causes of vulnerability in
and around the learning environment.
Sources: UNESCO (2003f, 2005b, 2005c).
Additional
resources need
to be delivered in
more predictable,
better coordinated
and targeted ways
estimated US$7 billion of aid per annum that was
required from 2000 to achieve UPE and gender
equity in schools. It follows that additional bold
commitments are needed now. A doubling of aid
to basic education would bring the international
community closer to meeting its commitments
and to achieving the EFA 2015 goals.
Consequently, it is vital that the case be made
strongly for EFA in the follow-up to the G8
decisions and the outcomes of the UN Special
Assembly. UNESCO has a major role to play in
this regard.
These additional resources need to be
delivered in more predictable, better coordinated
and targeted ways to countries which have
developed effective strategies and programmes.
Predictability is required for effective planning and
for taking decisions with long-term implications,
including for recurrent costs; and better
coordination and targeting are required to reduce
both duplication and the reporting demands on
recipient countries, and to ensure that aid is
directed to countries most in need. Much can be
done to improve the ways in which the