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

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0 6 0 64 / CHAPTER 2 2 Education for All Global Monitoring Report Adult literacy rates for the period 2000—2004 Mexico Guatemala El Salvador Costa Rica Panama Cuba Belize Honduras Ecuador Nicaragua Colombia Jamaica Venezuela Haiti Dominican Republic Dominica St. Lucia Barbados Trinidad and Tobago Suriname Literacy data refer to the most recent year available during the period specified. They typically use UNESCO’s traditional definition of literacy (i.e. the ability to read and/or write, with understanding, a simple short statement on everyday life) and are based on one of three indirect methods of assessment: a) respondents subjectively report their literacy abilities as part of a census questionnaire or survey instrument (self-declaration); b) the head of the household (or other adult) reports on the literacy levels of each household member (third-party assessment); c) the number of years of schooling completed is used to distinguish the ’literate‘ from the ’non-literate’ (educational attainment proxy). Since the reported data do not directly assess the actual literacy and numeracy skills of the relevant adult population, they tend to overestimate literacy levels and should thus be treated with caution. Literacy data refer to combined male and female rates. See page 184 for a map of literacy challenges in selected countries and territories based on direct methods of assessment. Rates above 95% Rates between 80% and 95% Rates between 60% and 79% Rates between 40% and 59% Peru Chile Brazil Bolivia Paraguay Uruguay Argentina J. K.: Jammu and Kashmir. Dotted line represents approximately the Line of Control agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been agreed upon by the parties. Rates below 40% No data The boundaries and names shown and the designations used on this map do not imply official endorsement or acceptance by UNESCO.
EFA PROGRESS: WHERE DO WE STAND? / 65 Russian Federation Cape Verde Spain Morocco Algeria Slovakia Ukraine Hungary 4 2 Romania 1 3 Albania Bulgaria 5 Malta Greece Cyprus Tunisia Palestinian A.T. Libyan Arab Jamahiriya Egypt Estonia Latvia Lithuania Belarus Rep. of Moldova Turkey Syrian Arab Rep. Israel Jordan Mauritania Mali Niger Senegal Chad Burkina Sudan Faso Nigeria Ghana Central Ethiopia Sierra Leone Cameroon African Rep. Liberia Togo Benin Kenya Côte d’Ivoire Congo Uganda Equatorial Guinea Democratic Republic of the Congo United Rep. R.F. Saudi Arabia Islamic Rep.of Iran Kuwait Rwanda Burundi Angola of Tanzania Malawi Comoros Zambia Mozambique Namibia Zimbabwe Madagascar Botswana Kazakhstan Armenia Uzbekistan Azerbaijan Turkmenistan Yemen Kyrgyzstan Tajikistan Pakistan United Oman Arab Emirates Qatar Bahrain Maldives Seychelles J. K. Mauritius India Mongolia Nepal Bangladesh Sri Lanka Singapore China Myanmar Thailand Malaysia Lao People’s Dem. Rep. Cambodia Viet Nam Indonesia Philippines Brunei Darussalam Papua New Guinea South Africa Swaziland Lesotho 1 2 3 4 5 Bosnia and Herzegovina Croatia Serbia and Montenegro Slovenia The Former Yugoslav Republic of Macedonia a Vanuatu Samoa Fiji Tonga Based on United Nations map
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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
Page 13 and 14: Tables 2.1: School life expectancy
Page 15 and 16: 4.9: Working together for better-qu
Page 17 and 18: Literacy Literacy is: A right still
Page 19 and 20: Education for All Global Monitoring
Page 21 and 22: EXECUTIVE SUMMARY / 21 25-35% of al
Page 23 and 24: EXECUTIVE SUMMARY / 23 meeting the
Page 25 and 26: EXECUTIVE SUMMARY / 25 builds on le
Page 29 and 30: LITERACY: THE CORE OF EDUCATION FOR
Page 35 and 36: argues that there is value in under
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Page 73 and 74: a continued heavy focus on sub-Saha
Page 77 and 78: COUNTRY EFFORTS: INCREASING MOMENTU
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INTERNATIONAL COMMITMENTS: TIME TO
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Education for All Global Monitoring
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WHY LITERACY MATTERS / 137 provided
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WHY LITERACY MATTERS / 139 limit si
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WHY LITERACY MATTERS / 141 In Nepal
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WHY LITERACY MATTERS / 143 provided
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WHY LITERACY MATTERS / 145 the exis
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UNDERSTANDINGS OF LITERACY / 149 Li
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UNDERSTANDINGS OF LITERACY / 151 wo
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UNDERSTANDINGS OF LITERACY / 153 Un
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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 / 219 pa
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GOOD POLICY, GOOD PRACTICE / 221 th
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GOOD POLICY, GOOD PRACTICE / 231 sy
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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 / 241 re
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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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