NURTURING THE TREASURE NURTURING THE ... - Unesco

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11 LOGICAL FRAMEWORK MATRIX SUMMARY INDICATORS SOURCES OF VERIFICATION ASSUMPTIONS Overall goal (beyond the current strategy) An open learning world in which the right to learn is exercised and enjoyed by all citizens throughout their lives, and where individuals, communities and societies construct their learning in order to transform themselves and their environment Societies with varied and ongoing learning opportunities Equal opportunities for learning by all Participation by all Human Development Index Amnesty International reports National policy and legislation frameworks Learning is recognised as a human right and a precondition for sustainable development The importance of learning for transforming individuals, communities and societies is recognised, valued and supported The importance of learning for unleashing the creative potential of people and fostering democratic processes is recognised, valued and supported Global economic, social, political and environmental conditions are suited to the promotion of equal learning opportunities Purpose (of this strategy) To create favourable conditions for lifelong learning based on appropriate policies, high levels of capacity, dynamic self-supporting local processes, ready availability of technical and financial resources, and effective partnerships More countries with lifelong learning policies, plans and legislation More citizens participating (enrolment & completion) in learning programmes world-wide More learning facilitators More learning facilities Improved learning outcomes, learner motivation and satisfaction Greater community participation and ownership More funds available from domestic and external sources for lifelong learning Increase in number of agencies and networks giving technical or financial support to lifelong learning Government policy documents Legislative records Records of governments, research institutions and NGOs on learning programmes EFA Monitoring Report UIS data Field research and case studies Records of government and NGO training programmes for facilitators of adult learning Government budgets Government expenditure reports Aid flow data (OECD, UIS, World Bank) Peace increasingly replacing conflict and other crises Freedom to choose and engage in contextually relevant learning activities Respect for the integrity and potential of the individual and the identity of communities Democratic processes and opportunities for participatory policymaking High priority given to education on the political agenda Adequate national budgetary provision Agency/network reports 22
GOAL 1 INDICATORS SOURCES OF VERIFICATION ASSUMPTIONS A positive environment for the effective and creative exercise of the right to education and learning by all Number of countries which have enacted legislation on literacy, NFE, adult and lifelong learning Proportion of budgets devoted to literacy, NFE, adult and lifelong learning More trained national specialists National legislation National policy documents National EFA plans EFA Monitoring Report Regional reports National budgets and expenditure reports Governments and policy-makers susceptible to input EFA high on the education agenda Lifelong learning and adult learning seen as prerequisites for and integral part of sustainable development ACTIVITIES: GOAL 1 INPUT EXPECTED OUTCOMES 1.1 Providing technical support and training to promote the recognition of the right to education and learning 1.2 Conducting comparative research in the areas of literacy, non-formal education, adult and lifelong learning policies and supportive legislation, with emphasis on the learning needs of the disadvantaged and marginalized groups, including gender-related exclusion, as well as the factors that promote or hinder the exercise of those rights Regional seminars (Africa, Arab States, Asia & Pacific, Latin America & Caribbean, Europe / North America) National consultancies Co-operative cross-national research projects National researchers Literacy, non-formal education, adult and lifelong learning recognised as valuable components of rights to education and placed high on policy agendas Support for policy and legislative reforms promoting universal access to literacy, non-formal education, adult and lifelong learning Promotion of rights to education and learning of special groups – adult illiterates, girls and women, HIV/AIDS-afflicted populations, older citizens, out-ofschool young adults, rural communities 1.3 Disseminating examples of good practice in the area of policy development and positive legislation on lifelong learning through publications and networking Inter-regional dissemination workshops Identification and dissemination of knowledge base for framing national lifelong learning policies and legal provisions at regional and inter-regional levels 1.4 Identifying enlarged funding possibilities for lifelong learning International studies, particularly in developing countries Advocacy work on enlarged funding possibilities Increased national funding and community investment in literacy, non-formal education, adult and lifelong learning 23
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