50 Years for Education p.136

TOWARDS LIFELONG EDUCATION FOR ALL — ENROLMENT AND ALTERNATIVE SOLUTIONS

1990

World Conference on Education for All, Jomtien, Thailand
World Declaration on Education for All
Framework for Action to Meet Basic Learning Needs

1991
Seminar ‘Succeeding at School’, Lisbon/Estoril, Portugal
1992
UNESCO-UNICEF project on continuous follow-up of educational achievements launched
1993

Pan-African Conference on the Education of Girls, UNESCO-UNICEF, Ouagadougou
Summit of the Nine High-population Countries on Education for All, New Delhi

1994
World Conference on Special Needs Education, Salamanca, Spain
1996
Mid-Decade Meeting of the International Consultative Forum on Education for All, Amman

ESTIMATED NUMBER
OF OUT-OF-SCHOOL CHILDREN
in nine high population countries
ESTIMATED NUMBER
OF OUT-OF-SCHOOL CHILDREN
in nine high population countries
The quality of primary schools in different development contexts Calidad de la educacion en el istmo centroamericano

1990 World Conference on Education for All, Jomtien, Thailand World Declaration on Education for All Framework for Action to Meet Basic Learning Needs 1991 Seminar ‘Succeeding at School’, Lisbon/Estoril, Portugal 1992 UNESCO-UNICEF project on continuous follow-up of educational achievements launched 1993 Pan-African Conference on the Education of Girls, UNESCO-UNICEF, Ouagadougou Summit of the Nine High-population Countries on Education for All, New Delhi 1994 World Conference on Special Needs Education, Salamanca, Spain 1996 Mid-Decade Meeting of the International Consultative Forum on Education for All, Amman	ESTIMATED NUMBER OF OUT-OF-SCHOOL CHILDREN in nine high population countries

PROGRESS OF TOTAL ENROLMENT IN PRIMARY EDUCATION
in developing countries

In 80 per cent of the developing countries, primary education enrolments have been growing since 1990; this is perhaps the most positive and significant feature of the mid-decade balance sheet. Between 1990 and 1995, enrolments in all developing countries together grew by 50 million pupils, at double the pace observed in the 1980s. South Asia and sub-Saharan Africa are the two regions that enrolled the most additional pupils since 1990: a combined total of some 33 million.

Education for All - Achieving the Goal, Final Report of the Mid-decade Meeting of the International Consultative Forum on Education for All, Amman, 16-19 June 1996.

PROGRESS (IN %) TOWARD EDUCATIONAL EQUALITY FOR GIRLS
in developing countries

Education for All - Achieving the Goal, Final Report of the Mid-decade Meeting of the International Consultative Forum on Education for All, Amman 16-19 June 1996.

AN INNOVATIVE PROJECT
aimed at enhancing learning and training opportunities for youth:
Location: Least-developed countries, countries in post-conflict situations and countries in transition.
Objective: To provide diversified learning and training opportunities to marginalized youth in selected countries.
Description: The global problem of growing marginalization, unemployment and disenchantment among youth, as well as their negative consequences for social development, prompted Member States to pay special attention to the enhancement of learning opportunities for young men and women, in particular, demobilized youth in countries in post-conflict situations and out-of-school youth and other vulnerable groups in least developed countries and countries undergoing rapid social and political change. Pilot projects will be launched in ten or so selected countries (e.g. Haiti, Southern Africa, Palestine, Rwanda, Mozambique, countries participating in the Chernobyl programme) to provide intensive non-formal technical and vocational training courses adapted to the particular circumstances of learners.
Expected outputs for 1996-1997:

Approximately ten pilot projects identified and launched.
Innovative approaches to skills training adapted to learners’ needs and circumstances.
Educational materials designed to guide educators in providing marginalized youth with skills training.
Prototype learning materials in the learner’s mother tongue.
Regular budget for 1996-1997: $1,150,000 (to be supplemented by extra-budgetary ressources estimated at $1,500,000). Federico Mayor
(Spain)
Director-General of UNESCO since 1987
Education for all needs the contribution to education from all.[...] If we combine vision with pragmatism, political will with economic resourcefulness, international solidarity with national commitment, the expertise of educators with the fresh contributions of the media, science and technology, the business community, voluntary organizations and many others – then, and probably only then, the struggle to bring education to all can be won.
Address to the World Conference on Education for All, Jomtien, Thailand, March 1990
Richard Jolly
(United Kingdom)
Special Adviser to the Administrator of UNDP
In spite of many centuries of human effort, the number of illiterates in the world has run ahead of the capacity of education and teachers. But for the first time, on the eve of the next millennium, the absolute number of illiterate people in the world is beginning to decline. Within our grasp is the capacity to provide education for all. The goals of Jomtien have proved their worth. Let us build on the achievements of the last six years and accelerate them, over the next five and over the next fifteen. For that is what it will take. Let us return to our countries, committed and determined, utterly determined, to do all that is needed to complete the task.
Closing Address, Mid-decade Meeting of the International Consultative Forum on Education for All, Amman, June 1996

TO KNOW MORE (see also CD-ROM, Vol.I)

AN INNOVATIVE PROJECT aimed at enhancing learning and training opportunities for youth: Location: Least-developed countries, countries in post-conflict situations and countries in transition. Objective: To provide diversified learning and training opportunities to marginalized youth in selected countries. Description: The global problem of growing marginalization, unemployment and disenchantment among youth, as well as their negative consequences for social development, prompted Member States to pay special attention to the enhancement of learning opportunities for young men and women, in particular, demobilized youth in countries in post-conflict situations and out-of-school youth and other vulnerable groups in least developed countries and countries undergoing rapid social and political change. Pilot projects will be launched in ten or so selected countries (e.g. Haiti, Southern Africa, Palestine, Rwanda, Mozambique, countries participating in the Chernobyl programme) to provide intensive non-formal technical and vocational training courses adapted to the particular circumstances of learners. Expected outputs for 1996-1997: Approximately ten pilot projects identified and launched. Innovative approaches to skills training adapted to learners’ needs and circumstances. Educational materials designed to guide educators in providing marginalized youth with skills training. Prototype learning materials in the learner’s mother tongue. Regular budget for 1996-1997: $1,150,000 (to be supplemented by extra-budgetary ressources estimated at $1,500,000).	Federico Mayor (Spain) Director-General of UNESCO since 1987 Education for all needs the contribution to education from all.[...] If we combine vision with pragmatism, political will with economic resourcefulness, international solidarity with national commitment, the expertise of educators with the fresh contributions of the media, science and technology, the business community, voluntary organizations and many others – then, and probably only then, the struggle to bring education to all can be won. Address to the World Conference on Education for All, Jomtien, Thailand, March 1990 Richard Jolly (United Kingdom) Special Adviser to the Administrator of UNDP In spite of many centuries of human effort, the number of illiterates in the world has run ahead of the capacity of education and teachers. But for the first time, on the eve of the next millennium, the absolute number of illiterate people in the world is beginning to decline. Within our grasp is the capacity to provide education for all. The goals of Jomtien have proved their worth. Let us build on the achievements of the last six years and accelerate them, over the next five and over the next fifteen. For that is what it will take. Let us return to our countries, committed and determined, utterly determined, to do all that is needed to complete the task. Closing Address, Mid-decade Meeting of the International Consultative Forum on Education for All, Amman, June 1996
TO KNOW MORE (see also CD-ROM, Vol.I)

FOOTNOTES:

TO KNOW MORE (see also CD-ROM, Vol. I)

L'échec scolaire dans l'enseignment primaire: moyens de le combattre. J. Blat Gimeno, UNESCO-BIE, 1984. (French, Spanish)
International Yearbook of Education. Vol. XXXVIII, Primary Education on the Threshold of the Twenty-first Century. José Luis G. Garrido. Paris, UNESCO-IBE, 1986. (English, French)
Theory and Practice of Literacy Work: Policies, Strategies and Examples. A. Hamadache and D; Martin, UNESCO/CODE, 1986. (English, French)
Science and Technology in the Primary School of Tomorrow. Graham Orpwood and Ingvar Wederlin. PAris, UNESCO-IBE, 1987. (IBE: Studies and Surveys in Comparative Education). (English, French, Spanish)
World Conference on education for All, Meeting Basic Education Needs. Final Report, Jomtien, 1990, UNDP/UNESCO/UNICEF/World Bank. (Arabic, English, French, Spanish)
Non-conventional Approaches to Education at the Priamary Level. A. MAhinda Ranaweera, with contributions from A. M. Coutinho, M. de L. Araujo and J. B. Tavares; Chen Shao-min; Y. n. Chaturvedi et I. Manrique, 1990. (English, French)
Symposium 'Succeding at School'. Lisbon/Estoril (Portugal), 20-21 May 1991, Fianl Report, UNESCO/Ministry of Education of Portugal, 1991. (English, French)
Bridging th Gap between Home and School. K. Sylva, I. Siraj Blackford, UNESCO, 1995. (English)