UNESCO - Education for All - Background Documents

National EFA action plans
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National EFA action plans are the very foundations of the Education for All drive. The Dakar Framework for Action stipulates that all States should develop or strengthen national plans of action. It also suggests that they:

- be integrated into a wider poverty reduction and development framework;
- be developed through transparent and democratic processes, involving stakeholders, especially peoples 'representatives, community leaders, parents, learners, non-governmental organizations and civil society;
- address budget priorities that reflect a commitment to achieving EFA goals and targets;
- set out clear strategies for overcoming the problems facing those currently excluded from educational opportunities, with a clear commitment to girls 'education and gender equity.

They should be completed by 2002 at the latest.

Why are national EFA action plans so important?

They are essential for planning and introducing reforms as well as for assessment and monitoring purposes. They allow for a sharpening of focus and prioritizing in areas of need and are a precondition for resource mobilization nationally and internationally.

What is a credible action plan?

Much discussion has centred around what constitutes a credible action plan. Their quality is fundamental to establishing their credibility with development partners. The recommendations of the Dakar Framework for Action coupled with the view of EFA partners suggest that the following dimensions are essential:
The plans should be comprehensive, addressing all six EFA goals and the issues covered by the flagship programmes; they should relate directly to national plans for poverty reduction; and be feasible in light of the foreseeable financial and institutional environment, and available human resources.

They should include indicators, targets and measures of good quality for each EFA goal.

To ensure ownership of the reform process, they should be fully participatory. In other words, major civil society organizations with a take in education should be included in the planning process.

To gain public support on a scale commensurate with the EFA challenge, constant high-level advocacy, and persuasive public relations and communications work should be undertaken.

Meeting the EFA goals is a management challenge of a high order. They are achievable if they become a national priority.

Current status of EFA Action Plans

Countries are at various stages in the preparation of national action plans. Of the sixty-six countries responding to UNESCO 's survey on the status of EFA plans, in May 2001, forty-one reported already having a plan.

A process and a product

The quality of the existing national plans varies widely. A major concern is that many education development plans do not conform to the basic principles laid out in the Dakar Framework for Action, such as, for instance, the involvement of all stakeholders (parents, teachers, NGOs etc.)in the planning process.

It is clear that most countries need to revisit their existing plans or develop them in accordance with the EFA criteria. The plans should embody the national consensus on EFA. The process is as important as the final document.

Where governments have et up parallel forums for formulation of EFA plans, this has resulted in certain cases in two separate plans. Where countries already have existing plans, the idea is to integrate EFA goals into these rather than create new ones.

Supporting national efforts

Governments now need help in preparing their EFA plans and are awaiting the support promised in the Dakar Framework for Action. Fifty-five countries responding to UNESCO 's survey indicated they would require methodological and technical support for the preparation of EFA plans or strengthening of existing ones. Only seven said that no support was needed.

The onus is on the international community to support these efforts so that credible EFA action plans are on the table by the 2002 deadline.