issues raised by the Working Group
Some issue surfaced
in discussion or were mentioned repeatedly which were not
on the agenda or the subject of specific debate. They are
listed here because they were noticeable and because they
may need further debate in this or another forum.
This was a constant theme, acknowledged where it is working
and urged where it is not. It is also a central means of
developing a comprehensive EFA strategy. In countries where
mechanisms for dialogue among United Nations agencies and
other actors exist, full use should be made of them to strengthen
links between EFA and the broader development agenda. UNESCOs
role as coordinating agency in EFA still needs clarification
it is through the interaction of such
meetings as the Working Group that its role becomes clearer.
The meeting demonstrated partnership in action and also
underlined the need for all actors national, regional
and international continually to strive to improve
Adult literacy and lifelong learning
This is a Dakar goal, but was hardly addressed in the meeting.
It was raised by several participants, but did not figure
as a central concern in the discussions. The size of the
problem would merit not only further attention, but active
development of plans the envisaged United Nations
literacy decade, fully integrated into EFA, should take
this forward, in full inter-agency partnership.
Partnership with the private sector
This was mentioned several times in the hope of generating
financial and other cooperation, and was proposed as a flagship
programme, but no specific ideas, examples or approaches
Use of ICTs in EFA
Again, this was a concern repeated a number of times and
was proposed as flagship programme. The theme merits greater
discussion, particularly how to move from a concern for
resource-poor environments to concerted efforts to understand
better how ICTs will practically benefit learners, child
and adult, in the poorest countries and in culturally and
linguistically diverse contexts.
Issues such as decentralization, engagement with civil society,
ministerial boundaries, community involvement and others
underlay much of the discussion about the development, ownership
and implementation of national action plans. How can these
be better addressed, where effective EFA depends on changes
in governance? Although the Director-General suggested governance
as a further flagship programme, the meeting did not take
this up in discussion.
Sub-national or local level
There were scattered references to this topic, in terms
of governance, implementation of national plans and participatory
processes. However, the topic needs further attention, perhaps
as a component of national plans which should show how the
EFA process will be carried out and eventually down to the
level of the school.