|Global Co-ordination > Working Group on Education for All >|
|First meeting / Document 19|
How to translate EFA into reality
These notes are not listed according to priority. They aim at contributing
to a debate, especially on how to translate EFA into reality.
A - The
participation by Arab NGOs in the implementation of EFA is
still in its beginnings. There was more exposure due to Dakar
but concrete initiatives for follow up have only begun.
Notes by Ghanem Bibi
Arab Resource Collective
Final Version (24 Nov 2000)
EFA to regional programmes on Child's Rights (CRs), ECCD
and Child to Child.
EFA as a Core at a regional workshop on CRs and macroeconomics.
EFA contents and principles to the ECCD principles.
EFA as a platform.
suggestions could help make EFA a movement rather than a sum
of technical improvements.
challenge: how to ensure that the global causes that contributed
to certain failures in the last decade are dealt with and
neutralized, in the coming one (certain negative aspects of
globalization, to name one). This debate needs to be picked
up and continued.
B - The concerns expressed by the NGO community need to be included.
EFA (as a process concerning most of the people in the society):
how to ensure the participation of all stakeholders and
the building of partnerships? EFA, as with the CRC, needs
to be campaigned widely- and justified. Conveners, donor
agencies and bilaterals need to translate their strong commitment
(in Dakar etc) on the regional and national levels. They
(i) Clearly integrate EFA in their programmes and allocate needed
human and material resources.
(ii) Facilitate the involvement of NGOs and others: help identify
stakeholders, promote EFA material, train on contents of
EFA (and related documents), trigger wide debates on the
needs and challenges with special focus on how civil society
can be a partner, a contributor and co-responsible. NGO
organizations need to be invited and encouraged. Perhaps,
special EFA- coalitions need to be developed, that will,
in the spirit of Jomtien, bring together: parents, teachers,
GOs, academia, children, and literacy groups etc.
region, such an upgrading in commitment is necessary. There
are lessons to be drawn from the work on the CRC, to name one
example. Most of the countries in this region enjoy good commitment
to education and have great potentials. All of this can be mobilized.
Developing and ensuring the spirit of partnership (in its various
shades and forms) at all levels of the EFA movement, are very
vital for a wide and effective civil society involvement.
C - There
is several regional "educational" organizations and other
relevant networks working regionally (and of course nationally).
They need to be addressed or asked to be part of the movement.
There are many "creative projects" that need to be identified,
mapped and reproduced. EFA-vision can cement these resources
to 'greater effectiveness, quality, and sustainability'
a strong and organic link between EFA and the ongoing preparation
for the Children's Summit (Sept. 2001) and the new Global
Agenda could boost the cause of EFA, being the ultimate interpretation
of the Right to education & learning. Joining forces among
UN agencies is one step. Many stakeholders are the same in
making available and widely accessible, the main documents
related to Jomtien, Dakar, The Notes, The new programmatic
documents, the case studies etc, in ARABIC, becomes very vital
for an Arab discourse on EFA, based on shared values and commitments,
together with the other members of the human community.
the "training" on such material:
them in the work of relevant CBOs;
for teachers and their organizations;
d. links with the expanding work on disability/
national fora will not be enough in some countries, where, for
several reasons, the emphasis will again be on primary schooling
and statistics rather than on EFA, literally, i.e. EFA as an
"expanded vision", based on human rights and common values.
HIV/AIDS in certain regions of Africa, the Arab region faces
a challenge to EFA, equal in its deep and lasting impact. Conflicts,
wars, occupation over decades seriously threaten any meaningful
attempt to implement the Right to Education. Many millions of
children and adults are deprived of learning opportunities and
quality education because of lack of peace instability.
are either wasted or aborted. This compounds the effects of
poverty and certain negative aspects of globalization. They
threaten the very foundations of needed participation by the
civil society, important for EFA.
in the region need to reflect on this and prioritize relevant
curative and preventive measures.