TOWARDS LIFELONG EDUCATION FOR ALL — ENROLMENT AND ALTERNATIVE SOLUTIONS

1963 Creation of CONESCAL, School Building Centre, Mexico City 1967 First rural teacher-training college in Yaoundé (Cameroon) launched; others followed, notably in Ethiopia, Liberia, Niger, Peru and Sierra Leone 1969 Regional training course on rural primary education, Beirut 1972-1979 Creation of the Regional networks of educational innovation for development: APEID (1972), NEIDA (1978), CODIESEE (1978), CARNEID (1979), EIPDAS (1979) 1974 UNESCO-UNICEF Seminar on basic education in East Africa, Nairobi Publication of Education in rural areas 1984 ICE adopts a recommendation on the extension and renewal of primary education, UNESCO/IBE, Geneva	JOMTIEN, THE LEAP FORWARD The 1990 World Declaration on Education for All is a clear statement from Member States of their intention to renew the pledges they made in the 1960s to generalize compulsory education. To ensure appropriate follow-up to the Jomtien Conference, an International Consultative Forum on Education for All was set up for which UNESCO provides the Secretariat. Furthermore, the Organization assists Member States in the holding of national conferences or meetings of States General aimed at mobilizing all partners in the development of basic education. (17) International meetings discuss specific aspects, such as girls’ education (Ouagadougou, 1993), and special edu-cation (Salamanca, 1994). Educational achievement has become a new centre of concern: one particular activity is devoted to strategies to ensure success at elementary school and the continuous assessment of educational achievements; (18) the IIEP is developing a research programme on the quality of primary education and on the improvement of indicators. (19) A new series of ‘Education for All, making it work’ brochures (20) aims at sharing the lessons learned from particularly significant innovative projects. In June 1996, a meeting of the International Consultative Forum on Education for All (Amman, Jordan) drew up a balance sheet of progress made since Jomtien, studying shortcomings, and highlighting what remains to be done to respond to today’s new challenges.
	1985-2000 ESTIMATED NUMBERS OF OUT-OF-SCHOOL CHILDREN Developing countries, age 6 to 11

Ruth Lerner de Almea Minister of Education of Venezuela from 1984 to 1985 and former President of the IBE Governing Council One form of co-operation might be the establishment of regional facilities for training in administration and planning for the development of primary education, on the basis of a global strategy for the expansion and renewal of primary education which also sets as a goal the eradication of illiteracy within the shortest possible period. Closing Address to ICE, 39th session, IBE, 1984 Barber Conable (United States) Former President of the World Bank The World Bank is the largest single donor of financial support for educational development, having loaned a total of more than $10 billion for education since 1963. We account for 15 per cent of international support for education. The Bank will double its educational lending over the next three years to an annual level of $1.5 billion, and we will improve our performance and effectiveness. Our goal will be to help countries put in place the educational policy framework and investment programs necessary to move towards education for all. Support for basic primary education will be the dominant priority. Address to the World Conference on Education for All, Jomtien, Thailand, March 1990

                               

FOOTNOTES:

(17) Following these meetings, the Conference of Ministers of Education of French-speaking countries (CONFEMEN) adopted a Declaration confirming that priority is given to basic education which alone can respond to fundamental needs (Yaoundé, 1994). This Declaration was taken up by the ‘Perspectives de Ségou’ (Mali) in 1995 and expressed in concrete terms in a study L’éducation de base: vers une nouvelle école, CONFEMEN, Dakar, 1995 (In French).

(18) UNESCO-UNICEF Interregional project on continuous follow-up of educational achievement.

(19) Case studies already published: Chad, Guinea, India, Mali, Mexico, Zimbabwe.

(20) For example, the story of Saptagram in Bangladesh, the TOSTAN programme in Senegal, SERVOL’s programme in Trinidad and Tobago, the Community Schools Project in Upper Egypt, etc.