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The EFA 2000 Assessment > How was it done ?
 What is it?
    Information note on
country reports
General guidelines
 Why is it important?
 Who organized it?
Regional EFA teams
National coordinators
 How was it done?
Timeline
 To know more
  Flash 01/09/1998
Flash 02/09/1998
Flash.03/04/1999
Flash 04/09/1999
   
  How was the EFA 2000 Assessment carried out ?
   
    The EFA 2000 Assessment has essentially been a matter for each country to carry out for itself. An invitation letter, General Guidelines, and an outline for country reports , prepared by the Education for All Forum Secretariat, were dispatched to all national governments in early July 1998.
   
    Countries were invited to establish a national assessment group and appoint a national co-ordinator as early as possible to produce a first, very preliminary draft report by December 1998. During the first half of 1999, national co-ordinators met during sub-regional workshops to discuss and improve country reports. Final reports were due in September 1999, in time for the regional conferences (link to regional conferences) and the World Education Forum. For more information on the calendar of the EFA 2000 Assessment see timetable.
   
    Concerning the content of the country reports, countries were asked to consider all six of the target dimensions that derive from the 'expanded vision of basic education' of the World Declaration on Education for All. Since most statistical data concern schooling, which is largely controlled by government, there has been an understandable tendency to give most attention to schooling. However, the Assessment has aimed at giving increasing importance to other components of basic education, such as early childhood development activities, literacy and other educational programmes for adolescents and adults, as well as the use of the media for basic education. Eighteen core EFA indicators were elaborated to help countries assess their situation in basic education.
   
    The six Education for All goals :
  1. Expansion of early childhood care and developmental activities, including family and community interventions, especially for poor, disadvantaged and disabled children;
  2. Universal access to, and completion of, primary education (or whatever higher level of education is considered as "basic") by the year 2000;
  3. Improvement in learning achievement such that an agreed percentage of an appropriate age cohort (e. g. 80% of 14 year-olds) attains or surpasses a defined level of necessary learning achievement;
  4. Reduction of the adult illiteracy rate (the appropriate age group to be determined in each country) to, say, one-half its 1990 level by the year 2000, with sufficient emphasis on female literacy to significantly reduce the current disparity between male and female illiteracy rates;
  5. Expansion of provisions of basic education and training in other essential skills required by youth and adults, with programme effectiveness assessed in terms of behavioural changes and impacts on health, employment and productivity;
  6. Increased acquisition by individuals and families of the knowledge, skills and values required for better living and sound and sustainable development, made available through all education channels including the mass media, other forms of modern and traditional communication, and social action, with effectiveness assessed in terms of behavioural change.
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