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How
was the EFA 2000 Assessment carried out ? |
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 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.
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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. |
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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. |
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The
six Education for All goals :
- Expansion
of early childhood care and developmental activities, including
family and community interventions, especially for poor,
disadvantaged and disabled children;
- Universal
access to, and completion of, primary education (or whatever
higher level of education is considered as "basic")
by the year 2000;
- 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;
- 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;
- 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;
- 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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