| |
|
| |
Education
For All in the Arab States: Renewing the Commitment |
| |
|
| |
The
Arab Framework for Action
to Meet Basic Learning Needs in the years 2000-2010 |
| |
|
| |
Content
Preamble
Introduction
I Background
II Achievements
and Problems
III Challenges and Opportunities
IV Principles
for Action
V Objectives
and Orientations for Implementation
VI Priorities
VII Regional
and International Cooperation
VIII Designing
National Autonomous Plans for Action |
| |
|
| |
|
| |
PREAMBLE |
| |
|
| |
 Based
on the assessment of the efforts and achievements made
in the Arab States as regards basic education, "Education
for All", since the Jomtien Conference (1990) till the end
of the decade (the year 2000), in preparation for the International
Forum on EFA (Dakar, April 2000);
According to:
- the
Convention on the Rights of Children, the World Declaration
on Education for All, the Arab Document on Children, and
the Arab Plan for Childhood Care, Protection and Development,
and other Arab and International documents on education,
- the strategies adopted by the Arab Ministers of Education
during their meetings;
Aware
of world challenges and changes and their consequences
on the development of the Arab Region, and in order to benefit
from their positive achievements while avoiding their negative
consequences;
Aware of the importance of education as a key for human
development which constitutes a generator of global sustainable
development;
In order to achieve education for all in its quantitative
and qualitative dimensions, to become an education of high
quality for all that seeks distinction of all learners, and
develop, strengthen and promote their capacities to the fullest
extent;
Reaffirming the role played by education in providing
equal educational opportunities for boys and girls, both urban
and rural, and in keeping with the spirit of the century represented
by the scientific, computer, and technological revolutions
that reaffirm the concept of self-learning which constitutes
the basis for life-long learning, in order to allow individuals
to have access to data and to criticize, select, classify,
treat, and use this data in the different areas of social,
economic and cultural life;
Considering the fact that education is a social issue,
and that all Arab and international forces, institutions and
organizations as well as government and non-governmental associations,
unions and organizations, should join efforts to meet the
"education for all" needs and goals;
Inspired by the cultural and spiritual values of our
Nation which reaffirm that education is an essential dimension
of our cultural identity today and in the future;
|
| |
|
| |
We,
the participants to the "Arab Regional Conference on Education
for All - The Year 2000 Assessment' held in Cairo from 24 to
27 January 2000, recommend that Arab States adopt the document
entitled "Education for All in the Arab States: Renewing the
Commitment" as the Arab Framework for Action to ensure basic
learning needs in the Arab States for the years 2000-2010. |
| |
|
| |
|
| |
INTRODUCTION |
| |
|
| |
The
"Arab Framework for Action to Meet Basic Learning Needs in
the Arab States during the years 2000-2010" is based upon
the following:
(1)
"The World Declaration on Education For All" and the "Framework
for Action to Meet Basic Learning Needs" adopted by the
World Conference on Education For All (Jomtien, 1990);
(2) The Mid-decade Review of the International Consultative
Forum on EFA (Amman, 1996) and the various international
and Arab activities related to the Declaration and Framework
for Action undertaken in the Nineties as regards the substance
of the two aforementioned documents;
(3) The documents about childhood and education for all
adopted by the ministers of education in the Arab States;
(4) "EFA 2000 Assessment" made by the Arab States in preparation
of "The Arab Regional Conference on Education For All" (Cairo,
24-27 January 2000);
(5) The Preliminary Draft Framework for Action elaborated
by the International Consultative Forum on EFA and proposed
to discussion in preparation of the World Education Forum
(Dakar, April, 2000),
(6) The discussions of the "Arab Regional Conference on
Education For All - The Year 2000 Assessment" held in Cairo
(24-27 January 2000).
|
| |
|
| |
The
Objectives of this Framework are two-fold:
(1)
To form a reference and guide for all stakeholders concerned
with education in the Arab Region and committed to achieving
the goals of Education For All, in their strategies, plans,
and programs;
(2) To convey the concerns of the Arab States while discussing
the EFA issues at the "World Forum on Education For All"
(Dakar-Senegal, April 2000).
|
| |
|
| |
|
| |
I BACKGROUND |
| |
|
| |
Learning
is the key to human sustainable development and is the foundation
for enlightened existence and the sustenance of all livelihoods |
| |
|
| |
Learning,
this 'treasure within', is the product of open and diversified
access to knowledge and experience. Thus, the concept of learning
throughout life emerges as one of the keys to life in the twenty-first
century. It goes beyond the traditional distinction between
school and life-long education. It is designed to meet the challenges
posed by a rapidly changing world. |
| |
|
| |
Four
pillars were proposed as the foundation of education by the
International Commission on Education for the Twenty-First Century,
i.e.: learning to know, learning to do, learning to be, and
learning to live together with others. The capacity to learn
is at the heart of human development. It is the foundation for
enlightened existence and the sustenance of all livelihoods. |
| |
|
| |
Education
not only aims at providing equal opportunities for individuals
to learn, but also at achieving a learning society based
on the acquisition, renewal, and use of knowledge. This involves
increasing the scope and opportunities for access to knowledge
for all individuals. Education should enable everyone to gather
information and to select, arrange, manage and use it. Learning
is the key to sustainable human development. |
| |
|
| |
Enhancing
learning is improving the quality of life |
| |
|
| |
The
provision of equal opportunities for learning is a mandatory
social service that must be provided to all individuals, as
one of their basic rights and a condition for improving the
quality of life. Health care is another important social service.
It encompasses fighting diseases, providing nutrition and pure
water and ensuring an unpolluted environment. |
| |
|
| |
Among
these mandatory social services other than eduction is health
care which encompasses the eradication of diseases, the provision
of nutrition, safe water, and non-polluted environment. The
expansion of education has led to greater health awareness.
Education for women leads not only to enhanced child health
care, but also to the enhancement of the general care of children,
including their education. Enhancement of the educational level
of the mother no doubt is the most crucial factor underlying
participation in education and improving the quality of life. |
| |
|
| |
Moreover,
the expansion of education leads to a more enhanced environmental
awareness, a greater knowledge of basic rights and duties,
and a general increased sense of citizenship and enlightened
involvement in civic life. It is generally believed today
all over the world that education is the most important means
to fight poverty.
|
| |
|
| |
Meeting
basic learning needs is an international priority |
| |
|
| |
The
World Declaration on Education For All (Jomtien, 1990) affirmed
the necessity to provide basic learning needs by stating that:
"Every person - child, youth and adult - shall be able to
benefit from educational opportunities designed to meet their
basic learning needs". |
| |
|
| |
Furthermore,
the Jomtien Conference adopted a framework derived from the
World Declaration on Education for All, to be taken as a guide
for action at the national, regional, and international levels.
|
| |
|
| |
Re-Affirmation of the Jomtien Message at the International Level
|
| |
|
| |
During
the ten years after the Jomtien Conference, the international
community, with the participation of the Arab States, has
witnessed a series of conferences, all of which re-affirmed
the message of the Jomtien Declaration, and linked education
to development, quality of life, human rights, democracy,
social integration, and justice. These conferences called
for a special emphasis on the education of girls and women,
struggle against poverty, unemployment and social exclusion
(The World Summit for Children, 1990; The United Nations Conference
on Environment and Development, 1992; The World Conference
on Human Rights, 1993; The International Conference on Population
and Development, 1994; The World Summit for Social Development,
1995; The Fourth World Conference on Women, 1995; The International
Conference on the Education of Persons with Special Needs,
1996; The International Conference on Adult Education, 1997;
etc…).
|
| |
|
| |
The
Mid-Decade Meeting of the International Consultative Forum on
Education For All (Amman, 1996) was held to assess what
has been achieved in the five years that followed the Jomtien
Conference. The Meeting discussed various new challenges and
the continuing challenges that still have to be addressed. The
Amman Affirmation recommended "stressing the forms of learning
and critical thinking that enable individuals to understand
changing environments, create new knowledge and shape their
own destinies". It further noted that the continuing challenges
to the goals of EFA include mainly the education of women and
girls, the training, status and motivation of teachers, the
role of the family and the local community in education, and
the broad partnership to achieve EFA goals. |
| |
|
| |
Re-Affirmation
of the Jomtien Message at the Arab Level |
| |
|
| |
At
the Arab level, The Cairo Declaration (1994) emphasized
the role of education in achieving sustainable development.
The Conference expressed its determination "to frame educational
programs that would bring the region into a position of world
prominence in the next century". The Conference concluded that
two major areas stand out as pressing priorities requiring concerted
action: the problem of illiteracy and the quality of education.
|
| |
|
| |
Furthermore,
the Arab Declaration on Adult Education (Cairo, 1997)
re-affirmed the contents of Jomtien Declaration (1990), and
Amman Affirmation (1996), and renewed its commitment towards
"The Arab Strategy for Education", "The Strategy to Eradicate
Illiteracy in the Arab States", and the recommendations of the
Arab conferences on education, particularly the Fifth Conference
of the Ministers of Education and those of Economic Planning
in the Arab States held in Cairo (1994). The Arab Declaration
on Adult Education called for the necessity to consider illiteracy
eradication as a top priority for the development of the Arab
States. It also confirmed its endeavor to ensure new opportunities
and educational programs for the continuous education of adults. |
| |
|
| |
|
| |
II.
ACHIEVEMENTS AND PROBLEMS |
| |
|
| |
The
efforts exerted at the international, regional, and Arab levels
have culminated in various policies, laws, measures, programs
and activities at the level of each Arab State. This in turn
has lead to an improvement in the quality of life and to providing
learning opportunities and improving education quality.
|
| |
|
| |
Yet,
all that has been achieved by the end of the twentieth century
remains below the expectations. Poverty is still widespread,
and where it exists, educational opportunities decrease and
so does the quality of health care. In addition, there is a
spread of other problems, like unemployment, violence, conflicts,
and the continuous threat to family ties and social integration.
Poverty generates poverty, as illiteracy generates illiteracy
conducive to social decline. In some countries, the suffering
is greater than in others; in rural areas more than in urban
ones; in geographically remote areas, and among marginalized
minorities and nomads more than among others. |
| |
|
| |
Although
various studies have highlighted the importance of educating
females as a positive investment factor, girls and women
have not sufficiently benefited from the allocated resources.
Where girls do complete a primary education, there is often
a large gender gap in the transition rate to secondary school.
The gap between males and females becomes wider when literacy
is considered. When combined with other factors related to the
quality of life (specially in rural areas and shanty towns)
such as poverty, disability, violence against females, malnutrition,
rapid social changes, unemployment, and risks of acquiring diseases
such as AIDS, it appears that the females are more systematically
disadvantaged than their male counterparts, on the basis of
discrimination by gender. |
| |
|
| |
Early
Childhood Education is still far below the required attention |
| |
|
| |
Most
of the Arab States have a pre-primary system of education for
children aged 3-5 years. In some states, this takes on a traditional
form, such as the Kuttabs, supported by government such as in
Morocco and Mauritania. The Gross Enrollment Rate, however,
varies between 0.7% and 99%, which shows the widest discrepancy
between Arab States in all educational indicators. But all States
reported improvement between 1990 and 1999. In the latter, the
rate is less than 13% in ten states, between 13 and 50% in six
states, and more than 70% in only two states (Lebanon 71%, and
Kuwait 99%). This shows that Arab States, rich and poor countries
alike, do not devote the required attention to ECCD. It seems
that, for the Arab States, education at this stage is primarily
a family matter. |
| |
|
| |
On
the other hand, the percentage of children who attend first
grade after pursuing certain pre-primary schooling (for one
year or more) is higher than the Gross Enrollment Rate. This
indicates, first, that pre-primary schooling is short-termed
in most states and second, that the trend to educate children
at the pre-primary level through school structure is increasing.
In most Arab States, ECCD still generally constitutes an important
challenge, since it affects school life at the primary level. |
| |
|
| |
Increase
in primary education enrollment |
| |
|
| |
The
most important achievements in the Arab States in the previous
decade relate to enrollment at the primary education. Most of
the Arab States either maintained their enrolment capacity rate
in the first-grade (6-7 years old) or improved it. The countries
which still show low Gross Enrollment Rates at this level (82%
and below in late 90s) are Djibouti, Sudan, Mauritania, and
Yemen. Where rates are high, the gender gap decreases (to 1-4%
of difference), and where they are low it increases (10% of
difference). Yet, upon looking at the Net Enrollment Rate at
the first grade the image changes: nine countries show a NER
of 82% and below. |
| |
|
| |
In
terms of Gross Enrollment Rate (GER) at the primary education,
the Arab States have demonstrated significant progress. Only
in three countries is the GER 68% and below, versus 13 countries
where it is 90% and above (and where gender parity index is
0.9 and above). Two countries have shown a very high progress
between the early and late 90s: Sudan and Mauritania. |
| |
|
| |
Besides
this progress, the discrepancies between rural and urban areas
are still high, and female participation in primary education
is always less than that of males (the parity index is 1.0 and
above in one country). In addition, the problem of enrollment
appears more striking when looking at Net Enrollment Rate. Although
a real improvement took place in the 90s, there are still six
countries which have an NER of less than 80%. Also, the gap
between males and females widens in this regard: the parity
index is equal or less than 0.9 in six countries. |
| |
|
| |
Illiteracy
yet prevails |
| |
|
| |
The
number of illiterates in the Arab States is estimated today
at 68 million (of which 63% are females). Despite the expanded
efforts, a quarter of these is found in one country: Egypt (17
millions), and 70% in 5 countries: Egypt, Sudan, Algeria, Morocco,
and Yemen. In most of these countries illiteracy is accompanied
by large population, high population growth rates, poverty,
and concentration of population in rural areas. |
| |
|
| |
It
is clear that the feature of illiteracy in the Arab States is
different from that of the expansion of primary education; for
illiteracy is the negative product of education that had not
been completely expanded in the past. The strongest element
in the spread of illiteracy in the Arab States and its strongest
explanatory factor is the gender gap. The Gender Parity Index
in these countries is 0.69. This indicates that illiteracy in
the Arab Region is caused not only by poverty, but also by attitudes
against female education and by the absence of effective policies
to change these attitudes. |
| |
|
| |
The
presence of 68 million illiterates in the Arab Region, and the
existence of illiteracy in all Arab States, though in widely
varying rates, not only represent a great challenge to these
states in terms of development, social justice, and the quality
of life, but also serves as a serious indictment to the educational
systems themselves. These marks are reflected in the failure
of schools to draw children and to retain them enough to prevent
them from returning to illiteracy as well as in the low level
of learning achievement. |
| |
|
| |
Quality
Education is still a privilege for a few |
| |
|
| |
After
Jomtien, learning achievement was adopted as a key indicator
of the quality of education. Nine Arab States participated (between
1993 and 1999) in the Monitoring Learning Achievement (MLA)
Project conducted by UNESCO and UNICEF. The results show
that competencies acquired by students at the primary level
(4th grade) are far below the standard proposed in Jomtien:
only 12%, 10%, and 25% showed high skills (80% of the competencies
or more) in Arabic, Math, and Life Skills, respectively. In
Arabic language, only Tunisia and Morocco achieved the benchmark
rate suggested at Jomtien (80% of students). None of the participating
states achieved the suggested level in mastering mathematics
competencies. Only Tunisia and Jordan reached the suggested
level of achievement in Life Skills tests. In average, the achievement
of girls was better than that of boys. Achievement among students
in urban schools was higher than those in rural schools. |
| |
|
| |
According
to the results of the Monitoring Learning Achievement project,
primary education in the Arab States appears to be of poor quality
and not providing for the basic learning needs to the students.
This means that, in the past, these States focused more on providing
school places than on enhancing the quality of education. Therefore,
improving the quality of education constitutes a main challenge
to the Arab States. |
| |
|
| |
Among
the components of learning acquisition, basic skills for a better
life are to be taken into consideration. Many Arab States include
in their educational goals and objectives, elements related
to these skills, such as vocational training, health, environment
and citizenship education. Mass media are also mentioned as
a means for the transmission of values and knowledge in relation
to these skills. However, in general, these essential aspects
of learning have not received sufficient attention, and the
information about the acquisition of basic skills related to
the quality of life is still very scarce. |
| |
|
| |
Teachers'
qualifications need improvement |
| |
|
| |
Data
from Arab States show that the teachers fulfilling the minimum
required national qualifications vary widely between 21% and
100% (late 90s). In addition, the required entry qualifications
vary from completing secondary school to completing four or
five years at a higher education institution. They also differ
in terms of pedagogical requirements from nil to full program
approaching international standards. This is a large discrepancy.
The concept of teaching license is still not common in educational
circles, and professionalization of teaching remains a rhetoric
discourse. However, the pupils/teacher ratio is low in general.
It ranges between 11 and 25 in fourteen states, as opposed to
26 and 30 in three states and 31 and above in two countries.
Furthermore, more efforts should be exerted in order to resolve
many problems facing the status of teachers, mainly concerning
their work conditions and their social position in order to
attract young and qualified people. |
| |
|
| |
Improvements
in internal efficiency |
| |
|
| |
30.
Available data on internal efficiency show slight decline in
repetition rates, improvement in the number of students staying
at school until the 5th grade, and a better performance of females
as compared to males. However, the primary level of the educational
systems in the Arab States still show weaknesses in internal
efficiency: persistence of dropout and repetition (which increase
the more one goes up in the educational ladder), the long time
taken to complete primary education. |
| |
|
| |
Expenditures
on education |
| |
|
| |
31.
Achievements and problems of education in the Arab States depend
largely, among other factors, on expenditure. Arab States exerted
a substantial effort that lead to a greater expenditure on education
in the last decade. But, in view of what has been mentioned
about enrollment rates and quality of education, the expenditure
on primary education seems to be suffering from different problems:
inadequacy, in some countries, between financial resources and
educational requirements; wastage or lack of rationalization
of spending; weakness in capital expenditure (investment), high
cost of educating remote and widespread population; and weakness
in budgeting techniques. Such problems raise questions about
the potential role of non-governmental organizations, diversification
of financial sources, mobilization of resources, accountability,
and the means to build the national capacity for planning, budgeting,
and assessment. |
| |
|
| |
Poor
management of education systems |
| |
|
| |
If
the increase of financial resources may be a pressing need for
poor countries, the major problem in most of Arab States is
how to make a good use of available resources, human and financial
as well. Survey on learning achievement showed the absence of
developed systems of monitoring. Reports on expenditure show
problems in terms of planning and budgeting. Education management
information systems (EMIS) are lacking in general. Problems
of centralization versus decentralization are still debated.
Thus, the issue of efficient educational management constitutes
a serious challenge in the Arab States in order to meet the
goals of EFA. |
| |
|
| |
|
| |
III.
CHALLENGES AND OPPORTUNITIES |
| |
|
| |
Time
is passing, and in the Arab Region millions of individuals remain
deprived from education, and millions others are getting education
of poor quality, while most of the rest are not appropriately
prepared for the technological era and the international competition
in the new millenium. We are faced with the challenge of achieving
what had not been achieved since Jomtien and with the new challenges
after 2000. |
| |
|
| |
There
is a general consensus on EFA goals and that education for all
is pivotal in addressing increasing poverty, sustaining socio-economic
progress, and honoring the human rights of every individual.
Lacking are the necessary resources. And despite the political
will and although education stands high on rhetorical agendas
of governments, commitments made at Jomtien by Arab States remain
highly visible, but significantly unmet. |
| |
|
| |
It
is more starkly evident that failure to quicken the pace of
progress towards Jomtien goals will have grave consequences
for peace, stability and prosperity. The stage is now set for
a stronger, more action-oriented approach of country initiatives
for basic education, with important international commitment
and support, reset within the circumstances and imperatives
of the new millenium. |
| |
|
| |
The
challenges of the twenty-first century - Outlook for 2010 |
| |
|
| |
Globalization
imposes a labor market that surpasses the boundaries of countries
and a tough competition according to the acquired qualifications.
These qualifications are primarily the product of learning |
| |
|
| |
Globalization
furthermore dictates the increasing use of technology, which
is the most efficient means for production and communication.
But the ability to make use of technology and what that entails
in terms of skills and knowledge, is also a product of learning.
So what can the Arab educational authorities and organizations
do to prevent marginalization and to positively participate
in the globalization process? |
| |
|
| |
Technology
also induces in people a deep transformation in how to learn,
how to use what they have learned, and how to evaluate the importance
and relevance of what they have learned. We live in a period
where economical progress is essentially based on knowledge.
Thus, learning becomes more than ever a decisive factor in prosperity. |
| |
|
| |
This
also means that the cost of learning is to increase. This is
as true for households as it is for countries. Poor countries,
unable to enter more technology-intensive-based markets, run
the risk of excessive marginalization in trade and investment.
In developed and developing countries alike, poverty and inequality
at the household levels are increasingly associated with educational
attainment. And the gap is widening between those who have access
to information and the capacity to use technology of communication
(e-mail, e-commerce, and e-learning), and those who don't or
can't. |
| |
|
| |
The
Arab States furthermore face the problem of the usage of foreign
language as the technological medium. Mastering a foreign language
is not generalized, neither is the "arabization" of technology. |
| |
|
| |
The
unpredictable changes surrounding our lives give daily new meaning
to the imperatives of the Jomtien commitments. That is because,
as skills requirements for adequate, livelihood sustaining employment
rise, basic education becomes ever more essential for work,
or for school success and transition to secondary and higher
levels of education. |
| |
|
| |
Demographic
growth poses another challenge to the education systems. While
the annual average growth rate is estimated for the years 2000-2010
at 1.2% for the world and 1.5% for the developing countries,
it is 2.5% for the Arab States. In 2010, the estimated population
of the age group 5-18 years old is 110 millions. If the enrolment
rate in general education will be around 80% for this age group,
Arab States have to ensure educational opportunities to 88 million
students, i.e. to provide resources for an additional 29 million
students (actual figures 59 million students). This demographic
increase poses severe pressures on the educational systems in
terms of expenditure, management, qualified human resources,
etc... At the same time, the population growth entails competing
demands for resources to ensure other basic needs such as nutrition,
housing, health services, etc... Some educational systems in
the Arab States have suffered from high indebtedness and the
consequences of applying structural adjustment and economic
reform policies. |
| |
|
| |
Furthermore,
in the last decade a number of Arab States suffered from persistent
troubles and conflicts (Algeria and Sudan), embargoes (Iraq,
Lybia, and Sudan), occupation and wars (Lebanon, Palestine,
Syria, and Sudan). The educational systems in these countries
suffered deeply from these troubles which hindered their capacities
and delayed the achievement of their objectives according to
Jomtien Declaration. The return to peace and normal life through
the elimination of all forms of occupation, embargoes, conflicts,
and tensions appears to be a sine qua non condition to ensure
education for all in troubled areas. In parallel, education
has a role to play in contributing to create a peaceful environment
in the Region. |
| |
|
| |
Building on available opportunities and progress made |
| |
|
| |
Facing
these challenges does not initiate from a void. It has to be
recognized that there are opportunities available which were
not there a decade ago. An unequivocal global consensus has
been forged around the critical role of education to sustainable
human development. There is an even stronger reaffirmation of
the importance of human rights. Since the Copenhagen Summit
(1995), there is renewed concern for the rights of the socially
excluded, marginalized, and impoverished, and mounting recognition
of the benefits for societies of educating females. |
| |
|
| |
Donors
are answering the calls from countries to strengthen ownership
of competencies and the development of national capacities.
The educational deterioration that many developing countries
experienced in the eighties has been stemmed. And it is noticeable
that civil society has become more likely to assume its responsibilities. |
| |
|
| |
New
and creative ways are now available also for reaching out to
learners with disabilities or learning difficulties, as a means
of ensuring that their capacities for learning are given the
utmost chance to flourish. |
| |
|
| |
Modern
information and communication technologies offer in general
enormous potential for educational outreach, enhancing access,
self-paced learning, and meticulous assessment of learning outcomes. |
| |
|
| |
At
the national level, new synergies are beginning to develop around
more comprehensive governance systems, and the participation
of a wider set of actors such as NGOs representing civil society
in educational planning and implementation. |
| |
|
| |
At
the global level, original core sponsorship of education for
all (by UNESCO, UNICEF, the World Bank, and UNDP) has extended
through the International Consultative Forum to engage another
UN agency (UNFPA) and representation from a wide set of public,
private, and non-governmental constituencies. |
| |
|
| |
The
Year 2000: Renewing the commitment to the Jomtien Declaration |
| |
|
| |
Ten
years after the Jomtien Declaration, the definition of basic
education and the commitments surrounding it still stand as
a persistent challenge to the Arab States. This Declaration
focused, for the first time, on the basic learning needs of
neglected minorities, and on learning achievement rather than
on mere school enrolment. 51. The ten articles on scolarisation. |
| |
|
| |
The
ten articles of the Jomtien Declaration throw lights, illuminating
the road ahead:
(1)
Meeting basic learning needs;
(2) shaping the vision;
(3) universalizing access and promoting equity;
(4) focusing on learning acquisition;
(5) broadening the means and scope of basic education;
(6) enhancing the environment for learning;
(7) strengthening partnerships;
(8) developing supporting policy context;
(9) mobilizing resources;
(10) strengthening international solidarity.
|
| |
|
| |
The
Jomtien Declaration remains even more vibrant and relevant today.
The commitment should be renewed. And the follow-up efforts
already exerted by the States must be continued, and enriched
by the experiences and the information gained during the past
decade. We have a shared responsibility to ensure that failure
is averted. |
| |
|
| |
The
Arab Framework for Action:
A guide for all the partners to achieve EFA |
| |
|
| |
Taking
into account the above mentioned background, the achievements
and the problems in the Arab States, and the challenges: those
imposed by what was unmet in the 1990s and those imposed by
the developments of the 21st century, the Arab States are called
upon to adopt this Framework for Action and to act in conformity
with it. |
| |
|
| |
The
purpose of the Arab Framework for Action is to act as a reference
and a guide for all stakeholders concerned with education in
the Arab States and committed to achieving education for all,
in their plans and programs, each within its adopted goals,
missions, and target groups, with the view of strengthening
partnerships at the global, regional and local levels, in the
single aim of meeting basic learning needs of all by 2010. |
| |
|
| |
The
main stakeholders to this Framework are:
(1)
The governments of the Arab States which hold responsibility
for immediate action towards achieving the goals of education
for all, and for leading and coordinating actions aimed
at achieving these goals;
(2) All stakeholders from civil society at the national
level, i.e. universities and other educational institutions,
NGOs, the private sector, etc… which should take a pro-active
role in contributing significantly to the achievement of
the goals of education for all;
(3) Arab and regional organizations which are responsible
for providing support and for promoting bilateral and multilateral
cooperation at the Arab regional level;
(4) International agencies and organizations which are responsible
for providing support and promoting bilateral and multilateral
cooperation at the international level.
|
| |
|
| |
NEXT |
| |
|
| |
|
| |
|
