The EFA Global Monitoring Report 2006 aims to shine a stronger policy spotlight on the more neglected goal of literacy - a foundation not only for achieving EFA but, more broadly, for reaching the overarching goal of reducing human poverty.
Over the past two decades, a set of globally converging discourses on lifelong learning (LLL) has emerged around the world. Driven mostly by inter-governmental organisations, these discourses have been largely embraced by national and local education systems seeking to reflect local traditions and priorities. This paper argues that these discourses tend to look remarkably alike, converging into a homogeneous rationale in which the economic dimension of education predominates over other dimensions of learning, and in which adaptation takes pre-eminence
The Special Rapporteur believes that non-formal education programmes provide flexible, learner-centred means to improve education outcomes. This is particularly relevant for girls and groups in vulnerable situations, including children with disabilities, minorities and rural and impoverished children, who are disproportionately represented among out-of-school populations. When designed to be available, accessible, acceptable and adaptable, such programmes enable states to fulfil the right to education of learners who are excluded from the formal system.
I was very pleased to be invited by UNESCO to participate in the Asia Pacific Conference on Education and Training (ACET) that took place in Kuala Lumpur, Malaysia from August 3 to 5. It was organized jointly by UNESCO and the Ministry of Education, Malaysia, with participation from 48 countries. The timing of the Conference couldn’t have been better, right after the World Education Forum in May and before the Sustainable Development Goal (SDG) Summit in September.
The Framework for Action is the companion to the World Declaration on Education for All and is intended as a reference and guide for national governments, international organisations, educators and development professionals as to the formulation of their own plans for action for implementing the World Declaration.
In a unique collaboration with UNICEF, Minority Rights Group International reports on what minority and indigenous children around the world face in their struggle to learn. This report profiles the programmes that are being developed to help them – from better bilingual education to meeting the needs of nomadic populations – giving examples of what works and why. It describes efforts to overcome exclusion so that education is available, accessible, acceptable and adaptable for minorities and indigenous peoples, and shows how far there is still to go.