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Meeting of Ministers of Education Latin America and the Caribbean Education for All in Latin America and the Caribbean: are we on track? John Daniel Assistant Director-General for Education UNESCO 14-16 November 2002 Havana, Cuba Why Education for All (EFA)? Why Education for All (EFA)?

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slide2

Meeting of Ministers of EducationLatin America and the Caribbean

Education for All in Latin America and the Caribbean: are we on track?John DanielAssistant Director-General for EducationUNESCO

14-16 November 2002Havana, Cuba

slide5

Why Education for All (EFA)?

  • Background to EFA
  • Are we on track?
slide6

José Marti :

“Al venir a la tierra, todo hombre tiene derecho a que se le eduque, y después, en pago, el deber de contribuir a la educación de los demás.”

“All people, when they arrive on earth, have a right to be educated; and then in return, they have the obligation to educate others.”

slide7

José Marti :

“Educar es dar al hombre las llaves del mundo que son la independencia y el amor, y prepararle las fuerzas para que lo recorra por sí, con el paso alegre de los hombres naturales y libres”

“To educate is to give people the keys to the world, which are independence and love; granting them the ability to walk alone, at the happy pace which is that of natural and free individuals.”

slide8

WHY EDUCATION?

HUMAN RIGHT

slide9

WHY EDUCATION?

FREEDOM

HUMAN RIGHT

slide10

WHY EDUCATION?

FREEDOM

DEVELOPMENT

HUMAN RIGHT

slide11

Constitution (1945) of the United Nations Educational, Scientific and Cultural Organisation

“For these reasons, the States Parties to this Constitution, believing in full and equal opportunities for education for all, in the unrestricted pursuit of objective truth, and in the free exchange of ideas and knowledge, are agreed and determined…”

slide12

1990 – Jomtien

2000 – Dakar (The Dakar Framework for Action)

2001 – High Level Group (Paris)

2002 – High Level Group (Abuja)

slide13

GET EQUAL

E = Elementary/Primary

“to ensure that by 2015 all children, especially girls, children in difficult circumstances, and from ethnic minorities have access to and complete free and compulsory primary education of good quality.”

slide14

GET EQUAL

G = Girls and Gender

“to eliminate gender disparities in primary and secondary education by 2005

and achieve gender equality by 2015

with a special focus on ensuring full and equal access for girls to basic education of good quality.”

slide15

GET EQUAL

AL = Adult Literacy

“to achieve a 50 per cent improvement in levels of adult literacy by 2015, especially for women, as well as equitable access to basic and continuing education for adults.”

slide16

GET EQUAL

E = Early Childhood

“to expand and improve comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.”

slide17

GET EQUAL

T = Training

“to ensure that the learning needs of all young people are met through equitable access to appropriate learning and life skills programmes.”

slide18

GET EQUAL

QU = Quality

“to improve all aspects of the quality of education to achieve recognised and measurable learning outcomes for all – especially in literacy, numeracy and essential life skills.”

slide19

1990 – Jomtien

2000 – Dakar (The Dakar Framework for Action)

2001 – High Level Group (Paris)

2002 – High Level Group (Abuja)

slide20

The 2002 Global Monitoring Report

Education for All:Meeting our Collective Commitments

(an independent report on the evolution of education indicators, planning, resource requirements, and donor performance on commitments)

slide21

Proyecto Principal de Educación-PPE

  • 1957-1966
  • Major Project in the Field of Education-MPFE
  • 1957-1966
slide22

Proyecto Principal de Educación-PPE - 1980

  • Acceso de todos los niños en edad escolar a una educación general mínima de ocho a diez años.
  • Alfabetización y educación de personas jóvenes y adultas
  • Mejoramiento de la calidad y eficiencia de la educación a través de las reformas necesarias.
  • Major Project in the Field of Education-MPFE - 1980
  • Access of all school-age children to a minimum of 8-10 years of primary education
  • Literacy training and education for young people and adults
  • Improving the quality and efficiency of education through carrying out necessary reforms
slide23

PRELAC

  • to ensure that the content and practice of education enable us to construct meaning about ourselves, about others and about the world;- to concentrate on teachers and increase their participation in educational change so as to meet the learning needs of pupils;- to work on the culture of schools to turn them into participatory learning communities;- to reform the management of education systems in order to make them more flexible and able to offer opportunities for learning throughout life; - to stress the social responsibility of education in order to generate commitment to development and its outcomes.
  • a) - Reflexión acerca del sentido y prácticas de la educación.
  • b) - Resignificación del papel de los docentes y fortalecimiento de su protagonismo en el cambio educativo.
  • c) - Transformación de la cultura de las escuelas en comunidades de aprendizaje y participación para que respondan a las necesidades educativas de su alumnado.
  • d)- Transformación de la estructura, ordenamiento y gestión de los sistemas educativos para diversificar la oferta educativa y asegurar la autonomía de las escuelas y docentes en la toma de decisiones.
  • - Responsabilidad social por la educación.
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Meeting of Ministers of EducationLatin America and the Caribbean

Education for All in Latin America and the Caribbean: are we on track?John DanielAssistant Director-General for EducationUNESCO

14-16 November 2002Havana, Cuba

slide25

Dakar Composite: Primary, Literacy, Gender Parity

Group

E9

High Chance

Brazil

Mexico

Insufficient

Bangladesh

Egypt

China

Indonesia

At Risk

India

Nigeria

Pakistan

slide26

Dakar Composite: Primary, Literacy, Gender Parity

Group

Latin America/ Caribbean

High Chance

Antigua and BarbudaArgentinaBahamasBarbadosBelizeBoliviaBrazilCayman IslandsChileColumbiaCosta RicaCubaDominican RepublicEcuadorGuyanaHondurasMexicoNetherlands AntillesPeruTrinidad and TobagoUruguay

Insufficient

DominicaGrenadaGuatemalaHaitiJamaicaNicaraguaParaguaySt Kitts & NevisSt Vincent and the GrenadinesVenezuela

At Risk

slide27

Dakar Composite: Primary, Literacy, Gender Parity

Group

Sub-Saharan Africa

High Chance

CongoGabonKenyaRwandaSeychellesZimbabwe

Insufficient

BotswanaCape VerdeCôte d’IvoireGambiaGhanaLesothoMalawiMauritiusNamibiaSouth AfricaSwazilandTogoUgandaUR of Tanzania

At Risk

BeninBurkina FasoBurundiCameroonCentral African Rep.ChadComorosDem.Rep.CongoEquatorial GuineaEritreaEthiopiaGuineaGuinea-BissauMadagascarMaliMozambiqueNigerNigeriaSenegalZambia

slide28

STATIC

Distance from the goal

Changes between 1990-2000DYNAMIC

slide29

CLOSE

STATIC

Distance from the goal

FAR

Changes between 1990-2000DYNAMIC

slide30

STATIC

Distance from the goal

FORWARD

BACKWARD

Changes between 1990-2000DYNAMIC

slide31

At Risk

Close

but

Going Backward

High chance

Close

and

Going Forward

High chance

Close

and

Going Forward

STATIC

Distance from the goal

Serious risk

Far

and

Going Backward

Low Chance

Far

but

Going Forward

Changes between 1990-2000DYNAMIC

slide32

Universal Primary Education Achieved(NER>95%)

Antigua and Barbuda, Argentina, Bahamas, Belize, Bolivia, Brazil, Cayman Islands, Cuba, Ecuador, Grenada, Mexico, Netherlands Antilles, Panama, Peru

slide33

PRIMARY EDUCATION(Latin America and Caribbean)

Insufficient progress

High Chance

Chile, Costa Rica, Dominica, Guatemala, Honduras, Trinidad and Tobago

High chance

At risk

Barbados, Guyana, Jamaica, Paraguay, St. Kitts and Nevis, St Vincent and the Grenadines, Venezuela

Distance from 100% NER in 1999

Far NER <80%Close NER 80% - 95%

Serious risk

Insufficient progress

Serious Risk

Low Chance

Haiti, Nicaragua

Away from goal Towards goalChanges between 1990-2000

slide34

Gender Parity Achieved(0.97<GPI<1.03)

Argentina, Bahamas, Barbados, Bolivia, Cayman Islands, Columbia, Costa Rica, Dominican Republic, Ecuador, Honduras, Nicaragua, Mexico, Panama, Peru, Trinidad and Tobago, Turks and Caicos Islands, Uruguay, Venezuela

slide35

GENDER PARITY - PRIMARY (Latin America and Caribbean)

High Chance

Haiti

At Risk

Chile, Cuba, Jamaica, Paraguay, St. Kitts and Nevis, St. Vincent and the Grenadines

Distance from goal (GPI = 1) in 2000

FarClose GPI <0.9 or >1.1GPI 0.9-0.97 or 1.03-1.1

Low Chance

Dominica, Guatemala

Serious Risk

Away from goal Towards goalChanges between 1990-2000

slide36

Adult Literacy Achieved(>95%)

Argentina, Bahamas, Barbados, Chile, Costa Rica, Cuba, Guyana, Netherlands Antilles, Trinidad and Tobago, Uruguay

slide37

LITERACY(partial list of countries)

High Chance

Belize, Bolivia,

At Risk

Antigua and Barbuda, Brazil, Dominica, Dominican Republic, Ecuador, El Salvador, Honduras, Jamaica, Mexico, Panama, Paraguay, Peru, Venezuela

Level of Adult Literacy in 2000

Low <70%High >70% - <95%

Serious Risk

Guatemala, Haiti, Nicaragua,

Low Chance

Slow performer Fast performerChanges between 1990-2000

slide38

The 2002 Global Monitoring Report

Education for All:Meeting our Collective Commitments

(an independent report on the evolution of education indicators, planning, resource requirements, and donor performance on commitments)

slide39

Meeting of Ministers of EducationLatin America and the Caribbean

Education for All in Latin America and the Caribbean: are we on track?John DanielAssistant Director-General for EducationUNESCO

14-16 November 2002Havana, Cuba