Download - UNESCO Bangkok

More documents

Recommendations

Info

$Math Lesson Plans level 4 Term 1$

EFA Goal Four: Improving Adult Literacy 47New approaches to literacy broaden its definition to include multiple dimensions(reading, writing and numeracy), incorporate direct assessment of skills (tested literacy)and measure literacy on a broad scale (rather than a dichotomous one).The emphasis of literacy is on skills used in every day life (work, community, media,etc.).The 2006 EFA Global Monitoring Report proposes a three-pronged approach toliteracy:1. Expand quality basic education for all girls and boys2. Scale up youth and adult literacy programmes3. Develop and cultivate rich literate environmentsFurther elaboration of concepts of literacy and analysis of international data can befound in the 2006 Global Monitoring Report.Editor’s Note: The <strong>UNESCO</strong> Institute for Statistics has initiated the LiteracyAssessment and Monitoring Programme or LAMP to provide developing countries withthe capacity to produce and use policy-relevant data on literacy and numeracy.<strong>UNESCO</strong> sees LAMP as a fundamental tool for policy development and in theimplementation of its Literacy Initiative for Empowerment (LIFE) programme, whichaims to support the achievement of the EFA literacy goal, especially for women. LAMPaims to provide the relevant data upon which LIFE implementation plans and adultliteracy programmes can be built. LAMP data can be used as a monitoring tool toassess national and regional progress towards the achievement of the Education for AllGoal on Literacy.Summary of Peer Group Discussions5.2 Sources of Data and Information that Show Whether theGoal has been AchievedNational censuses, household surveys, the annual EFA Global Monitoring Reports,international academic research on literacy, census data, and studies on disparity areamong the sources of data on literacy.Countries already incorporate literacy questions in national censuses, which are doneat different intervals in countries. In some cases, national censuses are conductedevery 10 years like in Indonesia and Sri Lanka, hence the existence of data gaps.Household surveys, which are done more frequently, are also valuable sources ofliteracy data.Education for All: Reaching the Unreached
48 EFA Mid-Decade Assessment5.3 Key Issues to be Studied and AssessedParticipants saw the need for a common definition of basic literacy and functionalliteracy for countries to use. Standards and benchmarks should also be set for themonitoring and evaluation of literacy programmes, the results of which should becomparable among countries.Attention should also be given on the quality, relevance and sustainability of literacyprogrammes and curriculum development. Literacy programmes should meet theneeds of individuals and society, with the aim of reducing poverty and increasingproductivity. It should be mainstreamed to support lifelong learning and offered in bothnon-formal and formal venues.Accessibility of literacy programmes should also be examined. To maximizeparticipation, the community should be involved in developing literacy programmes.Capacity-building for Community Learning Centres (CLCs), teachers and serviceproviders should also be undertaken and a national accreditation programme forservice providers put in place to ensure quality.Governments are also encouraged to provide more funding support for literacyprogrammes. Participants noted that political will is an important factor in theimplementation of literacy programmes. Lack of resources and financial commitmenthas hampered the implementation of these programmes.The role of civil society in providing literacy programmes and developing instrumentsfor accreditation should also be improved as well as coordination among ministries,NGOs, and development partners.Geographic isolation/topography, cultural barriers, centralization of government powerand decision-making are also factors to consider.5.4 Recommendations to Assess Quality and Disparity IssuesThe kind and quality of available data is crucial in assessing quality and disparityissues. To get up-to-date data, participants recommended holding a national census tobe followed by periodic surveys to identify the literate pockets in the country. This willhelp track the progress of literacy programmes and will be useful in policy-making andplanning.Participants also recommended that data can be improved by having disaggregatedcensuses, periodic surveys, trace studies and special case studies for literacy. Datacollection should also cover remote areas and even the school level.Education for All: Reaching the Unreached
Page 2 and 3:
EFA Mid-Decade AssessmentEducation
Page 4 and 5:
Preface1ForewordiiiHow close are co
Page 6 and 7:
Prefacevcommunities where the langu
Page 8 and 9:
Table of Contents1Table of Contents
Page 10 and 11:
Table of ContentsixTable of Content
Page 12 and 13: Table of ContentsxiThis document co
Page 14 and 15: IntroductionxiiiEFA Mid-Decade Asse
Page 16 and 17: Introduction to the National and Re
Page 32 and 33: EFA Goal One: Expanding Early Child
Page 40 and 41: EFA Goal Two: Providing Free and Co
Page 50 and 51: EFA Goal Three: Promoting Life Skil
Page 64 and 65: EFA Goal Four: Improving Adult Lite
Page 66 and 67: EFA Goal Four: Improving Adult Lite
Page 68 and 69: EFA Goal Five: Achieving Gender Par
Page 76 and 77: EFA Goal Six: Enhancing Educational
Page 78 and 79: EFA Goal Six: Enhancing Educational
Page 80 and 81: Country Work Planning Guide 658Coun
Page 82 and 83: Country Work Planning Guide 678.4 N
Page 84 and 85: Country Work Planning Guide 69Pleas
Page 86 and 87: Addendum 71TWG on EFA member agenci
Page 88 and 89: Annexes 7315.30-16.00 Break16.00-17
Page 90 and 91: Annexes 7515.00-15.30 Break15.30-16
Page 92 and 93: Annexes 7710.2 List of Participants
Page 94 and 95: Annexes 79CHINAINDIAINDONESIADong J
Page 96 and 97: Annexes 81MALAYSIAMALDIVESKhammoune
Page 98 and 99: Annexes 83NEPALPAKISTANShagdarsuren
Page 100 and 101: Annexes 85THAILANDVIET NAMCharuaypo
Page 102 and 103: Annexes 87Rehabilitation Internatio
Page 104 and 105: Annexes 89Dominique ALTNERChief, Ed
Page 106: Annexes 91Education for All: Reachi
show all

Download - UNESCO Bangkok

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?