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EFA Goal Four: Improving Adult Literacy 49To avoid conflicting figures, education statisticians recommended that official datashould come only from the national census and household surveys. They alsorecommended that literacy tests should be included in the surveys as much aspossible.Basic and functional literacy should both be measured. Literacy in other languagesoutside of the national or official language should also be measured. Data should alsobe broken down by age group to allow governments to focus, if necessary, on theyounger groups. Access, quality, and relevance indicators should be identified.Equivalency tests should be conducted and drop-out rates from literacy programmesexamined to assess quality and effectiveness of literacy programmes. A set ofguidelines to identify children with disabilities should also be in place.5.5 Recommendations for NGO Participation in the AssessmentProcessNGOs can assist in data collection, quality assurance, promoting awareness aboutliteracy programmes and act as a watchdog to monitor whether governments aredelivering on their commitments.NGOs, including community-based organizations can also work with UN agenciesand development partners in undertaking capacity-building to prepare countries fora national assessment.Most participating countries have active partnerships with NGOs. All countries agreed,however, that assessment is a major undertaking, and often there are some areas andgroups that are neglected or overlooked – hence the need for the involvement of allstakeholders. The NGOs can act as a bridge between the government and thedisadvantaged groups.5.6 Proposals to Improve EFA Coordination, Implementation,Monitoring and Assessment●●EFA should be endorsed at the highest level of government to provide themandate.A cross-sectoral, national and sub-national bodies to look into coordination andimplementation of literacy programmes should be created. The Philippines andMalaysia, for example, have established a structure for coordination througha forum created by the government that meets regularly.Education for All: Reaching the Unreached
50 EFA Mid-Decade Assessment●●●●Capacity-building for monitoring and assessment with focus on the unreachedgroups should be undertaken at different levels of the government.A monitoring and reporting mechanism should be established.Data collection and information systems should be undertaken and in place atthe local level.Joint review exercises to involve all stakeholders and different partners shouldbe undertaken.● Promotion of literacy throughRecommendations on Data CollectionCommunity Learning Centresfrom Education Statisticians(CLCs) should be undertaken.What is the right way to collect literacy data?Education statisticians suggested thefollowing points to take note when collectingliteracy data:● National censuses are the bestsource of complete and comprehensivedata.● Fill in the gaps between nationalcensuses, which are usually adecade apart, by using householdsurvey data.● Literacy measurement should gobeyond self-declaration.● An option is to incorporate literacyquestions in labour force surveys likein Sri Lanka.● Literacy data collection shouldinclude the following:• Age• Gender• Region/province• Urban/rural• Caste• Ethnicity• Religion• Language (literate in the officiallanguage or other languages).They emphasized that literacy should not bemeasured only in the official language, butalso in other languages.●An EFA advocacy campaignshould be carried out toencourage regular communicationand experience sharingbetween the local and centralgovernment.5.7 Proposals in whichCountries/Participantswould like to FacilitateNational and RegionalAssessment and Review● Set-up a mechanism formonitoring at district andprovincial levels. Cambodia, forexample, has a mechanism/system for assessment fromlocal to national levels.●●Conduct a regional assessmentand monitoring by sharingassessment data collected fromvarious countries through thefacilitation of <strong>UNESCO</strong>.Share country experiences andbest practices through regionalworkshops.Education for All: Reaching the Unreached
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EFA Mid-Decade AssessmentEducation
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Preface1ForewordiiiHow close are co
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Prefacevcommunities where the langu
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Table of Contents1Table of Contents
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Table of ContentsixTable of Content
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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 62 and 63: 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
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