Regional Education Project for Latin America and the Caribbean (PRELAC) j ( ) Regional Ministerial Meeting Regional Ministerial Meeting Lima - October 30-31 2014 Ed Education for All in ti f All i Latin America and the Caribbean: Post ‐ 2015 Assessment and Challenges 1
This presentation: 1. UNESCO action framework in the region: Ed Education for All to 2015 ti f All t 2015 2. Review of the status of EFA in the region 3. Post-2015 education: the next steps 2 EFA and youth transition to work
International Commitments MILLENNIUM EFA GOALS EFA/PRELAC AREAS DEVELOPMENT GOALS DEVELOPMENT GOALS 1.Eradicating extreme poverty 1. Promoting early childhood 1. Curriculum content and and hunger care, education, and teaching practices development 2.Achieving universal primary 2 Achieving universal primary 2. Teacher capacity schooling 2. Providing universal, building obligatory primary education, 3.Promoting gender equality free of charge 3. Transformation of and the empowerment of and the empowerment of schools into learning women 3. Promoting theoretical and communities practical learning for young 4.Reducing mortality of children people and adults under five 4. Management and a age e t a d flexibility enhancement 5.Improving maternal health 4. Halving illiteracy of education systems 6.Combating HIV/AIDS, malaria, 5. Reducing disparities between 5 Reducing disparities between 5 Social Responsibility 5. Social Responsibility and other diseases. d th di boys and girls by 2005, and and commitments for achieving equality by 2015. education 7.Guaranteeing environmental sustainability 6 Improving education quality 6. Improving education quality. 8.Promoting a global alliance for development
Goal 1: Extending and improving pre ‐ school education • Ensuring preparation for formal education and working as an “equaliser” ‐ Crucial for the rest of people’s lives • In 2010 UNESCO noted a “greater visibility of early childhood in p blic polic agendas” childhood in public policy agendas” • Coverage grew from 56% in 2000 to 74% in 2012 • This level of coverage places Latin America as the h l l f l h second highest coverage region in the world, after North America and Western Europe p 4 EFA and youth transition to work
Goal 1: Extending and improving... � Legal provision for access to ECCE exist in most countries, e.g. the Caribbean � Pre ‐ school education coverage GREW from 56% in 2000 to 74.4% in 2012 � BUT SLOW progress enormo s heterogeneit and � BUT: SLOW progress, enormous heterogeneity and severe inequity, associated with economic, social, and cultural factors, particularly among indigenous persons and those living in rural areas � The richest 20% of the population has a higher enrolment rate than the poorest 20% than the poorest 20% � CHALLENGE: Improving the QUALITY of programmes, especially amongst the marginalised. p y g g 5 EFA and youth transition to work
Pre ‐ school education Pre ‐ primary enrolment rate, both genders (%), 2000 and 2012 88,5 90 75,7 80 74,2 74,4 67,8 70 56,0 54,9 60 52,1 50 40,2 40 32 9 32,9 26,2 25,4 30 20,7 19,5 15,5 20 11,5 10 10 0 Arab States Central and Central Asia East Asia and Latin America North America South and West Sub ‐ Saharan Eastern Europe the Pacific and the & Western Asia Africa Caribbean Europe 6 6 Source: UNESCO, data from 23 Sep 2014 UIS/ISU EFA and youth transition to work EFA and youth transition to work
Goal 2: Universal Primary Education ‐ UPE • Provides students with basic skills (functional literacy); an obligatory education level in most systems. • The idea that this goal was achieved….. ? with a rate h d h h l h d h holding stable at 92% between 2000 and 2012 • Marked contrasts between countries with almost M k d b i i h l complete coverage (Argentina, Cuba, Mexico, Uruguay) and others (Guyana, Paraguay, Dominican Rep.) • The Pareto principle: the last 5 ‐ 10% is the hardest to achieve 7 EFA and youth transition to work
Goal 2: Universal Primary Education ‐ UPE • Adjusted net primary enrolment rate, slight drop : 94% in 2000 ; 91% in 2012 • Marked contrasts: some countries showed strong increases ‐ one third of countries with comparable h d f h bl information showed drops • El Salvador, Guatemala and Honduras made El S l d G l d H d d significant advances, with a major increase in access to primary education amongst children from the poorest families 8 EFA and youth transition to work
Goal 3: Lifelong learning • Basic abilities and skills are not enough for the complex world of today • Secondary school enrolment rose 13% between 2000 and 2012, from 60% to 73% ‐ with significant d f h f increases in Ecuador, Guatemala, Panama, the Dominican Republic, and Venezuela p , • In tertiary education, enrolment went from 22% in 2000 to 43% in 2010, representing the second highest growth in the world, after Central and Eastern Europe 9 EFA and youth transition to work
Goal 3: Learning for all ‐ secondary Secondary school enrolment in LAC Secondary school enrolment rose 13%, l t 13% from 60% to 73%, 73.03% between 2000 and 80 2012 2012 %) NER, both sexes (% 75 70 Significant increases in Ecuador, in Ecuador 60.43% 60.43% Average of 65 Guatemala, Panama, the Dominican 60 Republic, and Republic, and Venezuela 55 2000 2012 Year Source: UNESCO, data extracted on 22 Sep 2014 8:35:23 10 10 AM UTC (GMT) from UIS/ISU EFA and youth transition to work EFA and youth transition to work
Tertiary Education Worldwide enrolment in tertiary education from 99 Worldwide enrolment in tertiary education, from 99 million students to 195 million between 2000 and 2012 LAC showed a significant increase since 2000; enrolment rates went from 22 32% to 42 80% enrolment rates went from 22.32% to 42.80% Tertiary education enrolment 250000000 200000000 Sub ‐ Saharan Africa s Number of student 150000000 South and West Asia North America and Western Europe Latin America and the Caribbean 100000000 East Asia and the Pacific N Central Asia Central and Eastern Europe 50000000 Arab States 0 1970 1975 1980 1985 1990 1995 2000 2005 2010 2012 11 11 Year EFA and youth transition to work EFA and youth transition to work Source: UNESCO, data extracted on 22 Sep 2014 12:56 UTC (GMT) from UIS/ISU
Goal 4: Universal literacy • This represents the minimum of skills required to function in a society: the transformation of traditional literacy to functional, and now digital literacy. y • In 2012, there were some 33 ‐ 40m illiterate persons, of whom 20 million were women • In Latin America there are more illiterate women than men, while the Caribbean shows the opposite trend • Moderate increase in adult literacy between 2000 and 2008, from 90% to 92% 12 EFA and youth transition to work
Goal 4: Adult literacy Literacy in LAC • In 2012, 33 to 40 million illiterate persons. • Close to 20 million 100 are women 92,4% ation + years, both sexes) 89,8% 89 8% ge of literate popul 95 • Moderate increase in adult literacy 90 between 2000 and between 2000 and Percentag (15+ 2008, from 90% to 85 92% 80 • …the great problem 2000 2012 Year of functional illiteracy Source: UNESCO, data extracted on 23 Sep 2014 19:54 UTC 13 EFA and youth transition to work (GMT) from UIS/ISU
Adult literacy Adult illiteracy by region (2012) 0,6% Arab States 6,7% 4,3% Central and Eastern Europe Latin America and the Caribbean 24,1% Sub ‐ Saharan Africa 64,3% Asia ‐ Pacific 14 EFA and youth transition to work
Goal 5: Gender parity • Equality, independent of diversities • Amongst the inequalities of the “most unequal region in the world”, gender inequality is not the most pressing: there are similar parity indices in education h l d d • There are 15 countries in the world with fewer than 90 adolescent males in secondary education for every 90 d l l i d d i f 100 females; half are in this region (Antigua & Barbuda, Brazil, Colombia, Honduras, Mexico, Dominican Rep., Venezuela) 15 EFA and youth transition to work
Goal 5: gender parity Parity indices 1,20 There are 15 1,11 countries in the 1,00 world with fewer than 90 adolescent males in secondar males in secondary 0,80 education for every 100 females; half 0,60 are in this region are in this region 0,56 0,40 0,40 0,20 0 00 0,00 Gender Place of residence Income 16 EFA and youth transition to work Source: UNESCO, UIS/ISU
Feminisation of primary education (teachers) (teachers) Female teachers in Latin America and the Caribbean by y level (2012) 100 90 80 70 60 50 % de docentes mujeres 40 30 20 20 10 0 Pre ‐ escolar Primaria Secundaria Terciaria 17 EFA and youth transition to work
Goal 6: Education quality – what is it? q y • It defines what education should be and should do. • Education quality has been recognised as the region’s great pending challenge • There is no exact definition – for want of one, “learning achievement” is often used as an indicator learning achievement is often used as an indicator of quality • The definition of UNESCO Santiago (2007) serves as a framework 18 EFA and youth transition to work
Recommend
More recommend
