Its a description and briefly presenting idea about EFA (1990) . This is the world first declaration which held on only for EDUCATION. It was a slide presentation on class work. Plz ignore silly mistakes. created by: m.ferdaus.raj

1. World Declaration on Education for
All
and
Framework for Action to meet
basic learning need
Adopted by the
World Conference on Education for All
Meeting Basic Learning Needs
Jomtien, Thailand
5-9 March 1990

2. Education for All
• The World Declaration on Education for All and the Frame work for
action to Meet Basic Learning Needs are products of a wide and
systematic process of consultation conducted from October 1989
through January 1990 under the auspices of the Inter-Agency
Commission established to organize the World Conference.
• Participants: 1500
• Delegates from 155 governments, 20 intergovernmental bodies and 150
nongovernmental organisations
• Including policy-makers and specialists in education and other major
sectors
• Discussed major aspects of Education for All in 48 roundtable and
plenary commission.
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3. The Conference adopted two historical documents
such as :
• 1. The World Declaration on
Education for All
• 2. The Framework for Action to
Meet Basic Learning Needs.
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4. Objectives of Jomtien Declaration:
1. Expansion of early childhood care and development activities ;
2. Universal access to and completion of primary education;
3. Improvement in learning achievement;
4. Reductions of adult illiteracy rate;
5. Expansion of provisions of basic education and training in other
essential skills required by youth and adult ;
6. Education through channels including the mass media and other
forms of modern traditional communication.
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5. EDUCATION FOR ALL : THE PURPOSE
Described by 10 articles. Which are-
ARTICLE I – MEETING BASIC LEARNING NEEDS
EDUCATION FOR ALL : AN EXPANDED VISION AND A RENEWED
COMMITMENT
ARTICLE II – SHAPING THE VISION
ARTICLE 3 • UNIVERSALIZING ACCESS AND PROMOTING EQUITY
ARTICLE 4 • FOCUSSING ON LEARNING
ARTICLE 5 • BROADENING THE MEANS AND SCOPE OF BASIC EDUCATION
ARTICLE 6 • ENHANCING THE ENVIRONMENT FOR LEARNING
ARTICLE 7 • STRENGTHENING PARTNERSHIPS
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6. EDUCATION FOR ALL: THE REQUIREMENTS
ARTICLE 8 – DEVELOPING A SUPPORTIVE POLICY CONTEXT
ARTICLE 9 • MOBILIZING RESOURCES
ARTICLE 10 • STRENGTHENING INTERNATIONAL SOLIDARITY
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7. ARTICLE 5 • BROADENING THE MEANS AND SCOPE
OF BASIC EDUCATION
• The diversity, complexity, and changing nature of basic learning needs
of children, youth and adults necessitates broadening and constantly
redefining the scope of basic education to include the following
components:
• • Learning begins at birth. This calls for early childhood care and
initial education. These can be provided through World Declaration
on Education for All 5 arrangements involving families, communities,
or institutional programmes, as appropriate.
• • The main delivery system for the basic education of children outside
the family is primary schooling.
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8. • • The basic learning needs of youth and adults are diverse and should be met through a
variety of delivery systems. Literacy programmes are indispensable because literacy is a
necessary skill in itself and the foundation of other life skills. Literacy in the mother-
tongue strengthens cultural identity and heritage. Other needs can be served by: skills
training, apprenticeships, and formal and non-formal education programmes in health,
nutrition, nutrition, population, agricultural techniques, the environment, science,
technology, family life, including fertility awareness, and other societal issues.
• • All available instruments and channels of information, communications, and social
action could be used to help convey essential knowledge and inform and educate people
on social issues. In addition to the traditional means, libraries, television, radio and other
media can be mobilized to realize their potential towards meeting basic education needs
of all.
• These components should constitute an integrated system – complementary, mutually
reinforcing, and of comparable standards, and they should contribute to creating and
developing possibilities for lifelong learning.
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9. Progress Report on EFA in Bangladesh:
• Bangladesh’s rank was 11th in terms of complete basic education,
5th in terms of state action for EFA programs, 6th in terms of quality
inputs, 10th in terms of gender equity and 10th in terms of overall
equity among the 14 developing countries from Asia Pacific.
Bangladesh ranked 105th position in Education Development Index
(EDI, Value of 0.663) out of 121 countries. Actual EDI value decreased
from 0.692 in 2005 to 0.663 in 2006, indicating sliding back in EDI
during last one year. It ranked 83rd in total primary NER (Net
Enrollment Rate), 116th in adult literacy, 102nd in Gender related EFA
index and 116th in survival rate to grade V. It projected Bangladesh
will fail to achieve Dakar Framework target (UNESCO, EFA Monitoring
Report, 2006).
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10. Preparation of NPA II:
• Recognizing the strategic challenges of realizing EFA goals, Government of
Bangladesh has adopted a program approach and initiated the Second
Primary Education Development Program (PEDP II), 2003-2009. This
sector-wide program is fully geared to attaining and improving the quality
in all facets of primary education. The Government has also developed
through an extensive participatory process a NFE (Non-Formal Education)
Policy Framework to guide and ensure quality in all NFE activities. To bring
all components within a common framework, Government also initiated an
extensive participatory and professional process to review the
achievements of the first National Plan of Action (NPA I) and prepare a new
EFA national plan of action or NPA II for the coming decade. An EFA
Technical Committee and a representative EFA Forum provided the
institutional architecture to oversee and complete the formulation of this
action plan (MoPME, 2010).
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11. Major Barriers of EFA in Bangladesh:
• First, these families cannot afford to pay school tuition.
• Second, even if school if ‘free’ and does not have direct costs
associated with it
• Third, often, illiterate parents lack the motivation to send their
children to school (Shahjahan & others, 2006).
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12. Policy Recommendations
• Access to Schooling for the Disadvantaged Groups
• Motivate community and parents towards education
• Quality of Primary Schooling
• Improve Teacher Quality and Incentives
• Learner-centered learning process
• Curriculum and Textbooks
• Improve Facilities
• Decentralize the School System
• Improving Governance in the Bangladesh Education System (Basu and
Asad, 2010)
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