Education for All

Carlo O.Casumpong
Jonah P. Delima
Bernard P.Juson
Margeliz Ann M. Ledesma
Ronel A. Onongan

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Education forAll
• Education for All is a basic human
right at the heart of development. It
must be a national and international
priority, and it requires a strong and
sustained political commitment, enhanced
financial allocations and the participation
of all EFA partners in the processes of
policy design, strategic planning and the
implementation of programmes.

Goal 1
• Expand early childhood care
and education, especially for
the most vulnerable
children.

Goal 2
• Achieve universal primary
education, particularly for
girls, ethnic minorities and
marginalized children.

Goal 3
• Ensure equal access to
learning and life skills for
youth and adults.

Goal 4
• Achieving a 50 per cent
reduction in levels of adult
illiteracy by 2015.

Goal 5
• Achieve gender parity and
equality

Goal 6
• Improve the quality of
education and ensure
measurable learning
outcomes for all

EFA StrategicKeypoints of MajorRegions

African Region
• Strategies:
1. A review and harmonization of
existing policies and legislation;
2. An increase in the financing and
rationalization of investment in
education;
3. Development of national, sub-
regional and regional institutional
capacities;

African Region
• Strategies:
4. A review of curricula and
validation of African indigenous
knowledge systems, values and skills;
5. The improvement of capacities for
educational change;
6. Improvement of the teaching and
learning environment;

African Region
• Strategies:
7. The adoption of appropriate and
cost-effective technologies;
8. The promotion and support of
Africa-based educational research; and
9. The development of genuine and
sustainable partnerships.

American Region
• Strategies:
1. Early childhood care and
education;
2. Basic education;
3. Satisfying basic learning needs of
young people and of adults;
4. Learning achievements and
quality of education;

American Region
• Strategies:
5. Inclusive education;
6. Education for life;
7. Increase of national investment in
education and effective mobilization of
resources on all levels;
8. Professional enhancement for
teachers;
9. New opportunities for participation
of the community and the society.

Asia-Pacific Region
• Strategies:
1. Investment and resource
mobilization;
2. New opportunities for civil
society;
3. Education and poverty
elimination;
4. Equitable harnessing of new
technologies;

Asia-Pacific Region
• Strategies:
5. Enabling teachers and learning
facilitators;
6. Education management reform;
7. Integration of development
activities;
8. Exchange of information,
experience and innovations.

Philippines
Harnessing the challenge of
2000

Plans from 1991-2000
• Early childhood development
 Expansion of self-sustaining community-based
ECCD
Use of innovative approaches to parent education
Promotion of preparatory education
Accreditation of private preschool programs and
institution
Differentiated approaches for special children
Strengthening of health, nutrition and other allied
services
Soci-cultural adaptation of curriculum, materials
and approaches
Single agency to coordinate programs for ECCD

• Universalization of Quality Primary
Education
Enhancing the holding power or student
retention of schools
Using alternative teaching-learning delivery
modes
Strengthening home-school partnership
Emphasizes on higher level thinking skills
Upgrading teacher competencies

• Alternative Learning System
Eradication of illiteracy in selected areas
Promotion on continuing education and
development
Implementation of integrated programs

In 2006, the government formally
approved the Philippine EFA 2015 Plan.
But the DepEd already applied the goals
since 2000.
In order to specifically tie up the goals
with country’s needs, it has formulated four
component objectives.

Four Component Objectives
1. Universal coverage of out-of-school
youth and adults in the provision of
learning needs;
2. Universal school participation and total
elimination of drop-outs and repetition in
grades 1 to 3;

Four Component Objectives
3. Universal completion of full cycle of
basic education schooling with satisfactory
achievement levels by all at every grade or
year; and
4. Commitment by all Philippine
communities to the attainement of basic
education competencies for all –Education
for All by All

Challenges in 2005 Boon between 2006-2008
Net enrolment fell from
96.77% to 90.10%
down to 84.44%
Dropout rate had been
increasing
Country lagged in terms
of net enrolment, cohort
survival rate and
completion rate
Completion rate in
elementary and
secondary levels and
gross enrolment rate
increased
Ph Overall Performance and Progress

Functional LiteracyTargets
for 2005, 2010,2015
Basic Literacy-is the ability of a person to read and write
with uderstanding of simple message in any language or
dialect
Functional Literacy-is the ability to communicate
effectively, solve problems scientifically, think critically and
creatively, use resources sustainably and be productive

Attainment
• In the year, 2000-2015:Only a third of
countries reached global education goals.
Only half of all countries have achieved the
most watched goal of universal primary
enrolment. An extra $22 billion a year is
needed on top of already ambitious
government contributions in order to
ensure we achieve the new education
targets now being set for the year 2030.

Attainment of Goal 1
• Forty seven percent of countries reached
the goal and another eight percent were
close. Twenty percent were very far from
the goal. Yet, in 2012, nearly two-thirds
more children were enrolled in early
childhood education than in 1999.

• Fifty-two percent of countries achieved this
goal; ten percent are close and the
remaining thirty-eight percent are far or
very far from achieving it. This leaves
almost 100 million children not completing
primary education in 2015.

• Forty-six percent of countries reached
universal lower secondary
enrolment. Globally, numbers in lower
secondary education increased by 27% and
more than doubled in sub-Saharan
Africa. Nonetheless, one third of adolescents
in low income countries will not complete
lower secondary school in 2015.

• Only 25% of countries reached this goal; 32%
remain very far from it. While globally the
percentage of illiterate adults fell from 18% in
2000 to 14% in 2015, this progress is almost
entirely attributed to more educated young
people reaching adulthood. Women continue
to make up almost two-thirds of the illiterate
adult population. Half of sub-Saharan African
women do not have basic literacy skills.

• Gender parity will be achieved at the primary
level in 69% of countries by 2015. At
secondary level, only 48% of countries will
reach the goal. Child marriage and early
pregnancy continue to hinder girls’ progress
in education as does the need for teacher
training in gender sensitive approaches and
curriculum reform.

• The numbers of pupils per teacher decreased in
121 of 146 countries between 1990 and 2012 at
the primary level, but 4 million more teachers are
still needed to get all children into school. Trained
teachers remain in short supply in one third of
countries; in several sub-Saharan African countries,
less than 50 percent are trained. However,
education quality has received increased attention
since 2000; the number of countries carrying out
national learning assessments has doubled.

Attainment in Post-2015
• Future education targets for education must
be specific, relevant and realistic. At current
rates, only half of all children in low-income
countries are expected to complete lower
secondary education by 2030. In many
countries even the core goal of achieving
universal primary education will remain out
of reach without concerted efforts.

Education for All

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