Ed Education for All in ti f All i Latin America and the - - PowerPoint PPT Presentation

Regional Education Project for Latin America and the Caribbean (PRELAC) j ( )

Regional Ministerial Meeting Regional Ministerial Meeting Lima - October 30-31 2014

Ed ti f All i Education for All in Latin America and the Caribbean: Post‐2015 Assessment and Challenges

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This presentation:

• 1. UNESCO action framework in the region:

Ed ti f All t 2015 Education for All to 2015

• 2. Review of the status of EFA in the region
• 3. Post-2015 education: the next steps

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MILLENNIUM DEVELOPMENT GOALS EFA/PRELAC AREAS EFA GOALS

International Commitments

DEVELOPMENT GOALS

• 1. Curriculum content and

teaching practices

• 1. Promoting early childhood

care, education, and development 1.Eradicating extreme poverty and hunger 2 Achieving universal primary

• 2. Teacher capacity

building

• 3. Transformation of
• 2. Providing universal,
• bligatory primary education,

free of charge 2.Achieving universal primary schooling 3.Promoting gender equality and the empowerment of schools into learning communities

• 4. Management and
• 3. Promoting theoretical and

practical learning for young people and adults and the empowerment of women 4.Reducing mortality of children under five a age e t a d flexibility enhancement

• f education systems

5 Social Responsibility

• 4. Halving illiteracy

5 Reducing disparities between 5.Improving maternal health 6.Combating HIV/AIDS, malaria, d th di

• 5. Social Responsibility

and commitments for education

• 5. Reducing disparities between

boys and girls by 2005, and achieving equality by 2015. 6 Improving education quality and other diseases. 7.Guaranteeing environmental sustainability

• 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

h l l f l h

• This level of coverage places Latin America as the

second highest coverage region in the world, after North America and Western Europe p

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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.

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p y g g

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Pre‐school education

Pre‐primary enrolment rate, both genders (%), 2000 and 2012

70 80 90 75,7 74,2 67,8 74,4 88,5 40 50 60 52,1 40,2 56,0 32 9 54,9 10 20 30 15,5 20,7 26,2 11,5 25,4 32,9 19,5 10

Arab States Central and Eastern Europe Central Asia East Asia and the Pacific Latin America and the Caribbean North America & Western Europe South and West Asia Sub‐Saharan Africa

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6 Source: UNESCO, data from 23 Sep 2014 UIS/ISU

Goal 2: Universal Primary Education ‐ UPE

• Provides students with basic skills (functional

literacy); an obligatory education level in most systems. h d h h l h d h

• The idea that this goal was achieved….. ? with a rate

holding stable at 92% between 2000 and 2012 M k d b i i h l

• Marked contrasts between countries with almost

complete coverage (Argentina, Cuba, Mexico, Uruguay) and others (Guyana, Paraguay, Dominican Rep.)

• The Pareto principle: the last 5‐10% is the hardest to

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achieve

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

h d f h bl increases ‐ one third of countries with comparable information showed drops El S l d G l d H d d

• El Salvador, Guatemala and Honduras made

significant advances, with a major increase in access to primary education amongst children from the poorest families

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Goal 3: Lifelong learning

• Basic abilities and skills are not enough for the

complex world of today

• Secondary school enrolment rose 13% between 2000

d f h f and 2012, from 60% to 73% ‐ with significant 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

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Goal 3: Learning for all ‐ secondary

Secondary school l t 13%

Secondary school enrolment in LAC

enrolment rose 13%, from 60% to 73%, between 2000 and 2012

80 73.03% %)

2012 Significant increases in Ecuador

70 75 60.43% NER, both sexes (%

in Ecuador, Guatemala, Panama, the Dominican Republic, and

60 65 60.43% Average of

Republic, and Venezuela

55 2000 2012 Year

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10 Source: UNESCO, data extracted on 22 Sep 2014 8:35:23 AM UTC (GMT) from UIS/ISU

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%

250000000

Tertiary education enrolment

200000000 s Sub‐Saharan Africa 100000000 150000000 Number of student South and West Asia North America and Western Europe Latin America and the Caribbean East Asia and the Pacific 50000000 N Central Asia Central and Eastern Europe Arab States

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11 1970 1975 1980 1985 1990 1995 2000 2005 2010 2012 Year 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,
• f 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

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and 2008, from 90% to 92%

Goal 4: Adult literacy

• In 2012, 33 to 40

million illiterate persons.

Literacy in LAC

• Close to 20 million

are women

100 89 8% 92,4% ation

• Moderate increase

in adult literacy between 2000 and

90 95 89,8% ge of literate popul + years, both sexes)

between 2000 and 2008, from 90% to 92%

80 85 Percentag (15+

• …the great problem
• f functional

illiteracy

2000 2012 Year

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Adult literacy

Adult illiteracy by region (2012)

6,7% 0,6% 4,3% Arab States Central and Eastern Europe Latin America and the Caribbean 24,1% 64,3% Sub‐Saharan Africa Asia‐Pacific

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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 h l d d pressing: there are similar parity indices in education

• There are 15 countries in the world with fewer than

90 d l l i d d i f 90 adolescent males in secondary education for every 100 females; half are in this region (Antigua & Barbuda, Brazil, Colombia, Honduras, Mexico, Dominican Rep., Venezuela)

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Goal 5: gender parity

1,11 1,20

Parity indices

There are 15

1,00

countries in the world with fewer than 90 adolescent males in secondar

0,56 0,60 0,80

males in secondary education for every 100 females; half are in this region

0,40 0,40

are in this region

0 00 0,20

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16 0,00 Gender Place of residence Income Source: UNESCO, UIS/ISU

Feminisation of primary education (teachers) (teachers)

Female teachers in Latin America and the Caribbean by

90 100

y level (2012)

60 70 80 20 30 40 50 % de docentes mujeres 10 20 Pre‐escolar Primaria Secundaria Terciaria

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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

• f quality
• The definition of UNESCO Santiago (2007) serves as a

framework

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The dimensions of education quality q y

Dimensions Relevant Adapted to the (development) needs of the society Pertinent Adapted to (learning) needs of the student Effective Achieves its objectives (development and/or learning – but in what areas?) ffi i G d f fi i l i l Efficient. Good use of resources: financial, material, ‘human’, etc. Equitable Good distribution of education benefits across

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Equitable Good distribution of education benefits across the population

Goal 6: Education quality q y

The 2nd UNESCO regional study (mathematics, reading, science for 3rd and 6th grade science, for 3rd and 6th grade students) indicated that significant tranches of students fail to achieve minimum levels of skill in minimum levels of skill in reading or mathematics in some countries There are only minor differences in achievement between boys and girls Boy achieve better results in mathematics, girls do better in reading

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The EFA situation: summary

i li h l i l f 9 %

• UPE: stagnation, slight reversal in enrolment from 94%

in 2000 to 91% in 2012. One third of countries with comparable information showed drops.

• Access to the pre‐primary level (ECCE), access and

completion of secondary education and TVET are major concerns concerns.

• Goal 6 will not be achieved: education quality and all of

i ifi i its ramifications.

• Inequity has perverse effects and sandbags socio‐

economic progress. A new definition…

• Emergent issues: school violence, natural disasters that

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g , compromise the achievements of EFA, ICT, education to combat climate change, etc...

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Beyond 2015: Where are we going?

• Rethinking education quality: how are different

t f lit l t d? H d th i t t? aspects of quality related? How do they interact? Teaching methods, assessment of learning and for learning, 21st century skills

• Equity: How to serve students who currently lack

access to quality education? q y

• Tertiary and higher education (academic &

technical / professional) going beyond basic skills technical / professional): going beyond basic skills to transform the region into knowledge societies

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Beyond 2015: Trends

• LAC: a region characterised as multicultural unequal
• LAC: a region characterised as multicultural, unequal,

and in ‘crisis’: the rapid change in the path to development brings specific challenges

• Principal pending challenge: institutional development

and consolidation, with a long term outlook

• The presence of the private sector; middle income

countries countries

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Focuses for the post‐2015 agenda

• The new post‐2015 agenda must indicate what

Goals and also how

• UNESCO Santiago identifies two principal areas
• f intervention
• f intervention
• Teachers, education quality (downstream),

strategic development and advisory services in education policy (upstream)

• Regional groups: MERCOSUR, UNASUR, ECLAC,

CARICOM, CECC/SICA, etc.

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Thank You

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