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WORLD DECLARATION ON EDUCATION FOR ALL

II.IU A LIFI

IOAA

R?ilUfl 11Fl'l I UU\IIU [ il ilflfl ilfl UA \l9,'A

n r r il sl'a r fl m R r : ti tt u fz-u fii ug r u

FRAMEWORK FOR ACTION TO MEET BASIC

LEARNING NEEDS

nrrilwztrulan rdau nrtfinurt'fiailruzuq

World Conference on Education for All

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5-9March1990

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WCEFANew York, April 1990

Original: English

WORLD DECLARATIONON EDUCATION FOR ALL

and

FRAMEWORK FOR ACTIONTO MEET

BASIC LEARNING NEEDS

Adopted by the

World Conference on Education for AllMeeting Basic Learning Needs

Jomtien, Thailand5-9 March 1990

Published by

the Inter-Agency Cornmission

(UNDP, UNESCO, UNICEF, WORLD BANK)

for the

Wortd, Conference on Edueation for All

UNICEF Houe

Three United Natioru Plaza

Nan Yorh, N.Y. 10017

U.S.A.

First ltrinting: April 1990

This publication may be freely quoted and reproduced.

This volume contains the texts of the two documents adopted by the

world conference on Education for All ()omtien, Thailand, 5-9 March

1990), convened jointly by the executive heads of the United Nations

children's Fund (UNICEF), United Nations Development Programme

(uNDP), the united Nations Educational, Scientific and cultural organiza-

tion (UNESCO) and the world Bank. The conference was co-sPonsored by

an additional 18 governments and organizations, and was hosted by the

Royal Government of Thailand.

The world Declaratian on Education for All and the Frameuorh forAction to Meet Basic Learning Needs are products of a wide and systematic

process of consultation conducted from October 1989 through Januaryigg0 u.rd.r the auspices of the Inter-Agency Commission established to

organize the World Conference. Earlier drafts of the documents were

dislcussed at nine regional and three international consultations that brought

together a wide range of experts and representatives from various govern-

ment ministries, intergovernmental and nongovernmental organizations,

multilateral and bilateral development agencies, and research institutes'

The elected rapporteurs of the regional consultations met as a workinggroup to advise the Inter-Agency Commission regarding the revision of the

two texts for submission to the World Conference.

Some 1,500 participants met inJomtien. Delegates from 155 govern-

ments, including policy-makers and specialists in education and other major

sectors, together with officials and specialists representing some 20 inter-

gou...rrn..rtal bodies and 150 nongovernmental organizations, discussed

..r4or r.p..ts of Education for All in 48 roundtables and a plenary

coirmissi,on. A drafting committee elected by the Conference examined

the revised texts together with draft amendments submitted by delegates.

The texts of the documents as amended by the drafting committee were

adopted by acclamation at the closing plenary session of the Conference on

9 March 1990.

These documents thus represent a worldwide consensus on an

expanded vision of basic education and a renewed commitment to ensure

thit the basic learning needs of all children, youth and adults are met

effectively in all countries. I wish to urge readers who could not participate

in the World Conference to join this consensus and act, through theirrespective spheres of .responsibility, to make the goals of the World

Declaration and the Frameuork for Action a reality'

Wadi D. HaddadExecutiue Secretary

Int e r- A gencY C ommis s io n

World Conference on Education for All

World Declaration on Education for allMeeting Basic Learning Needs

PREAMBLE

More than 40 years ago, the nations of the world, speakingthrough the LJniversal Declaration of ffuman Rights, asserted thattteveryone has a right to educationt. Despite notable efforts bycountries around the globe to ensure the right to education for all,the following realities persist:

. More than 100 million children, including at least60 million girls, have no access to primary schooling;

. More than 960 million adults, two-thirds of whom arewomen, are illiterate, and functional illiteracy is a signifi-cant problem in all countries, industrialized anddeveloping;

. More than one-third of the world's adults have no access tothe printed knowledge, new skills and technologies thatcould improve the quality of their lives and help themshape, and adapt to, social and cultural change; and

. More than 100 million children and countless adults fail tocomplete basic education programmes; millions more sat-ir& the attendance requirements but do not acquireessential knowledge and skills;

At the same time, the world faces daunting problems, notably:mounting debt burdens, the threat of economic stagnation anddecline, rapid population growth, widening economic disparitiesamong and within nations, war, occupation, civil strife, violent crime,the preventable deaths of millions of children and widespread envi-ronmental degradation. These problems constrain efforts to meetbasic learning needs, while the lack of basic education among asignificant proportion of the population prevents societies fromaddressing such problems with strength and purpose.

These problems have led to major setbacks in basic education inthe 1980s in many of the least developed countries. In some othercountries, economic growth has been available to finance educationexpansion, but even so, many millions remain in poverty andunschooled or illiterate. In certain industrialized countries, too, cut-backs in government expenditure over the 1980s have led to thedeterioration of education.

Therefore, we participants in the World Conference onEducation for All, assembled in Jomtien, Thailand, from 5 tc 9March, 1990:

Recalling that education is a fundamental right for alL

people, women and men, of all ages, throughout our world;

Understanding that education can help ensure a safer,healthier, more prosperous and environmentally soundworld, while simultaneously contributing to social,economic, and cultural progress, tolerance, and interna-tional cooperation;

Knowing that education is an indispensable key to, thoughnot a sufficient condition for, personal and social improve-ment;

Recognizing that traditional knowledge and indigenous cul-tural heritage have a value and validity in their own rightand a capacity to both define and promote development;

Achnouledging that, overall, the current provision of educa-tion is seriously deficient and that it must be made morerelevant and qualitatively irnproved, and made universallyavailable;

Recognizing that sound basic education is fundamental tothe strengthening of higher levels of education and of

scientific and technological literacy and capacity and thus ,.

to self-reliant development; and I

Recognizing the necessity to give to Present and coming gen- lerations an expanded vision of, and a renewed commitment ,.,

to, basic education to address the scale and con'rplexity ofthe challenge;

proclaim the following

World Declaratinn on Education for All:Meeting Basic Learning Needs-

EDUCATION FOR ALL: THE PURPOSE

ARTICLE 1 . MEETING BASIC I-E,ARNING NEEDS

l. Every person - child, vouth and adult - shall be able to trenefitfrom educational opportunities designed to meet their basic learn-ing needs. These needs comprise both essential learning tools (such

as literacy, oral expression, numeracy, and problem solving) and the

basic learning content (such as knowledge, skills, values, and atti-

tudes) required by human beings to be able to survive, to develop

their full capacities, to live and work in dignity, to participate fully indevelopment, to improve the quality of their lives, to make informeddecisions, and to continue learning. The scope of basic Iearningneeds and how they should be met varies, with individual countriesand cultures, and inevitably, changes with the Passage of time.

2. The satisfaction of these needs emPowers individuals in any

society and confers upon them a responsibility to resPect and buildupon their collective cultural, linguistic and spiritual heritage, to Pro-mote the education of others, to further the cause of social justice, toachieve environmental protection, to be tolerant towards social,

political and religious systems which differ from their own, ensuringih"t .o**only lc..pted humanistic values and human rights are

upheld, r.rd to wo.k fo. international peace and solidarity in an inter-dependent world.

3. Another and no less fundamental aim of educational development is the transmission and enrichment of common cultural and

moral values. It is in these values that the individual and society findtheir identity and worth.

4. Basic education is more than an end in itself. It is the founda-tion for lifelong learning and human development on which countries

may build, systematically, further levels and types of education andtraining.

EDUCATION FOR ALL: AN EXPANDED VISION ANDA RENEWED COMMITMENT

ARTICLE 2 . SHAPING fHE VISIAN

l. To senre the basic learning needs of all requires more than arecommitment to basic education as it now exists. What is needed isan ttexpanded vision" that surpasses present resource levels, insti-tutional structures, curricula, and conventional delivery systemswhile building ou the best in current practices. New possibilitiesexist today which result from the convergence of the increase ininformation and the unprecedented capacity to communicate. Wemust seize them with creativity and a determination for increasedeffectiveness.

2. As elaborated in Articles 3-7, the expanded vision encompasses:

r {Jniversalizing access and promoting equity;

. Focussing on learning;

. Broadening the means and scope of basic education;

r Enhancing the environment for learning;

. Strengthening partnerships.

3. The realization of an enormous potential for human progressand empowerment is contingent upon whether people can be enabledto acquire the education and the start needed to tap into the ever-expanding pool of relevant knowledge and the new means for sharingthis knowledge.

ARTICLE 3 . UNwERSAI.IZING ACCESS A.^/D PROMOT'INGEQUITY

l. Basic education should be provided to all children, youth andadults. 'fo this end, basic education services of quality should beexpanded, and consistent measures must be taken to reducedisparities.

2. For basic education to be equitable, all children, youth andadults must be given the opportunity to achieve and maintain anacceptable level of learning.

3. The most urgent priority is to ensure access to, and improvethe quality of, education for girls and women, and to remove everyobstacle that hampers their active participation. All gender stereo-

typing in education should be eliminated.

4. An active commitment must be made to removing educationaldisparities. Underserved groups - the Poor; street and workingchildren; rural and remote populations; nomads and migrant work-ers; indigenous peoples; ethnic, racial, and linguistic minorities;refugees: those displaced by war; and people under occupation -should not suffer any discrimination in access to learningopportunities.

5. The learning needs of the disabled demand special attention.Steps need to be taken to provide equal access to education to every

category of disabled persons as an integral part of the educationsystem.

ARTICLE 4 . FOCUSS/NG ON LEAIINING ACQUISITION

Whether or not expanded educational opportunities willtranslate into meaningful development - for an individual or forsociety - depends ultimately on whether people actually learn as aresult of those opportunities, i.e., whether they incorporate usefulknowledge, reasoning ability, skills, and values. The focus of basic

education must, therefore, be on actual learning acquisition andoutcome, rather than exclusively uPon enrolment, continuedparticipation in organized programmes and completion of certifica-tion requirements. Active and participatory approaches areparticularly valuable in assuring learning acquisition and allowinglearners to reach their fullest potential. It is, therefore, necessary todefine acceptable levels of learning acquisition for educational pro'grammes and to improve and apply systems of assessing learningachievement.

ARTICLE 5 " BROADEiT/ /G TI{E MEAltS A.nrD SCOFE O.F

AASIC EilUCATIONI

The diversity, complexity, and changing nature of basic learn-ing needs of children, youth and adults necessitates broadening andconstantly redefining the scope of basic education to include thefollowing components:

t Leanring begins at birth. This calls for early childhood care

and initial education. These can be provided through

arrangements involving families, communities, or institu-tional prograrnmes, as appropriate.

. The main deliaery slstem for the basic education of children out-sidz the family is primary schooling. Primary education mustbe universal, ensure that the basic learning needs of all chil-dren are satisfied, and take into account the culture, needs,and opportunities of the community. Supplementaryalternative programmes can help meet the basic learningneeds of children with limited or no access to formal school-ing, provided that they share the same standards of learn-ing applied to schools, and are adequately supported.

. The basic leanting needs of youth and. adults are diuerse andshould. be met through a variety af delivery sJstem$. Literacyprogrammes are indispensable because literacy is a

necessary skill in itself and the foundation of other lifeskills. Literacy in the rnorher-tongue strengthens culturalidentity and heritage. Other needs can be served by: skillstraining, apprenticeships, and formal and non-iormaleducation programmes in health, nutrition, population,agricultural techniques, the environment, science, technol-ogy, family life, including fertility awareness, and othersocietal issues.

. All auailable iruttwments and channels of information, cotnmu-nicatioru, and social action could be ruetl to help cor?ue) essentialhnowledge and inform anrl educate people on social issues. Inaddition to the traditional means, libraries, television, radioand other media can be mobilized to realize their poter-rtialtowards meeting basic education needs of all.

These components should constitute an integrated system - cornple-mentary, mutually reinforcing, and of comparable standards, andthey should contribute to creating and developing possibilities forlifelong learning.

AXi-'!'il-: [,;it l'.l'i'::.';Irt::-:-,].1'.ri--j I'iri-4 *'rr'llr-it:l:,r"':rl":;,;Ilr*1l

:-tl-i'i .1,ir.,j.t.ifii- rt

Learning does not take place in isolation. Societies, therefore,must ensure that all learners receive the nutrition, health care, andgeneral physical and emotional support they need in order to par-ticipate actively in and benefit from their education. Knowledgeand skills that will enhance the learning environment of children

should be integrated into community learning programmes for adults.

The education of children and their parents or other caretakers is

mutually supportive and this interaction should be used to create, forall, a learning environment of vibrancy and warmth.

ARTICLE 7 . STRENGTHENING PARTNERSTI/PS

National, regional, and local educational authoritir:s have aunique obligation to provide basic education for all, but they cannot

be ixpected to supply every human, financial or organizationalrequirement for this task. New and revitalized partnerships at alllevlls will be necessarr: partnerships among all sub-sectors and formsof educatiorr, ,..ogrriring the ,p..iul role- of teachers and that ofadministrators rn-d otiler educational personnel; partnershipsbetween education and other government departments, includingplanning, finance, labour, communications, and other social sectors;

pu.,,-r..Jhips between government and non-governmental organiza-

iions, the private sector, local communities, religious groups, and

families. The recognition of the vital role of both families and

teachers is particularly importunt. In this context, the terms and con-

ditions of service of teachers and their status, which constitute a

determining factor in the implementation of education for all, must

be urgently improved in ail countries in line with the joint ILO/UNESCO Recommendation Concerning the Status of Teachers

(1966). Genuine partnerships contribute to the planning, imple-menting, managing and evaluating of basic education programmes'When we speak of "an expanded vision and a renewed commitment",partnerships are at the heart of it.

HE){JCAiiln$rY H+*R -ALL: Tf{E F{HQ{JERF:Rf H.-S Tg

"{R?'I{:!,il E

1. Supportive policies in the social, cultural, and economicsectors are required in order to realize the full provision andutitlization of basic education for individual and societalimprovement. The provision of basic education for all depends onpolitical commitment and political will backed by appropriate fiscal

measures and reinforced by educational policy reforms andinstitutional strengthenir-rg. Suitable economic, trade, labour, em-

ployment and health policies will enhance learners' incentives and

contributions to societal development.

ARTICLE I . MOE,IruIZING RESOUBCES

l. If the basic learning needs of all are to be met through a muchbroader scope of action than in tJre past, it will be essential tomobilize existing and new financial and human resourc€s, public,private and voluntary. All of society has a contribution to make,recognizing that time, energy and funding directed to basic educationare perhaps the most profound investment in people and in the futureof a country which can be made.

2. Enlarged public-sector support means drawing on the resourcesof all the government agencies responsible for human development,through increased absolute and proportional allocations to basrc edu-cation services with the clear recognition of competing claims onnational resources of which education is an important one, but notthe only one. Serious attention to improving the efficiency of existingeducational resources and programmes will not only produce more, itcan also be expected to attract new resources. The urgent task ofmeeting basic learning needs may require a reallocation between sec-tors, as, for example, a transfer from military to educational expendi-ture. Above all, special protection for basic education will be requiredin countries undergoing structural adjustment and facing severeexternal debt burdens. Today, more than ever, education must beseen as a fundamental dimension of any social, cultural, and economicdesign.

ARTICLE IO . STRENGTHENING INTERNATIONALSOLIDARITY

l. Meeting basic learning needs constitutes a common anduniversal human responsibility. It requires international solidarityand equitable and fair economic relations in order to redress exist-ing economic disparities. All nations have valuable knowledge andexperiences to share for designing effective educational policies and

Programmes.

2. Substantial and long-term increases in resources for basic educa-tion will be needed. The world community, including intergovern-

aa'

\ile, the participants in the World Conference on

Education for All, reaffirm the right of all people to education.

This is the foundation of our determination, singly and together,

to ensure education for all'

We commit ourselves to act cooperatively through our own

spheres of responsibility, taking all necessary steps to achieve the

goals of education for all. Together we call on governments,

ioncerned organizations and individuals to join in this urgent

undertaking.

The basic learning needs of all can and must be met' There

can be no more meaningful way to begin the InternationalLiteracy Year, to move forward the goals of the united Nations

Decade of Disabled Persons (1983-92), the World Decade forCultural Development (1988-97), the Fourth United Nations

Development Decade (1991-2000), of the Convention on the

Elimination of Discrimination against women and the Forward

Looking Strategies for the Advancement of Women, and of the

Convention on the Rights of the Child. There has never been a

more propitious time to commit ourselves to providing basiclearning opportunities for all the people of the world.

We adopt, therefore, this Wodd Declqration on Educationfo, All: Meeting Basic Leanting Needs and agree on theFrameuork for Actiort to Meet Basic Learning Needs, to achievethe goals set forth in this Declaration.

Framework for Actionto Meet Basic Learning Needs

Guidelines for Implementingthe

World Declaration on Education for All

Introduction I

Goals and Targets 2

Principles of Action q

l. Priority Action at National Level 5

1.1 Assessing Needs and Planrring Action t;

1.2 Developing a Supportivc Policy Environrnent 7

1.3 Designing Policies to Improve lJasic Education 7

1.4 Improving Managerial, Analytical andTechnological Capacities 9

I.5 Mobilizing Itrfornratiotrand Comurunication Channels

1.6 Building Partnerships and Mobilizing Rcsottrces

2. Priority Action at Regional Level

l0l0

t2

2.1 Exchanging Information, Experience and Expertise 13

2.2 Undertaking Joint Activities 14

3. Priority Action at World Levcl l5

3.1 Cooperation within tlre Internatiottal Cotttext l53.2 Enhancirrg National Capacitie s I 6

3.3 Providing Sustained Long-term Support for Natior.ral

and Regional Actions3.4 Consultations on Policy Issues

l6l9

Indicative Phasing of Implementation for the 1990s 20

II{TRODUCTION

l. This Frameuorh for Action to Meet Basic Learning Needs derives

from the World Declaration on Educatinn for All, adopted by the

World Conference on Education for AIl, which brought together

representatives of governments, international and bilateral develop-

ment agencies, and non-governmental organizations' Based on the

best col'iective knowledge and the commitment of these partners, the

Framework is intended as a reference and guide for national Sovern-ments, international organizations, bilateral aid agencies, non-

governmental organizations (NGOs), and all those committed to the

loal of Education for All, in formulating their own plans of action fori"mplementing the World Declaration. It describes three broad levels

of concerted action: (i) direct action within individual countries,

(ii) co-operation among groups of countries sharing certain character-

istics and concerns, and (iii) multilateral and bilateral co-operation in

the world communitY.

2. Individual countries and groups of countries, as well as interna-

tional, regional and national organizations' may use the Frameuorh to

develop their own specific plans of action and programmes in line

with iheir particular objectives, mandates and constituencies. This

indeed has been the case in the ten-year exPerience of the UNESCO

Major Project on Education for Latin America and the caribbean.

Fuither ex.mpl.s of such related initiatives are the UNESCO Plan ofAction for the Eradication of Illiteracy by the Year 2000, adopted by

the UNESCO General conference at its 25th session (1989); the

ISESCO Special Programme (1990-2000); the current review by the

World Bank of its policy for primary education; and USAID's pro-

gramme for Advancing Basic Education and Literacy. Insofar as such

fla.rr of action, policies and programmes are consistent with this

Fram.work, efforts throughout the world to meet basic Iearning

needs will converge and facilitate co-operation.

3. While countries have many common concerns in meeting the

basic learning needs of their populations, these concerns do, ofcourse, vary in nature and intensity from country to countrydepending on the actual status of basic education, as well as the

cuitural and socio-economic context. Globally, by the year 2000, ifenrolment rates remain at current levels, there will be more than

160 million children without access to primary schooling simply

because of population growth. In much of sub-Saharan Africa and inmany low income countries elsewhere, the provision of universal pri-

mary education for rapidly growing numbers of children remains a

long-term challenge. Despite progress in promoting adult Iiteracy,most of these same countries still have high illiteracy rates, while thenumbers of functionally illiterate adults continue to grow and consti-tute a major social problem in much of Asia and the Arab States, as

well as in Europe and North America. Many people are denied equalaccess on grounds of race, gender, language, disability, ethnic origin,or political convictions. In addition, high drop-out rates and poorlearning achievement are commonly recognized problems through-out the world. These very general characterizations illustrate theneed for decisive action on a large scale, with clear goals and targets.

GOALS AND TARGETS

4. The ultimate goal affirmed by the World Declaration on Educa-tion for All is to meet the basic learning needs of all children, youth,and adults. The long-term effort to attain that goal can be maintainedmore effectively if intermediate goals are established and progresstoward these goals is measured. Appropriate authorities at thenational and subnational levels may establish such intermediategoals, taking into account the objectives of the Declaration as well asoverall national development goals and priorities.

5. Intermediate goals can usefully be formulated as specific targetswithin national and subnational plans for educational development.Such targets usually (i) specifi expected attainments anci outcomes inreference to terminal performance specifications within an appropri-ate time-frame, (ii) speci$ priority categories (e.g., the poor, thedisabled), and (iii) are formulated in terms such that progress towardthem can be observed and measured, These targets represent a "floor"(but not a "ceiling") for the continued development of education pro-grammes and services.

6. Time-bound targets convey a sense of urgency and serve as a ref-erence against which indices of implementation and accomplishmentcan be compared. As societal conditions change, plans and targetscan be reviewed and updated. Where basic education efforts must befocussed to meet the needs of specific social groups or populationcategories, linking targets to such priority categories of learners canhelp to maintain the attention of planners, practitioners and evaluat-ors on meeting the needs of these learners. Observable and measur-able targets assist in the objective evaluation of progress.

7 . Targets need not be based solely on current trends andresources. Initial targets can reflect a realistic appraisal of the possi-bilities presented by the Declaratinn to mobilize additional humarr,

organizational, and financial capacities within a cooperative commit-

mJnt to human development. Countries with low literacy and school

enrolment rates, and very limited national resources' will need tomake hard choices in establishing national targets within a realistic

timeframe.

8. Countries may wish to set their own targets for the 1990s in

terms of the following proposed dimensions:

l. Expansion of early childhood care and developmental

activities, including family and communityinterventions, especially for poor, disadvantaged and

disabled children;

2. Universal access to, and completion of, primary edu-

cation (or whatever higher level of education is con-

sidered as "basic") by the year 2000;

3. Improvement in learning achievement such that an

agreed percentag-e. of an approPti.j. age cohort (e'g',

80 percent of 14 year-olds) attains -or surpasses a

defined level of necessary learning achievement;

4. Reduction of the adult illiter acy rate (the appropriateage group to be determined in each country) to, say,

oi.-ilalf its 1990 level by the year 2000, with sufficientemphasis on female literacy to significantly.red-uce the

current disparity between male and female illiteracyrates;

5. Expansion of provisions of_ basic education and train-

i.,g in other essential skills required by youth and

adirlts, with programme effectiveness assessed interms of behavioural changes and impacts on health,

employment and ProductivitY;

6. Increased acquisition by individuals and families ofthe knowledge, skills and values required for betterliving and sound and sustainable development' made

available through all education channels including the

mass media, other forms of modern and traditionalcommunication' and social action, with effectiveness

assessed in terms of behavioural change'

g. Levels of performance in the above should be established, when

possible. These should be consistent with the focus of basic educa-

tion both on universalization of access and on learning acquisition, as

joint and inseparable concerns. In all cases, the performance targetsshould include equity by gender. However, setting levels of perform-ance and of the proportions of participants who are expected to reachthese levels in specific basic education programrnes must be anautonomous task of individual countries.

PRINCIPLES OF ACTION

10. The first step consists in identi$ing, prefelably througl-r anactive participatory process involving grot,pr aird the cornrnunity, thetraditional learning systems which exist in the societv, arrcl the acttraldemand for basic education services, whether explessed in ter-nrs offormal schooling or non-formal education progranu.nes. Addressirrgthe basic learning needs of all means: early childliood care anddevelopment opportunities; relevant, quality prirnary schooling or'equivalent out-of-school education for children; and literacy', b:rsicknowledge and life skills training for youth and adirlts. It also n)eanscapitalizing on the use of traditional and rnodern infblrnatiorr rncrliaand technologies to educate the public on rnatters of social collcel'rland to support basic education activities. These complerrreniii.;'components of basic education need to be desigr-red to ensure equi-table access, sustained participation, and effective learning achieve-ment. Meeting basic learning needs also involves action to enhancethe family and community environments for learning and to correlatebasic education and the larger socio-economic context. Thecomplementarity and synergistic effects of related hurnan resourcesinvestments in population, health and nutrition should be recognized.

11. Because basic learning needs are complex and diverse, nreetingthem requires multisectoral strategies and action which are ilttegralto overall development efforts. Many partners must join with theeducation authorities, teachers, and other educational personnel indeveloping basic education if it is to be seen, once again, as theresponsibility of the entire society. This implies the active involve-ment of a wide range of partners - families, teachers, cornrnunities,private enterprises (including those involved in inforrnation andcommunication), government and non-governmental organizations,institutions, etc. - in planning, manag"ing and evaluating the manyforms of basic education.

12. Current practices and institutional arrangements for deliveringbasic education, and the existing mechanisms for co-operation in thisregard, should be carefully evaluated before new institutions ormechanisms are created. Rehabilitating dilapidated schools and

improving the training and working conditions of teachers and liter-

.cy workers, building on existing learning schemes, are likely to bringgreater and more immediate returns on investment than attempts tostart afresh.

13. Great potential lies in possible joint actions with non-

governmental organizations on all levels. These autonomous bodies,

while advocating independent and critical public views, might play

roles in monitoring, research, training and material production forthe sake of non-formal and lifeJong educational Processes'

14. The primary purpose of bilateral and multilateral co-operation

should appear in a true spirit of partnership - it should not be totransplant familiar models, but to help develop the endogenous

capacities of national authorities and their in-country Pal tners to

rniet basic learning needs effectively. Action and resources should be

used to strengthen essential features cf basic education services,

focussing on managerial and analytical caPacities, which can stimulatefurther developments. International co-operation and funding can be

particularly valuable in supporting rnajor reforms or sectoral adjust-

ments, and in helping to develop and test innovative approaches toteaching and management, where new approaches need to be triedartd/or extraordinary levels of expenditure are ipvolved and where

knowledge of relevant experiences elsewhere can often be useful.

15. Inrernational co-operation should give priority to the countriescurrently least able to meet the basic learning needs of their pop-

ulations. It should also help countries redress their internal dispari-

ties in educational opportunity. Because two-thirds of illiterate adults

and out-of-school children are female, wheret'er such inequities exist,

a most urgent priority is to improve access to education for girls and

women, and to remove every obstacle that hampers their active

participation.

1. PRIORITY ACTION AT NATIONAL LEVEL

16. Progress in meeting the basic learning needs of all will depend

ultimately on the actions taken within individual countries. Whileregional and international co-operation and financial assistance can

support and facilitate such actions, Sovernment authorities, commu-

nities and their several in-country partners are the key agents forimprovement, and national governments have the main responsibilityfor coordinating the effective use of internal and external resources.

Given the diversity of countries' situations, caPacities and development plans and goals, this Framework can only suggest certain areas

that merit priority attention. Each country will determine for itselfwhat specific actions beyond current efforts may be necessary in eachof the following areas.

1.1 ASSESSING NEEDS AND PLANNING ACTION

17. To achieve the targets set for itself, each country is encouragedto develop or update comprehensive and long-term plans of action(from local to national levels) to meet the learning needs it hasdefined as "basic". Within the context of existing education-sectorand general development plans and strategies, a plan of action forbasic education for all will necessarily be multisectoral, to guideactivities in the sectors involved (e.g., education, information, com-municationy'media, labour, agriculture, health). Models of strategicplanning, by definition, yary. However, most of them involve constantadjustments among objectives, resources, actions, and constraints. Atthe national level, objectives are normally couched in broad termsand central government resources are also determined, while actionsare taken at the local level. Thus, local plans in the same nationalsetting will naturally differ not only in scope but in content. Nationaland subnational frameworks and local plans should allow for varyingconditions and circumstances. These might, therefore, specify:

. studies for the evaluation of existing systems (analysis ofproblems, failures and successes):

r the basic learning needs to be met, including cognitiveskills, values, attitudes, as well as subject knowledge;

r the languages to be used in education

. means to promote the demand for, and broadscale partici-pation in, basic education;

. modalities to mobilize family and local community support;

. targets and specific objectives;

r the required capital and recurrent resources, duly costed,as well as possible measures for cost effectiveness;

. indicators and procedures to be used to monitor progressin reaching the targets;

. priorities for using resources and for developing servicesand programmes over time;

r the priority groups that require special measures;

the kinds of expertise required to implement the plan;

institutional and administrative arrangements needed;

modalities for ensuring information sharing among formaland other basic education:programmes; and

an implementation strategy and timetable.

1.2 DEVELOPING A SUPPORTIVE POLICY ENVIRONMENT

18. A multisectoral plan of action implies adjustments to sectoral

policies so that sectors interact in a mutually supportive and benefi-

.i.l -u.tn.r in line with the country's overall development goals.

Action to meet basic learning needs should be an integral part of acountry's national and subnational development strategies, which

should reflect the priority given to human development. Legislative

and other measures may be needed to Promote and facilitate co-

operation among the various partners involved. Advocacy and public

information about basic education are important in creating a

supportive policy environment at national, subnational and local

levels.

19. Four specific steps that merit attention are: (i) initiation ofnational and subnational level activities to create a broad, public

recommitment to the goal of education for all; (ii) reduction of ineffi-ciency in the public sector and exploitative practices in the private

sector; (iii) provision of improved training for public administrators

and of incentives to retain qualified women and men in public service;

and (iv) provision of measures to encourage wider participation in the

design and implementation of basic education Programmes'

1.3 DESIGNING POLICIES TO IMPROVE BASIC EDUCATION

20. The preconditions for educational quality, equity and efficiency,

are set in the early childhood years, making attention to early child-

hood care and development essential to the achievement of basic

education goals. Basic education must correspond to actual needs,

interests, and problems of the participants in the learning Process.The relevance of curricula could be enhanced by linking literacy and

numeracy skills and scientific concePts with learners' concerns and

earlier experiences, for example, nutrition, health, and work' While

many needs vary considerably within and among countries, and there-

fore much of a curriculum should be sensitive to local conditions.there are also many universal needs and shared concerns which shouldbe addressed in education curricula and in educational messages.

Issues such as protecting the environment, achieving a balancebetween population and resources; slowing the spread of AIDS, andpreventing drug abuse are everyone's issues.

21. Specific strategies addressed to improve the conditions of school-ing may focus on: learners and the learning process, personnel (teach-ers, administrators, others), curriculum and learning assessment,materials and physical facilities. Such strategies should be conductedin an integrated manner; their design, management, and evaluationshould take into account the acquisition of knowledge and problem-solving skills as well as the social, cultural, and ethical dimensions ofhuman development. Depending on the outcomes desired, teachershave to be trained accordingly, whilst benefiting from in-service pro-grammes as well as other incentives of opportunity which put apremium on the achievement of these outcomes; curriculum andassessment must reflect a variety of criteria while materials - andconceivably buildings and facilities as well - must be adapted alongthe same lines. In some countries, the strategy may include ways toimprove conditions for teaching and learning such that absenteeism isreduced and learning time increased. In order to meet the educa-tional needs of groups not covered by formal schooling, appropriatestrategies are needed for non-formal education. These include, but gofar beyond, the aspects described above, and may also give specialattention to the need for coordination with other forms of education,to the support of all interested partners, to sustained financialresources and to full community participation. An example for suchan approach applied to literacy can be found in UNESCO's Plan ofAction for the Eradication of Illiteraq b1 the Year 2000. Other strategiesstill may rely on the media to meet the broader education needs of theentire community. Such strategies need to be linked to formal educa-tion, non-formal education or a combination of both. The use of thecommunications media holds a tremendous potential to educate thepublic and to share important information among those who need toknow.

22. Expanding access to basic education of satisfactory quality is aneffective way to improve equity. Ensuring that girls and women stayinvolved in basic education activities until they have attained at leastthe agreed necessary level of learning, can be encouraged throughspecial measures designed, wherever possible, in consultation withthem. Similar approaches are necessary to expand learning opportu-nities for various disadvantaged groups.

23. Efficiency in basic education does not mean providing educationat the lowest cost, but rather the most effective use of all resources(human, organizational, and financial) to produce the desired levelsof access and of necessary learning achievement. The foregoing con-siderations of relevance, quality, and equity are not alternatives toefficiency but represent the specific conditions within which effi-ciency should be attained. For some programmes, efficiency willrequire more, not fewer, resources. Flowever, if existing resourcescan be used by more learners or if the same learning targets can be

reached at a lower cost per learner, then the capacity of basic educa-tion to meet the targets of access and achievement for presentlyunderserved groups can be increased.

1.4 IMPROVING MANAGERIAL, ANALYTICALAND TECHNOLOGICAL CAPACITIES

24. Many kinds of expertise and skills will be needed to carry outthese initiatives. Managerial and supervisory personnel, as well as

planners, school architects, teacher educators, curriculum developers, researchers, analysts, etc., are important for any strategy to im-prove basic education, but many countries do not provide specializedtraining to prepare them for their responsibilities; this is especiallytrue in literacy and other out-of-school basic education activities. Abroadening of outlook toward basic education will be a crucial pre-requisite to the effective co-ordination of efforts among these manyparticipants, and strengthening and developing capacities for plan-ning and management at regional and local levels with a greatersharing of responsibilities will be necessary in many countries. Pre-and in-service training programmes for key personnel should beinitiated, or strengthened where they do exist. Such training can beparticularly useful in introducing administrative reforms and innova-tive management and supervisory techniques.

25. The technical services and mechanisms to collect, process andanalyze data pertaining to basic education can be improved in allcountries. This is an urgent task in many countries that have littlereliable information and/or research on the basic learning needs oftheir people and on existing basic education activities. A country'sinformation and knowledge base is vital in preparing andimplementing a plan of action. One major implication of the focus onlearning acquisition is that systems have to be developed andimproved to assess the performance of individual learners and deliv-ery mechanisms. Process and outcome assessment data should serveas the core of a management information system for basic education.

26. The quality and delivery of basic education can be enhancedthrough the judicious use of instructional technologies. Where suchtechnologies are not now widely used, their introduction will requirethe selection and/or development of suitable technologies, acquisi-tion of the necessary equipment and operating systems, and therecruitment or training of teachers and other educational personnelto work with them. The definition of a suitable technology varies bysocietal characteristics and will change rapidly over time as newtechnologies (educational radio and television, computers, and vari-ous audio'visual instructional devices) become less expensive andmore adaptable to a range of environments. The use of moderntechnology can also improve the management of basic education.Each country may reexamine periodically its present and potentialtechnological capacity in relation to its basic educational needs andresources.

1.5 MOBILIZING INFORMATION AND COMMUNICATIONCHANNELS

27. New possibilities are emerging which already show a powerfulimpact on meeting basic learning needs, and it is clear that the educa-tional potential of these new possibilities has barely been tapped.These new possibilities exist largely as a result of two convergingforces, both recent by-products of the general development process.First, the quantity of information available in the world - much of itrelevant to survival and basic well-being - is exponentially greaterthan that avaiiable only a few y'ears ago, and the rate of its growth is

accelerating. A synergistic effect occurs when important informationis coupled with a second modern advance - the new capacity to com-municate among the people of the world. The opportunity exists toharness this force and use it positively, consciously, and with design,in order to contribute to meeting defined learning needs.

1.6 BUILDING PARTNERSHIPS AND MOBILIZING RESOURCES

28. In designing the plan of action and creating a supportive policyenvironment for promoting basic education, maximum use of oppor-tunities should be considered to expand existing collaborations andto bring together new partners: e.g., family and community organiza-tions, non-governmental and other voluntary associations, teachers'unions, other professional groups, employers, the media, politicalparties, co-operatives, universities, research institutions, religious

bodies, as well as education authorities and other government depart-

ments and services (labour, agriculture, health, information, com-

merce, industr/, defence, etc.). The human and organizationalresources these domestic partners t'epresent need to be effectivelymobilized to play their parts in implementing the plan of action. Part-

nerships at the community level and at the intermediate and nationallevels should be encouraged; they can help harmonize activities,

utilize resources more effectively, and mobilize additional financialand human resources where necessary.

29. Governments and their partners can analyze the current alloca-

tion and use of financial and other resources for education and

training in different sectors to determine if additional support forbasic education can be obtained by (i) improving efficiency,(ii) mobilizing additional sources of funding within and outside thegovernment budget, and (iii) allocating funds within existing educa-

tion and training budgets, taking into account efficiency and equityconcerns. Countries where the total fiscal support for education is

low need to explore the possibility of reallocating some public fundsused for other purposes to basic education.

30. Assessing the resources actually or potentially available for basic

education and comparing them to the budget estimates underlyingthe plan of action, can help identify possible inadequacies of resourcesthat may affect the scheduling of planned activities over time or may

require choices to be made. Countries that require external assis-

tance to meet the basic learning needs of their people can use theresource assessment and plan of action as a basis for discussions withtheir international partners and for coordinating external funding.

31. The individual learners themselves constitute a vital humanresource that needs to be mobilized. The demand for, and participa-tion in, learning opportunities cannot simply be assumed, but must be

actively encouraged. Potential learners need to see that the benefits

of basic education activities exceed the costs the participants mustbear, such as earnings foregone and reduced time available for com-

munity and household activities and for leisure. Women and girls,especially, may be deterred from taking full advantage of basic educa-

tion opportunities because of reasons specific to individual cultures.

Such barriers to participation may be overcome through the use ofincentives and by programmes adapted to the local context and seen

by the learners, their families and communities to be "productiveactivities". Also. learners tend to benefit more from education whenthey are partners in the instructional process, rather than treatedsimply as "inputs" or "beneficiaries". Attention to the issues of

demand and participation will help assure that the learners' personalcapacities are mobilized for education.

32. Family resources, including time and mutual support, are vitalfor the success of basic education activities. Families

-can be offered

incentives and assistance to ensure that their resources are invested toenable all family members to benefit as fully and equitably as possiblefrom basic education opportunities.

33. The preeminent role of teachers as well as of other educationalpersonnel in providing quality basic education needs to be recognizedand developed to optimize their contribuiion. This must entail meas-ures to respect teachers' trade union rights and professionalfreedoms, and to improve their working conditions and status, nota-bly in respect to their recruitment, initial and in-service training,remuneration and career development possibilities, as well as to allowteachers to fulfill their aspirations, social obligations, and ethicalresponsibilities.

34. In partnerships with school and community workers, librariesneed to become a vital link in providing educational resources for alllearners - pre-school through adulthood - in school and non-schoolsettings. There is therefore a need to recognize libraries as invaluableinformation resources.

35. Community associations, co-operatives, religious bodies, andother non-governmental organizations also play important roles insupporting and in providing basic education. Their experience,expertise, energy and direct relationships with various constituenciesare valuable resources for identifring and meeting basic learningneeds. Their active involvement in partnerships foi basic educationshould be promoted through policies and mechanisms that strengthentheir capacities and recognize their autonomy.

2. PRIORITY ACTION AT REGIONAL LEVEL

36.' Basic learning needs must be met through collaborative actionwithin each country, but there are *..ty fo.-s of co-operationbetween countries with similar conditions and concerns that could,and do, assist in this- endeavour. Regions have already developedplans, such as the Jakarta Plan of Action on Fluman Resources,adopted by ESCAP in 1988. By exchanging informarion and experi-ence' pooling expertise, sharing facilities, and undertaking jtintactivities, several countries, working toge ther, can increase their

resource base and lower costs to their mutual benefit. Such arrange-

ments are often set up among neighboring countries (sub-regional),

among all countries in a major geo-cultural region, or among coun-

tries Jraring a common language or having cultural and commercial

relations. Regional and international organizations often play an im-

portant role in facilitating such cooperation between countries. Inih. follo*irrg discussion, all such arrangements are included in the

term "regiorial". In general, existing regional partnerships will need

to be stiengthened and provided with the resources necessary fortheir effective functioning in helping countries meet the basic learn-

ing needs of their poPulations.

2.1 EXCHANGING INFORANTION, EXPEBIENCE ANDEXPERTISE

37. Various regional mechanisms, both intergovernmental and non-

governmental, promote co-operation in education and training,

health, agricultural development, research and information, commu-

nications,-and in other fields relevant to meeting basic learning needs.

Such mechanisms can be further developed in response to the evolv-

ing needs of their constituents. Among several possible examples are

thi fo.tr regional programmes established through UNESCO in the

1980s to support national efforts to achieve universal primary educa-

tion and eliminate adult illiteracy:

. Major Project in the Field of Education in Latin Americaand the Caribbean;

. Regional Programme for the Eradication of llliteracy inAfrica;

o Asia-Pacific Programme of Education for All (APPEAL);

. Regronal Programme for the universalization and Renewal

of Primary Education and the Eradication of Illiteracy inthe Arab States by the Year 2000 (ARABUPEAL).

38. In addition to the technical and policy consultations organized

in connection with these programmes, other existing mechanisms can

be used for consulting on policy issues in basic education. The

conferences of ministers of education organized by UNESCO and by

several regional organizations, the regular sessions of the regional

commissions of the United Nations, and certain trans-regional confer-

ences organized by the commonwealth Secretariat, CONFEMEN(standing conference of ministers of education of francophone

countries), the Organization of Economic Co-operation and Development (OECD), and the Islamic Educational, Scientific and CulturalOrganization (ISESCO), could be used for this purpose as needs arise.In addition, numerous conferences and meetings organized by non-governmental bodies provide opportunities for profersionals to shareinformation and views on technical and policy issues. The convenersof these various conferences and meetings may consider ways ofextending participation, where appropriate, to include representa-tives of other constituencies engaged in meeting basic learning needs.

39. Full advantage should be taken of opportunities to share mediamessages or programmes that can be exchanged among countries orcollaboratively developed, especially where language and culturalsimilarities extend beyond political boundaries.

2.2 UNDEBTAKING JOINT ACTIVITIES

40. There are many possible joint activities among countries in sup-port of national efforts to implement action plans for basic education.Joint activities should be designed to exploit economies of scale andthe comparative advantages of participating countries. Six areas wherethis form of regional collaboration seems particularly appropriateare: (i) training of key pArsonnel, such as planners, managers, teachereducators, researchers, etc.; (ii) efforts to improve information collec-tion and analysis; (iii) research; (iv) production of educational materi-als; (v) use of communication media to meet basic learning needs; and(vi) management and use of distance education services. Here, too,there are several existing mechanisms that could be utilized to fostersuch' activities, including UNESCO's International Institute of Educa-tional Planning and its networks of trainees and research as well asIBE's information network and the unesco Institute for Education;the five networks for educational innovation operating underUNESCO's auspices; the research and review advisory groups(RRAGs) associated with the International Development ResearchCentre; the Commonwealth of Learning; the Asian Cultural Centerfor UNESCO; the participatory network established by the Inrerna-tional Council for Adult Education; and the International Associationfor the Evaluation of Educational Achievemept, which links majornational research institutions in some 35 counfries. Certain multilat-eral and bilateral development agencies that have accumulated valu-able experience in one or more of these areas might be interested inparticipating in joint activities. The five United Nations regional

commissions could provide further suPPort to such regional col-

laboration, especially by mobilizing policymakers to take appropriate

action.i

3. PRIORITY ACTION AT WORLD LEVEL

41. The world community has a well-established record of co'

operation in education and development. However, internationalfunding for education stagnated during the early 1980s; at the same

time, many countries have been handicapped by growing debt bur-

dens and economic relationships that channel their financial and

human resources to wealthier countries. Because concern about the

issues in basic education is shared by industrialized and developing

countries alike, international co-oPeration can Provide valuable

support for national efforts and regional actions to implement the

expanded vision of basic Education for All. Time, energy, and fund-

ing directed to basic education are PerhaPs the most profound invest-

mint in people and in the future of a country which can be made;

there is a clear need and strong moral and economic argument forinternational solidarity to provide technical co-operation and finan-

cial assistance to countries that lack the resources to meet the basic

learning needs of their populations.

3.1 COOPERATION WITHIN THE INTERNATIONAL CONTEXT

42. Meeting basic learning needs constitutes a common and univer-

sal human responsibility. The prospects for meeting basic learning

needs around the world are determined in Part by the dynamics ofinternational relations and trade. With the current relaxation oftensions and the decreasing number of armed conflicts, there are

now real possibilities to reduce the tremendous waste of militaryspending and shift those resources into socially useful areas, includ-

ing basic education. The urgent task of meeting basic learning needs

may require such a reallocation between sectors, and the world com-

munity and individual governments need to plan this conversion ofresources for peaceful uses with courage and vision, and in a thought-

ful and careful manner. Similarly, international measures to reduce

or eliminate current imbalances in trade relations and to reduce debt

burdens must be taken to enable many low-income countries torebuild their own economies, releasing and retaining human and

financial resources needed for development and for providing basic

education to their populations. Structural adjustment policies shouldprotect appropriate funding levels for 'education.

3.2 ENHANCING NATIONAL CAPACITIES

43. International support should be provided, on request, to coun-tries seeking to develop the national capacities needed for planningand managing basic education programmes and services (seesection 1.4). Ultimate responsibility rests within each narion to designand manage its own programmes to meet the learning needs of all itspopulation. International support could include training andinstitutional development in data collection, analysis and research,technological innovation, and educational methodologies. Manage-ment information systems and other modern management methodscould also be introduced, with an emphasis on low and middle levelmanagers. These capabilities will be even more in demand to supportquality improvements in primary education and to inrr.oduceinnovative out-of-school programmes. In addition to direct supportto countries and institutions, international assistance can also beusefully channelled to support the activities of international, regionaland other inter-country structures that organize joint research, train-ing and information exchanges. The latter should be based on, andsupported by, existing institutions and programmes, if need beimproved and strengthened, rather than on the establishment of newstructures. Support will be especially valuable for technicalcooperation among developing countries, among whom both circum-stances and resources available to respond to circumstances are oftensimilar.

3.3 PBOVIDING SUSTNNED LONG.TEBM SUPPORT FORNATIONAL AND REGIONAL ACTIONS

44. Meeting the basic learning needs of all people in all countries isobviously a long-term undertaking. This Framework provides guide-lines for preparing national and subnational plans of action for thedevelopment of basic education through a long-term commitment ofgovernments and their national partners to work together to reachthe targets and achieve the objectives they set for themselves.International agencies and institutions, many of which are sponsors,co-sponsors, and associate sponsors of the World Conference onEducation for All, should actively seek to plan together and sustaintheir long-term support for the kinds of national and regional actions

outlined in the preceding sections. In particular, the core sponsors ofthe Education for All initiative (UNDP; UNESCO, UNICEF, WorldBank) affirm their commitments to supporting the priority areas forinternational action presented below and to making appropriatearrangements for meeting the objectives of Education for All, each

acting within its mandate, special responsibilities, and decisions of itsgoverning bodies. Given that UNESCO is the UN agency with a

particular responsibility for education, it will give priority to imple-menting tlre Fratneunrk for Action and to facilitating provision ofservices needed for reinforced international co-ordination and

co-operation.

45. Increased international funding is needed to help the less

developed countries implement their own autonomous plans of actionin line with the expanded vision of basic Education for All. Genuinepartnerships characterized by co-operation and joint long-term com-

mitments will accomplish more and provide the basis for a substantial

increase in overall funding for this important sub'sector of education.

Upon governments' request, multilateral and bilateral agencies shouldfolus on supporting priority actions, particularly at the country level

(see section l), in areas such as the following:

a. The design or updating of national and subnational multisec-

toral plnru of action (see section l.l), which will need to beelaborated very early in the 1990s. Both financial and tech-

nical assistance are needed by many developing countries,particularly in collecting and analyzing data, as well as inorganizing domestic consultations.

b. Nati.onal efforts and related inter<ountry co-operation to attain asatisfactory lcuel of quality and rel'euance in primary education

(cf. sections 1.3 and 2 above). Experiences involving theparticipation of families, local communities, and non-governmental organizations in increasing the relevance and

improving the quality of education could profitably be

shared among countries.

c. The prouision of uniuersal pri.mary education in the economi-

cally poorer countries. International funding agencies shouldconsider negotiating arrangements to provide long-termsupport, on a case-by-case basis, to help countries move

toward universal primary education according to theirtimetable. The external agencies should examine currentassistance practices in order to find ways of effectivelyassisting basic education programmes which do not require

d.

capitd- and technology-intensive assistance, but often needlonger-term budgetary support. In this context, greaterattention should be given to criteria for developmentco-operation in education to include more than mereeconomic considerations.

Programmes designed to meet the basic leanting needs of disad-aantaged groups, out-of-school youth, and adults with littlc or noaccess to basic lzaming opportunities. All partners can sharetheir experience and expertise in designing and implement-ing innovative measures and activities, and focus their fund-ing for basic education on specific categories and groups(e.g., women, the rural poor, the disabled) to improvesignificantly the learning opportunities and conditionsavailable for them.

Education progranxmes for women and girk. These program-mes should be designed to eliminate the social and culturalbarriers which have discouraged or even excluded womenand girls from benefits of regular education prograrrimes,as well as to promote equal opportunities in all aspects oftheir lives.

Education programrnes for refugees. The programmes run bysuch organizations as the United Nations High Commissionfor Refugees (UNHCR) and the United Nations Relief andWorks Agency for Palestine (UNRWA) need moresubstantial and reliable long-term financial support for thisrecognized international responsibility. Where countriesof refuge need international financial and technical assis-

tance to cope with the basic needs of refugees, includingtheir learning needs, the international community can helpto share this burden through increased cooperation. Theworld community will also endeavour to ensure that peopleunder occupation or displaced by war and other calamitiescontinue to have access to basic education programmesthat preserve their cultural identity.

Basic education programmes of all kinds in countries with highrates of illiteracy (as in sub-Saharan Africa) and with large illit-erate populatioru (as in South Asia). Substantial assistancewill be needed to reduce significantly the world's largenumber of illiterate adults.

Capaeity building for research and planning and the experi-mentation of small-scale innovatioru. The success of Educa-

e.

f.

g.

h.

tionforAllactionswillultimatelybedeterminedbythecapacity of each country to design and implement Programsthat reflect national conditions. A strengthened knowledge

basenourishedbyresearchfindingsandthelessonsofexperiments and innovatibns as well as the availablity ofcomperenr. educational planners will be essential in this

resPect.

46. The coordination of external funding for education is an area ofshared responsibility at country level, in which host governments

need to take the lead to ensure the efficient use of resources in

accordance with their priorities. Development funding agencies

should explore innovative and more flexible modalities of co-

operation i., consultation with the governments and institutions with

*hi.t they work and co-operate in regional initiatives, such as the

Task Force of Donors to African Education. Other forums need to be

developed in which funding agencies and developing countries can

collaborate in the design of inter-country projects and discuss general

issues relating to financial assistance'

3.4 CONSULTATIONS ON POLICY /SSUES

47. Edsting channels of communication and forums for consulta-

tion among the many partners involved in meeting basic learning

needs shoJd be fully utiiized in the 1990s to maintain and extend the

international consensus underlying tlnis Frameuork for Action. Some

channels and forums, such as the biannual International Conference

on Education, oPerate globally, while others focus on particular

regions or groups of countries or categories of Partners. Insofar as

po-ssible, organizers should seek to coordinate these consultations

and share results.

48. Moreover, in order to maintain and expand the Education forAll initiative, the international community will need to make aPPro-

priate arrangements, which will ensure co-operation among the inter-

ested agenciis using the existing mechanisms insofar as possible: (i) to

continul advocacy of basic Education for All, building on the momen-

rum generated by the World Conference; (ii) to facilitate sharing

information on the progress made in achieving basic education targets

set by countries for themselves and on the resources and organiza-

tional requirements for successful initiatives; (iii) to encourage new

partners to join this global endeavor; and (iv) to ensure that all

partners are fully aware of the importanci of maintaining strong

support for basic education.

INDICATIYE PIIASING OF IMPLEMENTATION FORTHE 19905

49. Each country, in determining its own intermediate goals and tar-gets and in designing its plan of action for achieving them, will, in theprocess, establish a timetable to harmonize and schedule specificactivities. Similarly, regional and international action will need to bescheduled to help countries meet their targets on time. The followinggeneral schedule suggests an indicative phasing during the 1990s; ofcourse, certain phases may need to overlap and the dates indicatedwill need to be adapted to individual country and organizationalcontexts.

l. Governments and organizations set specific targets andcomplete or update their plans of action to meet basiclearning needs (cf. section l.l); take measures to create asupportive policy environment (1.2); devise policies toimprove the relevance, quality, equity and efficiency ofbasic education services and programmes (1.3); design themeans to adapt information and communication media tomeet basic learning needs (1.4) and mobilize resources andestablish operational partnerships (1.6). International part-ners assist countries, through direct support and throughregional co-operation, to complete this preparatory stage.(1990-leel)

2. Development agencies establish policies and plans for the1990s, in line with their commitments to sustained, long-term support for national and regional actions and increasetheir financial and technical assistance to basic educationaccordingly (3.3). All partners strengthen and use relevantexisting mechanisms for consultation and co-operation andestablish procedures for monitoring progress at regionaland international levels. (f990-1993)

3. First stage of implementation of plans of action: nationalcoordinating bodies monitor implementation and proposeappropriate adjustments to plans. Regional and interna-tional supporting actions are carried out. (1990-1995)

4. Governments and organizations undertake mid-term evalu-ation of the implementation of their respective plans andadjust them as needed. Governments, organizations anddevelopment agencies undertake comprehensive policyreviews at regional and global levels. (1995-1996)

5.

6.

Second stage of implementation of plans of action and ofsupporting action at regional and international levels.

Development agencies adjust their plans as necessary andincrease their assistance to basic education accordingly.(1ee6-2000)

Governments, organizations and development agenciesevaluate achievements and undertake comprehensive pol-icy review at regional and global levels. (2000-2001)

aao

50. There will never be a better time to renew commitment tothe inevitable and long-term effort to meet the basic learningneeds of all children, youth and adults. This effort will require amuch greater and wiser investment of resources in basic educa-

tion and training than ever before, but benefits will begin accru-ing immediately and will extend well into the future - where theglobal challenges of today will be met, in good measure, by theworld community's commitment and Perseverance in attainingits goal of education for all.

Text fusign and production by Michael Alloy . Columbia, Maryland U.S.A.

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