Education for All National EFA 2015 Reviews Guidelines

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Table of Contents,1 Background 1,2 Purpose 1,3 Scope of the National EFA 2015 Reviews 1. 4 Suggested content and outline of National EFA 2015 Review Reports 3. 5 National EFA 2015 Review processes and preparation of national report 4. 6 Suggested Timeline 5,ANNEX 1 SIX EFA GOALS 6, ANNEX 2 TWELVE DAKAR FRAMEWORK FOR ACTION EFA IMPLEMENTATION STRATEGIES 7. ANNEX 3 SUGGESTED ANNOTATED OUTLINE OF THE NATIONAL EFA 2015 REVIEW REPORT 8. ANNEX 4 SUGGESTED INDICATORS FOR EFA 2015 REVIEW 9. ANNEX 5 SUGGESTED GUIDING QUESTIONS 12,ANNEX 6 REFERENCES 15. 1 Background, In 2000 most countries of the world pledged to achieve by the year 2015 the six Education for All. EFA goals by implementing the twelve strategies presented in the Dakar Framework for Action 1 of. which strategy No 11 suggested countries systematically monitor progress towards EFA goals and. strategies at the national regional and international levels To renew and elevate country. commitments to EFA as we approach the target year of 2015 countries in different regions are. expected to conduct a thorough review of EFA achievements and experiences since 2000 in order to. identify emerging issues and challenges highlight good practices and draw salient lessons and. prospects for education in the future, At the 36th session of the UNESCO General Conference in 2011 the Director General of UNESCO was.
requested by the Member States to mobilize the international community and EFA partners for the. achievement of the EFA and in particular to continue to undertake benchmarking for monitoring. progress towards EFA 2 More recently the Global Education for All Meeting GEM held in. November 2012 stated in its Final Statement that We agree on a process of national and regional. EFA reviews that will inform a global conference on Education for All in 2015 We urge all UNESCO. Member States to actively participate in the process leading up to the global conference in 2015 to. establish the post 2015 global education agenda 3, These Guidelines provide guidance to country authorities and EFA stakeholders in organizing and. conducting their National EFA 2015 Review This Review will document progress achieved towards. the EFA goals experiences in implementing the EFA strategies lessons learnt emerging issues and. challenges with the aim of accelerating actions to complete the unfinished EFA tasks as well. informing public debates on the future education agenda for the post 2015 era In addition these. Guidelines propose key indicators see Annex 4 and guiding questions see Annex 5 that can be. used in the review process and suggest the basic contents and structure of the National EFA 2015. Review Report see Annex 3,3 Scope of National EFA 2015 Review. The National EFA 2015 Review process should be inclusive participatory evidence based. constructive and forward looking It is recommended that it focus on three interlinked strategic. objectives or components see Figure 1 on the next page. 1 Assessing progress towards the six EFA goals, 2 Reviewing the implementation of national strategies to achieve the six EFA goals. 3 Determining current educational challenges and the future education agenda. See Annexes 1 and 2 of these Guidelines and paragraphs 7 and 8 in the Dakar Framework for Action. http unesdoc unesco org images 0012 001211 121147e pdf. See paragraph 1 iv in the Draft Resolutions for Major Programme I Education in UNESCO s 36C 5. document Draft Resolutions 2012 2013 http unesdoc unesco org images 0019 001919 191978e pdf. See paragraph 29 of the GEM 2012 Statement, http unesdoc unesco org images 0021 002186 218695e pdf. At the country level Component 1 of the Review will first examine What has been achieved with. respect to each of the six EFA goals and related national education development goals and targets. using quantitative indicators 4 derived from administrative education statistics Education. Management Information Systems population censuses household surveys and other reliable data. sources together with qualitative analyses based on policy documents and findings from in country. research reports and case studies Maximum use should be made of disaggregated data to identify. differences disparities gaps remaining challenges disadvantaged geographical areas and. population groups and future priorities within the country If needed and possible additional data. collection sample test assessment of learning outcomes applying internationally accepted. methodology as well as specific thematic research can be conducted to supplement and enrich the. Review report,Figure 1 The National EFA 2015 Review Process.
1 Assessing progress towards the six EFA goals,6 National education. What has been,development,EFA goals goals targets achieved. 2 Reviewing implementation of strategies to achieve EFA. National education,development How has EFA,Strategies and been achieved. Programmes,3 Determining the relevance of EFA framework. EFA and What are the,national current,development challenges.
Component 2 will examine how the country implemented its national education strategies policies. plans and programmes This component should involve the relevant departments agencies and. knowledgeable national experts to review their respective experiences with regard to the. implementation of EFA mainly aiming at describing How has progress towards the EFA goals been. achieved in terms of policies programmes and measures taken and how these policies and. measures have been implemented as part of major education development thrusts and strategies in. the country This review can highlight some good practices key factors of success and how best to. use these strategies to work effectively on attaining each goal in the future Of particular importance. will be an assessment of the country s financial commitment to EFA how this commitment was. maintained and its impact on the achievement of the EFA goals. See Annex 4 of this Technical Guidelines and Module A3 and its Annex in Systematic Monitoring of. Education for All Training Modules for Asia Pacific http www4 unescobkk org education efatraining. and http www uis unesco org Library Documents systematic monitoring education for all efa training. modules asia pacific 2012 en pdf or http unesdoc unesco org images 0021 002154 215495E pdf. The insights obtained and lessons learnt can then be used in Component 3 to determine What are. the current challenges for education with respect to priority needs and targets within the country. major education development strategies policies and plans implementation mechanisms and. capacities outcomes and impact Also taking into consideration the country s overall development. dynamics and perspectives on the role of education priorities and strategies can be identified for. generating public debate on the country s education agenda after 2015 National EFA 2015 Review. processes should pay special attention to more in depth elaboration of Components 2 and 3. 4 Suggested content and outline of National EFA 2015 Review Reports. The main findings and results of the National EFA 2015 Review process in the country as described. above will be synthesized in a National EFA 2015 Review Report It is suggested that this report be. structured as follows see also the more detailed annotated outline in Annex 3. SUGGESTED OUTLINE OF NATIONAL EFA 2015 REVIEW REPORT. Section 1 Introduction, Section 2 Main EFA challenges in 2000 and targets for 2015. Section 3 Progress towards the EFA goals, 3 1 Expanding ECCE Early Childhood Care and Education. 3 2 Universalizing primary basic education, 3 3 Meeting the learning needs of youths and adults. 3 4 Improving adult literacy level,3 5 Gender parity and equality in education. 3 6 Quality of education, Section 4 Implementation of national strategies to achieve the six EFA goals.
Section 5 Prospects for post 2015, Annexes Major references detailed statistical tables excerpts from policies plans etc. To the extent possible sections should include references to national strategies policies plans. programmes and measures taken to address EFA challenges They should describe salient outcomes. and experiences in implementing them as well as the remaining gaps and challenges illustrated by. concrete case examples and lessons drawn from reports research and studies. Where appropriate facts and figures such as statistics and indicator 5 tables and charts can be. inserted in various parts of the report to highlight and substantiate the analysis When analyzing and. interpreting the data and indicators and writing about EFA 2000 2015 consider referring to the. guiding questions in Annex 5 of these Guidelines and try to respond to as many of them as possible. elaborating on your answers by including concrete country examples Good ideas about ways to. analyze and present review results can be drawn from the yearly editions of the EFA Global. See Annex 4 of this Technical Guidelines and Module A3 A5 especially the Annex of Module A3 in. Systematic Monitoring of Education for All Training Modules for Asia Pacific see. http www4 unescobkk org education efatraining and, http www uis unesco org Library Documents systematic monitoring education for all efa training. modules asia pacific 2012 en pdf or http unesdoc unesco org images 0021 002154 215495E pdf. Monitoring Report 6 the latest Asia Pacific End of Decade Notes EDNs on Education for All 7 and. publications of the UNESCO Institute for Statistics 8. Throughout the national review process various participatory approaches like seminars. conferences workshops media events online fora social media networks and blogs can be. organized to gather experiences and insights to debate and discuss the findings with stakeholders. and to exchange views on the main lessons learnt and prospects for the future. 5 National EFA 2015 Review processes and preparation of national report. UNESCO encourages governments to launch an EFA 2015 Review Once this decision is taken a core. National EFA 2015 Review Team could be formed to plan organize coordinate and implement the. main review tasks and to prepare the National EFA 2015 Review Report This Team could include key. responsible persons from EFA relevant bodies such as the. National EFA Coordination Committee, government departments agencies at both central federal and decentralized levels which. oversee respectively education policies and planning early childhood care and education. basic education adult education literacy and skills training teachers and teacher training. teacher unions inspectorate finance etc,National Education Statistics EMIS Unit. National Statistics Office, civil society organizations representatives who have been actively supporting EFA.
education researchers and experts in EFA, This core National EFA 2015 Review Team may proceed as follows. Phase 1 Review existing information and documents on various aspects of EFA including data and. indicators as well as reports research papers and case studies in order to identify what information. is available and where there are gaps and discrepancies in the data Based on the findings of this. preliminary assessment the Team can plan and implement actions to ensure that adequate data and. information will be available and sufficiently reliable for reviewing progress in all six EFA goals in. particular Goals 1 3 4 and 6 for which data may not be as complete and reliable as for Goals 2 and. 5 and implementation of the national strategies Where needed and possible additional data. collection and or test assessments of learning outcomes may be planned The Team can also. conduct initial analysis using available data and information to identify some of the latest. achievements and shortfalls issues challenges as well as priorities actions and measures that can. be taken to accelerate EFA progress during the 2013 2015 period. Phase 2 Use the results of the preliminary assessment to design and propose a programme of work. for the National EFA 2015 Review together with the provisional contents and structure of the. National EFA 2015 Review Report and proposals of additional thematic research data collection. test assessments as deemed appropriate and feasible for approval and support by the government. and relevant development partners This programme of work of the National EFA 2015 Review could. See EFA Global Monitoring Reports http www unesco org new en education themes leading the. international agenda efareport, See UNESCO UNICEF Asia Pacific End of Decade Notes EDNs on Education for All. http www unescobkk org education efa end of decade notes on education for all in asia pacific. See http www uis unesco org Pages default aspx, also specify the scale of work division of responsibilities and labour work assignments expected. outputs and timeline for each component of the Review. Phase 3 Once this programme of work is approved and supported by the Government and possibly. some development partners the Team may decide to form Task Groups composed of competent. bodies or experts to carry out more in depth review tasks pertaining to specific EFA goals strategies. or themes These Task Groups may address aspects such as gathering and analyzing related data. reviewing research and studies to extract salient elements and contributing to writing specific parts. of the National Review Report Essentially the main national body department agency responsible. for each EFA goal could take the lead in reviewing each goal in collaboration with other relevant. bodies for example the Pre school Education Department may lead and coordinate review of EFA. Goal 1 the Primary Basic Education Department Goals 2 5 and 6 and the Adult Non formal. Education Department Goals 3 4 5 and 6 regarding literacy and skills training for youths and adults. The National Education Statistics EMIS unit and the National Statistics Office will be responsible for. selecting and extracting relevant data series from their respective databases calculating indicators. producing tables and charts and advising on correct analysis and interpretation of the data and. indicators Full use should be made of data from the latest population censuses and household. surveys to review in particular EFA Goals 3 and 4 and of the results of available test assessments of. learning outcomes for describing progress towards EFA Goal 6 regarding quality of education Civil. society organizations can draw from their activities especially at the grass roots level to contribute. case examples of good practices issues experiences as well as lessons learnt They can also be. closely involved in reviewing and discussing the draft National EFA 2015 Review Report Education. researchers and experts may be called upon to support further research analysis and report writing. In principle the National EFA 2015 Reviews could be planned organized and implemented by the. country and for the country thus further strengthening national capacities to monitor evaluate and. design future strategies policies and plans for the development of education The core National EFA. 2015 Review Team will be responsible for realistically planning coordinating and implementing the. review processes and producing the National Review Report on time see Suggested Timeline below. by making maximum use of existing in country capacities among the concerned national bodies. agencies experts In the case of serious lack of capacity to complete some key review components or. tasks of the National EFA 2015 Review the national government may consider soliciting additional. support from international development partners,6 Suggested Timeline. To synchronize with the global and regional EFA agenda and events countries are suggested to. organize their National EFA 2015 Review processes and produce their national report following more. or less the schedule below,Proposed key activities events Tentative Timeline.
Countries establish national EFA 2015 review mechanism July 2013. Launching of the in country national EFA 2015 review July 2013. National dialogues for the national EFA 2015 review and drafting of the national July 2013 beginning. EFA 2015 review report s 2014, Regional EFA review activities events organized and held by regional EFA partners June 2014. in their region to coincide with events held nationally and internationally. Global Conference on EFA 2015 May 2015,ANNEX 1 SIX EFA GOALS. Goal 1 Expanding and improving comprehensive early childhood care and education especially for. the most vulnerable and disadvantaged children, Goal 2 Ensuring that by 2015 all children particularly girls children in difficult circumstances and. those belonging to ethnic minorities have access to and complete free and compulsory primary. education of good quality, Goal 3 Ensuring that the learning needs of all young people and adults are met through equitable. access to appropriate learning and life skills programmes. Goal 4 Achieving a 50 per cent improvement in levels of adult literacy by 2015 especially for. women and equitable access to basic and continuing education for all adults. Goal 5 Eliminating gender disparities in primary and secondary education by 2005 and achieving. gender equality in education by 2015 with a focus on ensuring girls full and equal access to and. achievement in basic education of good quality, Goal 6 Improving all aspects of the quality of education and ensuring excellence of all so that.
recognized and measurable learning outcomes are achieved by all especially in literacy numeracy. and essential life skills,ANNEX 2 TWELVE DAKAR FRAMEWORK FOR ACTION EFA. IMPLEMENTATION STRATEGIES, Strategy 1 Mobilize strong national and international political commitment for education for all. develop national action plans and enhance significantly investment in basic education. Strategy 2 Promote EFA policies within a sustainable and well integrated sector framework clearly. linked to poverty elimination and development strategies. Strategy 3 Ensure the engagement and participation of civil society in the formulation. implementation and monitoring of strategies for educational development. Strategy 4 Develop responsive participatory and accountable systems of educational governance. and management, Strategy 5 Meet the needs of education systems affected by conflict natural calamities and. instability and conduct educational programmes in ways that promote mutual understanding peace. and tolerance and that help to prevent violence and conflict. Strategy 6 Implement integrated strategies for gender equality in education which recognize the. need for changes in attitudes values and practices. Strategy 7 Implement as a matter of urgency education programmes and actions to combat the. HIV AIDS pandemic, Strategy 8 Create safe healthy inclusive and equitably resourced educational environments. conducive to excellence in learning with clearly defined levels of achievement for all. Strategy 9 Enhance the status morale and professionalism of teachers. Strategy 10 Harness new information and communication technologies to help achieve EFA goals. Strategy 11 Systematically monitor progress towards EFA goals and strategies at the national. regional and international levels and, Strategy 12 Build on existing mechanisms to accelerate progress towards education for all.
ANNEX 3 SUGGESTED ANNOTATED OUTLINE,OF THE NATIONAL EFA 2015 REVIEW REPORT. SUGGESTED STRUCTURE MAIN CONTENTS, Description of the country s context and commitment to EFA. National strategies policies plans and targets for education. Institutions responsible for implementing EFA and coordination. Section 1 Introduction, Partnerships with other ministries agencies civil society. organizations and international development partners. Overall EFA situation and challenges in 2000,Section 2 Main EFA challenges in 2000 and. National targets for 2015 ref National EFA Action Plan. targets for 2015, Challenges for achieving each EFA goal and strategy.
Section 3 Progress towards the EFA goals Overall EFA achievements and shortfalls. 3 1 Expanding ECCE Early Childhood Care, Progress made towards EFA Goal 1 and remaining challenges. and Education,3 2 Universalization of primary basic. Progress made towards EFA Goal 2 and remaining challenges. 3 3 Meeting the learning needs of youths, Progress made towards EFA Goal 3 and remaining challenges. and adults, 3 4 Improving adult literacy level Progress made towards EFA Goal 4 and remaining challenges. 3 5 Gender parity and equality in education Progress made towards EFA Goal 5 and remaining challenges. 3 6 Quality of education Progress made towards EFA Goal 6 and remaining challenges. How effectively were the national education strategies. implemented,What were the constraints and solutions.
Section 4 Implementation of EFA strategies What education reforms in the country have been influenced by EFA. e g free primary education, What have been the experiences in implementing such reform. What were the results, Overall lessons learnt with regards to EFA since 2000. Main lessons learnt with regards to each EFA goal and implemented. strategies,Section 5 Prospects for post 2015, Emerging issues shortfalls what remains to be done priorities and. strategies in future national education agenda, Prospects for education in the country beyond 2015. Major references,Glossary of terms used,Detailed statistical tables.
Excerpts from policies plans etc,ANNEX 4 SUGGESTED INDICATORS FOR EFA 2015 REVIEW. TO THE EXTENT POSSIBLE DISAGGREGATE AND ANALYZE ALL INDICATORS BY. 1 GEOGRAPHICAL AREA SUCH AS URBAN RURAL REGION PROVINCE STATE AND. 2 POPULATION GROUPS BY SEX ETHNIC LINGUISTIC AND HOUSEHOLD INCOME GROUPS. Goal 1 Gross Enrolment Ratio GER in pre primary education and other ECCE programmes by sex. Percentage of new entrants to primary Grade 1 who have attended some form of. ECCE Early organized ECCE programme by sex, Childhood Enrolment in private pre primary education and other private ECCE programmes as a. percentage of total enrolment in pre primary education and other ECCE programmes. Percentage of trained teachers in pre primary education and other ECCE programmes with. required academic qualifications to teach at pre primary education and or ECCE according. to national standards by sex, Public expenditure on pre primary education and other ECCE programmes as a percentage. of total public expenditure on education, Pupil Teacher Ratio PTR in pre primary education and or Children Caregiver Ratio in. early childhood care programmes, Goal 2 Gross Intake Rate GIR in primary education by sex.
Net Intake Rate NIR in primary education by sex, UPE UBE Gross Enrolment Ratio GER in primary education by sex. Universal Net Enrolment Ratio NER in primary education by sex. Primary Adjusted net enrolment ratio ANER by sex11. Percentage of primary school repeaters by grade and sex. Repetition Rate RR in primary school by grade and sex. Promotion Rate PR in primary school by grade and sex. Dropout Rate DR in primary education by grade and sex. Dropout Rate DR in primary education all grades by sex. Survival Rate to Grade 5 in primary education by sex11. Survival rate to last grade of primary education by sex. Primary Cohort Completion Rate11, Effective Transition Rate ETR from primary to general secondary education by sex 10. Number and percentage of teachers in primary basic education by level of academic. qualification and with required academic qualifications to teach at primary education level. according to national standards by sex, Percentage of trained teachers in primary basic education by sex. Pupil Teacher Ratio PTR in primary basic education. Total public expenditure on education as a percentage of GNP GDP. Total public expenditure on education as a percentage of total government expenditure. Public expenditure on primary basic education as a percentage of total public expenditure. on education, Public current expenditure on primary education as a percentage of GNP GDP. Public current expenditure on primary education per pupil as a percentage of GNP GDP. per capita, Percentage of primary basic schools offering complete primary basic education.
Percentage of primary schools offering instruction in local language s mother tongue. UNESCO Holistic Early Childhood Development Index, See the UIS Glossary at http glossary uis unesco org glossary en term 2631 en. Percentage distribution of primary school students by duration of travel between home. and school, Goal 3 Youth 15 24 years old literacy rates by sex. Number and percentage distribution of youth aged 15 24 and adults aged 15 by. Meeting educational attainment highest level of education completed or attained e g primary. the lower secondary upper secondary tertiary and by sex. Gross Enrolment Ratio GER in secondary education by type of programme general. technical and vocational education and training non formal education and skills training. needs of and by sex, youths and Adjusted net enrolment ratio ANER in secondary education by type of programme. adults general technical and vocational education and training non formal education and skill. training and by sex, Number and percentage distribution of technical vocational education and skills training. TVET centres and or programmes for young people and adults by type formal and or. non formal, Number and percentage distribution of young people and adults enrolled in different types.
of technical vocational education and skills training TVET centres and or programmes by. Number and percentage distribution of young people and adults completing different. types of technical vocational education and skills training TVET programmes by sex. Number and percentage distribution of TVET teachers facilitators by type of TVET centre. and or programme and by sex, Effective Transition Rate ETR from lower to upper secondary education at least for. general programmes by sex, Any education finance indicators for this goal at least for secondary education by level. Goal 4 Adult 15 years old and over literacy rates by sex. Proportion of adults 15 by highest level of education completed or attained primary. Improving lower secondary upper secondary tertiary and by sex. adult Number and percentage distribution of adult literacy and continuing basic education. programmes by type of programme, Number and percentage distribution of adult continuing basic education programmes by. type of programme, Number and percentage distribution of learners participating in adult literacy and. continuing basic education programmes by type of programme and by sex. Number and percentage distribution of learners participating in adult continuing basic. education by type of programme and by sex, Completion rate in adult literacy and or basic continuing education programmes by type of.
programme and by sex, Number and percentage distribution of facilitators of adult literacy and continuing basic. education programmes by type of programme and by sex. Public expenditure on adult literacy and continuing basic education as a percentage of. total public expenditure on education, Goal 5 Females enrolled as percentage of total enrolment by level of education pre primary. Gender primary lower and upper secondary education. parity and Female teachers as percentage of total number of teachers in primary and lower and. equality in upper secondary, Percentage of female school headmasters principals managers by level of education pre. primary primary lower and upper secondary education. Percentage of female chief education officers at central provincial district and local. government education offices,Goal 5 Gender Parity Index for. Gender Adult and youth literacy rates,parity and GER in ECCE.
equality in GIR in primary education,NIR in primary education. GER in primary education,contd NER in primary education. ANER in primary education,Survival rate to Grade 5. Survival rate to last grade,Primary cohort completion rate. Effective Transition Rate from primary to secondary general education. GER in secondary education and by level lower and upper. GER in basic education primary and lower secondary education. ANER in secondary education,NER in secondary education.
Percentage of teachers with pre service teacher training by level of education. Percentage of teachers with in service teacher training by level of education. Goal 6 Number and percentage distribution of teachers by academic qualification level of. education pre primary primary lower and upper secondary education and sex. Quality of Percentage of trained teachers who are certified to teach according to national standards. education by level of education pre primary primary lower and upper secondary education and by. Pupil Teacher Ratio PTR by level of education pre primary primary lower and upper. secondary education, Pupil Class Ratio PCR by level of education pre primary primary lower and upper. secondary education, Textbook Pupil Ratio TPR by level of education pre primary primary lower and upper. secondary education and by subject, Current public expenditure on textbooks and other learning materials as a percentage of. current public expenditure by level of education primary lower and upper secondary. Teachers compensation as a percentage of current public expenditure by level of. education primary lower and upper secondary education. Percentage of schools with improved water sources by level of education pre primary. primary lower and upper secondary education, Percentage of schools with improved sanitation facilities i e with separate toilets for girls. by level of education pre primary primary lower and upper secondary education. Percentage of pupils who have mastered nationally defined basic learning competencies. in particular literacy numeracy and life skills by grade e g 3rd and last grade of primary. education and 8th grade or last grade of lower secondary education and by sex. School life expectancy, Percentage of teachers who fulfilled required instructional hours by level of education.
pre primary primary lower and upper secondary education and by sex. Source Modules A3 A5 of Systematic Monitoring of Education for All Training Modules for Asia. Pacific see website http www4 unescobkk org education efatraining. ANNEX 5 SUGGESTED GUIDING QUESTIONS,Goal 1 ECCE Early Childhood Care and Education. 1 How well do national policies legislation strategies and plans cover ECCE Where are the gaps. 2 Is ECCE considered an integral part of the right to education within national legislation. 3 Which sectors agencies are actively providing ECCE in the country What kind of ECCE services do. they provide How do they complement and or overlap with each other What are the successes. in ensuring access for all children What are the barriers Which groups of children are most at. risk of exclusion from ECCE What efforts are being made to reach them. 4 What efforts are being made to ensure quality in different ECCE programmes What are the. challenges What kind of good practices have been successful in raising quality in ECCE. 5 What specific strategies and measures have been put in place to increase school preparedness. among all children especially those from disadvantaged population groups Does the country have. policies to address the quality of public and or private ECCE. Goal 2 UPE Universal Primary Basic Education, 1 Is the right to education enshrined in the national constitution and legislation Is the right to. education free compulsory and universal at least at the primary level Is the principle of non. discrimination provided for within education related legislation and or policies. 2 What specific policies and measures are in place to address the barriers that prevent children. belonging to disadvantaged groups from accessing and successfully completing primary education. 3 To what extent have these policies strategies and mechanisms been implemented within the. wider framework of poverty reduction policies, 4 What efforts e g in terms of wider social policies incentives etc have been made to mitigate the. opportunity costs of attending primary schools, 5 What policies and measures have been developed to anticipate and plan for the maximum. absorption of primary school leavers into secondary schools. Goal 3 Meeting the learning needs of youths and adults. 1 What are the legal provisions enshrined in national legislation that give entitlements or rights to. adults to continue their education Does the country have specific policies and implementation. mechanisms for adult education formal and non formal. 2 In what way has educational attainment evolved among the adult and youth populations in the. country What has this had effects on further reform of the education system as a whole and of. lifelong learning and skills training for adults in particular. 3 What are some of the most frequently expressed learning needs among adults and youth And. how have they been addressed, 4 How have existing lifelong learning and skills training programmes responded to changing learning.
needs Have national adult learning and skills training policies been revised since 2000 What can. be done in order to make such policies and measures more responsive to changing learning needs. 5 What could be the country s vision on promoting learning and training for all. Goal 4 Adult literacy and continuing basic education. 1 Is the right to literacy enshrined in national legislation Is there national legislation policies and or. plans to eradicate illiteracy, 2 What can explain the changes in adult and youth literacy since 2000 in the country What have. been the positive factors and obstacles affecting achievement of the EFA goal of improving adult. literacy by 50 percent, 3 Who are the remaining illiterates Where are they How can they be reached with relevant literacy. programmes of good quality, 4 What kind of continuing basic education programmes have been organized in the country for. imparting literacy to adults How can they be rendered even more effective. 5 In what direction should literacy and continuing basic education programmes for adults and youth. evolve in the future,Goal 5 Gender equality, 1 Does the country have national legislation policies strategies plans and mechanisms against. discrimination in education which specifically address gender equality What rights and or. entitlements do girls and women have in national education related legislation. 2 What kind of gender disparities and inequalities exist and persist in education in the country At. what level and type of education To what extent How do these affect progress in EFA. 3 How effectively do existing policies strategies plans and mechanisms promote ensure gender. equality in education What are the main bottlenecks obstacles in advancing gender equality to. in and through education How to address them, 4 What are the policies and programmes to encourage girls or boys participation in school What.
strategies have been put in place and implemented to maximize retention of girls or boys in. school and the smooth transition from primary to lower secondary to upper secondary education. 5 What are the policies and programmes to encourage women s or men s participation in adult. literacy and basic education programmes What strategies have been put in place and. implemented to maximize retention of women or men in adult literacy and basic education. Goal 6 Quality of Education, 1 Is quality considered as part of the right to education enshrined in national education related. legislation How is quality framed and defined in national education related legislation policies. and programmes, 2 What is meant by quality of education in the country Which aspects and what indicators and. benchmarks are used in the country to gauge the status of education quality. 3 What specific policies and measures are in place to further improve the quality of education How. effective are they based on the latest experiences What other policies and measures are needed. 4 What has been the country s experience regarding the impact of quality inputs to education e g. teachers textbooks school environment teaching learning methodologies support services etc. in improving learning outcomes, 5 How can successful quality improvements measures be extended to disadvantaged schools and. 6 How can learning outcomes with regard to literacy numeracy and life skills be ensured and more. accurately measured, Implementation of national education strategies to achieve the six EFA goals. 1 In what way have the national education strategies been incorporated into major national. legislation and declined into policies plans and implementation mechanisms. 2 How efficiently and effectively have the national education strategies been implemented in. achieving each of the EFA goals, 3 What were the constraints and issues in implementing the national education strategies.
4 How can these strategies be relevantly and successfully implemented in the future. 5 What education reforms in the country have been influenced by EFA e g free primary. 6 What have been the experiences in implementing such reform What were the results. Prospects for post 2015 education agenda, 1 What have been identified as major national and international development trends factors and. issues that will influence education in your country in the future. 2 In what way can your country s education strategies in the post 2015 era be conceived and. adapted to mitigate the negative effects of these issues and factors and to foster and define new. thrusts and directions, 3 How best can these new education thrusts and strategies be implemented What kind of system. structure organization mechanism institutional and individual capacities and competencies will. be needed to initiate them, 4 What kind of international framework will be particularly useful for reflecting and supporting your. country s education thrusts strategies and policies beyond 2015.

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