2. Education is the most powerful weapon which you can use to change the world. Nelson Mandela

3. The EFA goals call upon countries to deliver in the following areas: Early Childhood Care and Education, Universal Primary Education, learning needs of young people, adult literacy, gender parity and Quality Education. The two MDG goals on education are: To ensure that all boys and girls complete primary schooling by 2015 and, To make sure that girls have the opportunity for education at all levels by 2015. The EFA goals

4. EACH DAY, Millions of children, women and men are facing various issues due to their lack of education 69 Million children never enter the school gate The millions more are in over - crowded classrooms With under - qualified teachers and Inadequate learning materials or resources

5. EFA PROGRESS: THE GOOD Development of Education Sector Plans A number of governments have declared basic education free Gender parity in lower primary school reached in many countries The launch of the African Union Second Decade on Education for Africa The emergence of national EFA campaign coalitions Civil Society space in policy development has increased Greater attention towards increased investment

6. EFA PROGRESS: THE GOOD Out-of-school children number has declined worldwide, but not fast enougnh By 33 Million since the Dakar 2000 from 105 million in 1999 to 72 million in 2007 yet the sheer size of the out of school population remains an indictment of gvmts and the international community Encouraging progress towards universal primary inrolment. Sub-Saharan Africa has registered strong progress and reduced its out-of-schoolpopulation by almost 13million or 28% During a period in wich the size of its school age population increased by 20 million.

7. EFA PROGRESS: THE CHALLENGES Key Challenges are in these categories Quality of Education Equity of Education Financing of Education National Accountability

8. -Around 10million children drop out of public schools every year -Parents pay cash to get quality education for their children and -Public investments in secondary and higher education remains very low Access is free but if you want quality you pay cash !!

9. Transition to secondary still very low (27%) Teachers are lacking qualification and motivation Poor learning environment (not enough resources for quality) Schools management matters Parents(Mothers) illiteracy matters most Basic services in schools matter (health, food, water and sanitation)

10. Some 43% of out of school children live in Africa. Education systems and programs are not inclusive in many countries in Africa. This includes: poor children, girls, disabled, those in child labour, children in conflict areas, women in rural areas. Education not for ALL !!

12. African govts still spend on average only 4% of their national budget on education-well below the Dakar target of 9% BY 2010. Only 6 countries in Africa met the Dakar target, 9% by 2010 (Lesotho Djibouti, Botswana, Swaziland, Tunisia and Kenya). Unfortunately…..some have made significant cuts to education budget (Equatorial Guinea, Congo Brazaville, Mauritania) While some have significantly increased their education budget ( Senegal, Mali, Mozambique, Lesotho)

13. CONSIDER THIS: If only 10% of military expenditures were cut to invest in education, millions of African children would access at least primary education. # Country 1CHAD 350,000 2BURUNDI 27,000 3GUINEA BISSAU 34,000 4MAURITANIA 70,000 5ANGOLA 590,000 6CONGO 540,000 7UGANDA 180,000 8ETHIOPIA 650,000 Source: UNESCO GMR 2011. pp 151

14. International Financial crises should not be used as an excuse by Development Partners The CSOs in conjunction with governments and development partners, should assess the shortfall between current spending plans and financing requirements. Govts must increase domestic resources for Education through innovative financing mechanisms.

15. All african countries must be supported to develop a functioning Education Management Information System (EMIS) Develop a quality basic education policy for a Minimum of 9-10years o Establish a framework for skills and for teacher and head of schools professional development o Mainstream gender in the curriculum o Promote the use of ICTs and national langages at schools Schools and communities and functional literacy programs should ensure accountability at school level. Making schools non-violent environments