YOUTH’S ROLE AS TARGET AND PARTNERS IN ACHIEVING EFA

What Policies are required to support youth to help countries achieve the 6 EFA Goals? Have a clear policy framework that identifies the potential of youth and the roles they can play to help achieve EFA. Identify/Map key partners active in youth participation (Gov’t ministries, NGOs, private sector civil society) and officially form an alliance or network. In an existing (or to be developed) National Youth Policy, include youth’s role in achieving EFA and provide resources for action

What Policies are required to support youth to help countries achieve the 6 EFA Goals? Have a clear focal point for Youth Participation within the government, with a work plan and resources. Stipulate Student Government/Councils in all schools, with focal point in government and budget for school based activities Establish National Councils of young people who meet in annual Forum, who comment on proposed government policy and who give feedback to government

‘Zones of education exclusion’ for Youth (15-24 years) Zone 1 = Out of school with less than 4 years of schooling (basic if any literacy) Zone 2 = Out of school with 4 or more years schooling but no lower secondary completion (literate and numerate) Zone 3 = Out of school with lower or upper secondary completion Zone 4 = In school at secondary level but at risk of drop out or non-learning

Need data and analysis on the ‘zones of exclusion’ at sub-national level NFE equivalence in Primary, Lower Secondary and Upper Secondary needs policy framework, Institutionalization within government and its partners and a clearly demarcated budget Transparent System with budget for targeted incentives to complete secondary and attend NFE for disadvantaged groups

Increased budget and resources for secondary without a decrease to primary allocations Policy and implementation guidelines in place for NFE, TVET and higher education for flexible approaches – with modules, distance learning and ‘ladderized’ approach Expanded budget for pre-schools attached to primary schools so that elder siblings can attend Policy for easier re-enrolment to non-formal system, especially for students who have now become parents

Quality Child centered and participatory approaches from well trained teachers There should be a balance between vocational/livelihoods focus and values and life skills, critical thinking based education

RECOMMENDATIONS Strong partnership with all sectors in the community; parents, teachers, local authorities, NGOs, mass organizations, media Increase in budget and transparency in budget allocation Review, enhance or modify existing policy framework Joint monitoring and evaluation (by all stakeholders) to produce a unified set of tools and methodologies on the sustainability and cost effectiveness of the program Establish regular schedules for dialogue with the youth sector Strengthen NFE opportunities