Presentation on theme: "The Dakar Framework for Action: Quality Education and EFA"— Presentation transcript:
1 The Dakar Framework for Action: Quality Education and EFA Sheldon ShaefferDirectorUNESCO Asia and PacificRegional Bureau for Education
2 The Dakar Framework for Action The Dakar Framework for Action requires that each of its six targets be explicitly addressed in National Action Plans.Most EFA plans in Asia treat quality and gender equality as cross-cutting issues and attempt to “mainstream” them across the sections of the Plan.This is possible but risky – “mainstreaming” can easily lead to “invisibility”.Special attention must therefore be paid to ensure that issues of quality and gender do not get lost from EFA plans.
3 The Dakar Framework for Action - a target and a strategy on quality Target 6: Improving all aspects of the quality of education for all, so that recognised and measurable learning outcomes are achieved by all, especially in literacy, numeracy, and essential life skills.Strategy 8: Create safe, healthy, inclusive, and equitably resourced educational environments with clearly defined levels of achievement for all.Dakar’s definition of quality is no longer focused on only teaching and learning and the classroom...
4 Ten components of quality from the Framework for Action 1) Healthy, well-nourished, and motivated students2) Well-motivated and professionally competent teachers3) Active learning techniques4) A relevant curriculum5) Adequate, environmentally friendly, and easily accessible facilities
5 Ten components of quality (cont’d.) 6) Healthy, safe, and protective learning environments which include:adequate water and sanitation facilitiesaccess to health and nutrition services (e.g., micronutrient and vitamin supplements, de-worming, school nutrition, counsellingpolicies and codes of conduct (e.g., against harassment and corporal punishment) which enhance the physical, psycho-social, and emotional health of teachers and learnerseducational content and practices leading to health-related knowledge, attitudes, values, and life skills (the FRESH approach)
6 Ten components of quality (cont’d.) 7) Adequate evaluation of environments, processes, and outcomes8) Participatory governance and management9) Respect for and engagement with local communities and cultures10) Adequately and equitably resourced educational institutions and programmes
7 In other words, Dakar’s comprehensive view of quality includes: Quality learnersQuality contentQuality teaching-learning processesQuality learning environmentsQuality outcomes…… and learning environments that are gender-responsive throughout.To develop and put in place this broad definition of quality, we need rights-based, child-friendly schools….
8 A child-friendly school… 1) is a child-seeking schoolactively identifying excluded children to get them enrolled in school and included in learningtreating children as subjects with rights and States as obliged to fulfil these rightpromoting and helping to monitor the rights and well-being of ALL children in the community
9 A child-friendly school… 2) is a child-centred schoolacting in the best interests of the childleading to the realisation of the child’s full potentialconcerned about the “whole” child: health, nutritional status, and well-beingconcerned about what happens to children before they enter school and after they leave school
10 A child-friendly school… 3) above all, has an environment of good qualityinclusive of childreneffective with childrenhealthy and protective for childrengender-responsiveinvolved with children, families, and communities
11 A child-friendly school -- inclusive of children 1) Does not exclude, discriminate against, or stereotype on the basis of difference2) Provides education that is free and compulsory, affordable and accessible, especially to families and children at risk3) Respects diversity and ensures equality of opportunity for all children (e.g., girls, ethnic minority and working children, children with disabilities, victims of exploitation, AIDS-affected children)4) Responds to diversity, meeting the differing circumstances and needs of children (based on gender, social class, ethnicity, and ability level)
12 A child-friendly school -- effective with children 1) Promotes good quality teaching and learning processesinstruction appropriate to each child’s learning needs, abilities, and stylesactive, co-operative, democratic, gender-responsive learning2) Provides structured content and good quality materials and resources3) Enhances teacher capacity, morale, commitment, status, and income4) Promotes quality learning outcomesdefines/helps children learn what they need to learn (e.g., literacy, numeracy, life skills)teaches children how to learn
13 A child-friendly school – healthy and protective for children Ensures a learning environment of goodquality - healthy, hygienic, and safe2) Provides life-skills based health education3) Promotes both the physical and the psycho/socio/emotional health of teachers and learners4) Helps to defend and protect all children from abuse and harm5) Provides positive experiences for children
14 A child-friendly school – responsive to gender 1) Promotes gender equality in enrolment and achievement2) Eliminates gender stereotypes3) Guarantees girl-friendly facilities, curricula, textbooks, and teaching4) Socialises girls and boys in a non-violent environment and encourages respect for each other’s rights, dignity, and equality
15 A child-friendly school – involved with children, families and communities 1) Child-centredpromotes child participation in school life2) Family-focusedworks to strengthen the family as a child’s primary caregiver and educatorhelps children, parents, and teachers establish harmonious collaborative relationships3) Community-basedencourages local partnerships in educationacts in the community for the sake of childrenworks with other actors to ensure fulfilment of children’s rights