World Declaration on Education for All Jomtien Thailand (1990)
Every person - child youth and adult - shall be able to benefit from educational opportunities designed to meet their basic learning 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 attitudes) required
Is basic education for all attainable?
These new forces, when combined with the cumulative experience of reform, innovation, research and the remarkable educational progress of many countries, make the goal of basic education for all-- for the first time in history-- an attainable goal.
What is the Wrld Decl a ration on education for all?
The Wo rld Decl a ration on Education for All and the Fra m ewo rk fo r Action to Meet Basic Learning Needs a re products of a wide and systemat i c p rocess of consultation conducted from October 1989 through Ja nu a ry 1990 under the auspices of the Inter-A ge n cy Commission established to orga n i ze the Wo rld Confe re n c e.
What is education for all?
In that sense, Education for All is an expanded vision encompassing programmes, activities and services in the public and private sectors aimed at meeting the basic needs of children, youth and adults both within and outside school.
What happened to basic education in the 1980s?
The erosion and decline of basic education during the 1980s has been an unperceived but very real emergency. countries, In many developing primary student numbers have stopped growing, the quality and effectiveness of learning has deteriorated, rural schools remain closed for extended periods, and teachers' pay has become irregular.
Article I - Meeting basic learning needs
Every person - child, youth and adult - shall be able to benefit from educational opportunities designed to meet their basic learning 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 attitudes) required
Article II - Shaping the vision
To serve the basic learning needs of all requires more than a recommitment to basic education as it now exists. What is needed is an “expanded vision” that surpasses present resource levels, institutional structures, curricula, and conventional delivery systems while building on the best in current practices. New possibilities exist today which res
Article III - Universalizing access and promoting equity
Basic education should be provided to all children, youth and adults. To this end, basic education services of quality should be expanded and consistent measures must be taken to reduce dispari-ties. For basic education to be equitable, all children, youth and adults must be given the opportunity to achieve and maintain an acceptable level of lear
Article IV - Focussing on learning
Whether or not expanded educational opportunities will translate into meaningful development - for an individual or for society - depends ultimately on whether people actually learn as a result of those opportunities, i.e., whether they incorporate useful knowledge, reasoning ability, skills, and values. The focus of basic education must, therefore
Article V - Broadening the means and scope of basic education
The diversity, complexity, and changing nature of basic learning needs of children, youth and adults necessitates broadening and constantly redefining the scope of basic education to include the follow-ing components: Learning begins at birth. This calls for early childhood care and initial education. These can be provided through arrangements invo
Article VI - Enhancing the environment for learning
Learning does not take place in isolation. Societies, therefore, must ensure that all learners receive the nutrition, health care, and general physical and emotional support they need in order to participate actively in and benefit from their education. Knowledge and skills that will enhance the learning environment of children should be integrated
Article VII- Strengthening partnerships
National, regional, and local educational authorities have a unique obligation to provide basic education for all, but they cannot be expected to supply every human, financial or organizational requirement for this task. New and revitalized partnerships at all levels will be necessary: partnerships among all sub-sectors and forms of education, reco
Article XIII - Developing a supportive policy context
Supportive policies in the social, cultural, and economic sectors are required in order to realize the full provision and utitlization of basic education for individual and societal improvement. The provision of basic education for all depends on political commitment and political will backed by appropriate fiscal measures and reinforced by educati
Article IX - Mobilizing resources
If the basic learning needs of all are to be met through a much broader scope of action than in the past, it will be essential to mobilize existing and new financial and human resources, public, private and voluntary. All of society has a contribution to make, recognizing that time, energy and funding directed to basic education are perhaps the mos
Article X - Strengthening international solidarity
Meeting basic learning needs constitutes a common and universal human responsibility. It requires international solidarity and equitable and fair economic relations in order to redress existing eco-nomic disparities. All nations have valuable knowledge and experiences to share for designing efective educational policies and programmes. Substantial
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World Declaration on Education for All and Framework for Action to
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The 1990 World Conference on Education for All held Consultative
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ONE DECADE OF EDUCATION FOR ALL: THE CHALLENGE AHEAD
Nearly 120 developing countries had reported post-Jomtien follow-up measures: 77 had organized national EFA meetings 105 had set goals for the 1990s and 109
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ONE DECADE OF EDUCATION FOR ALL: THE CHALLENGE AHEAD
Nearly 120 developing countries had reported post-Jomtien follow-up measures: 77 had organized national EFA meetings 105 had set goals for the 1990s and 109
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The Concept of Education for All: What Has Happened after Jomtien?
The origin of the concept of Education for All is generally associated with the. World Conference in Jomtien in 1990 which resulted in the World Declaration
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The Dakar Framework for Action: Education for All: meeting our
28 avr. 2000 community to basic education throughout the 1990s notably at the World Summit for Children (1990)
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The 1990 World Conference on Education for All, held - ERIC
6 sept 1993 · The 1990 World Conference on Education for All, held in Jomtien, Thailand, resulted in the creation of the International Consultative Forum on
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World Declaration on Education for All, Jomtien, Thailand (1990)
1 To serve the basic learning needs of all requires more than a recommitment to basic education as it now exists What is needed is an “expanded vision” that surpasses present resource levels, institutional structures, curricula, and conventional delivery systems while building on the best in current practices
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Jomtien Declaration - UNESCO Bangkok
Jomtien, 1990 This implies improving higher education and developing scientific research Close con- tact with contemporary technological and scientific knowledge should be possible at every level of education
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Summary of Progress towards Education for All - Unesco
In the period from 1990-2000 between the Jomtien and Dakar conferences, major challenges included the lack of expansion and improvement of early childhood
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The 1990 Jomtien Conference on Education for all, reaffirmed the
The 1990 Jomtien Conference on Education for all, reaffirmed the commitment of the world community to provide basic education for all including persons with
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World Education Forum; The Dakar Framework for Action: Education
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[PDF] The 1990 World Conference on Education for All, held - ERIC
Sep 6, 1993 · The 1990 World Conference on Education for All, held in Jomtien, Thailand, resulted in the creation of the International Consultative Forum on
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[PDF] World Declaration on Education for All, Jomtien, Thailand (1990)
1 Basic education should be provided to all children, youth and adults To this end, basic education services of quality should be expanded and consistent measures must be taken to reduce dispari ties 2
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[PDF] World Declaration on Education for All and Framework for Action to
Least developed and low income countries have special needs wh i ch re q u i re pri o rity in intern ational support for basic education in the 1990s 4 All nations
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[PDF] A Human Rights-Based Approach to Education for All - Unicef
The World Conference on Education for All (1990) set the goal of universal primary education for the year 2000, a goal not met but subsequently reaffirmed for
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[PDF] one decade of education for all: the challenge - Semantic Scholar
Nearly 120 developing countries had reported post Jomtien follow up measures 77 had organized national EFA meetings, 105 had set goals for the 1990s and
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[PDF] Jomtien to Jomtien: The Evolving Coordination Process of Education
Jul 31, 2012 · It has been over 20 years since the Education for All (EFA) movement was launched in Jomtien, Thailand in 1990 EFA is a global commitment
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Working document prepared by UNESCO for the Tenth High Level Group Meeting on Education for All I Introduction the Global Context 1990 2010 The vision
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Apr 28, 2000 · We welcome the importance which the international community has accorded basic education throughout the 1990s, notably at the World Summit
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