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Education for all 2000-2015: achievements and challenges. (2015). EFA Global Monitoring Report, 2015.

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Dakar Framework, which called for a move from highly centralized, standardized and

command-driven forms of management to more

decentralized and participatory decision-making, implementation and monitoring at lower levels of accountability.

Mixed results since decentralization contributed to inequity by generating major geographical and

income-based disparity in per-student spending

There is a need for accountability, financial and technical capacity when promoting decentralization

In most countries private schools' advantage is decreased when demographics are accounted for. However, at others, private schools allow greater autonomy, beneficial peer network and higher accountability, increasing its success.

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Using appropriate technology in teaching

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Using appropriate technology in teaching

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RADIO PROGRAMS
- reach isolated underserved communities

COMPUTERS
- decreaseing computer to student ratios
- train teachers on the use of computers
- integrate the use of computers into the curriculum

MOBILE PHONES
- design apps with clear purpose of teaching

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Problems associated with improving teaching and learning practices

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Problems associated with improving teaching and learning practices

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- curriculum reform must align with existing policy
- learner-centred pedagogy identified challenges

related to a lack of supportive environment,

teacher training and preparation, textbooks,

teaching materials, cultural values that does not question authority, high-stake exams, class size and furniture
- Language policy in education raises complex

issues and potential tensions between groups
- biggest obstacles to using local languages in the classroom are a lack of textbooks and a shortage of trained teachers using the languages

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Improved teaching and learning practices

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Improved teaching and learning practices

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- a curriculum that is relevant and inclusive; emphasize skills and competencies relevant to the world of work

- an effective and appropriate pedagogical approaches such as

group and pair work, informative feedback, student questioning, use of local languages, the planning and varying of lesson sequences and use of a range of learning

materials

- learner based pedagogy promotes critical thinking; promote democracy, civic engagement and economic development

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International agencies and reports have

recommended that primary schools operate

between 850 and 1,000 hours per year.

TEACHERS absenteeism, late, skip class
- improving central and regional supervision
- documenting the prevalence of ghost teachers
- giving teachers

and principals training and feedback on the

use of time
- empowering communities to

monitor teacher activities better

STUDENTS engagement
- learner centered approach

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- portable water
- handwashing facilities
- safe and clean toilets
- proper building infrastructure and maintenance

- no discrimination/ harassment/violence
- Lack of facilities and trained teachers for children with disabilities

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- include human rights discussion
- student centered
- children empowerment - increase environmental topics
- social discrimination/ marginalization/exclusion/ social inequality

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Pupil/textbook ratio is a significant measure of textbook availability

Available textbooks are not accessible in some cases since teachers secure them for fear of theft and absenteeism by students

Textbook distribution is moving away from centralized procurement and distribution system to public-private partnerships or local private publishers.

Address corruption related to distribution.

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- centralized deployment
- transparency in management and  deployment
- incentives such as housing, financial benefits and accelerated promotion
- local recruitment
- contract teachers with a policies that integrate them into one career stream with regular teachers
- increase status of teaching profession
- induction programs for new teachers
- Decrease private tutoring: penalties, improve supervision for curriculum coverage, reduce high stake nature of assessments

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Imbalances associated with
- school type
- geographical location
- teacher training.

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Trained teachers are also in severe shortage. There is also the matter of lack of motivated teachers too.
Some countries were able to increase the number of trained teachers by more than 50% between 1999 and 2012.

Good ratio of total number of teachers achieved by some but have low numbers of trained teachers.

Bangladesh (40:1) total teachers but (70:1) tained teachers in 2011.

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2012 – 29 out of 161 countries had more than 40:1 student/teacher ratios in primary education

From Dakar, only 8 countries larger than 40:1 were able to decrease it by 2012.

UNESCO estimates 1.4 million teachers need to be recruited to address 40:1 ratio shortfalls, and expansion between 2012 and 2015.

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Problems with regional and international assessments:

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Problems with regional and international assessments:

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- Discourage participation by poorer countries
- Cost of participation weighs a lot on developing countries
- Cross-country comparability: assess unfamiliar topics
- Cause reorientation of education system unsuitable to their circumstance
- Does not include children not in school

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Assessment data informs education policies in the following areas:

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Assessment data informs education policies in the following areas:

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- Curriculum reform

- Textbook revision

- Teacher education

- Ongoing teacher trainings

- Instructional material development

- Parent engagement

- Performance standards

- Allocation of resources to poorly performing schools

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2013/14 EFA Global Monitoring Report (GMR) showed, 250 million children have not had the
chance to learn the basics and 130 million of them have spent at least four years in school.

Poor basic skills in reading and math lead to high attrition rates.

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Access to basic education does not mean that children receive quality education

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Access to basic education does not mean that children receive quality education

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Access alone is insufficient for education to contribute to the development of individuals and society

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Access alone is insufficient for education to contribute to the development of individuals and society

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1990 - World Declaration on Education for all (EFA) committed countries to improving quality of education.

2000 - Dakar Framework for Action declared that access to education of quality is the right of every child.

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Access and equitable learning can be improved simultaneously

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Access and equitable learning can be improved simultaneously

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Assessments: tracking achievement of learning outcomes

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Assessments: tracking achievement of learning outcomes

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- National assessments
- Citizen-led assessments