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The Education for All Movement: Was a global initiative that was meant to be accomplished on a local level. Goal was to provide a good quality education for all children and adults by 2015.
The World Declaration on Education for All announced a decree to improve the quality of education in all countries. Quality was made as a stepping stone to equity.
Dakar Framework declared a good quality education was the right of all children. Quality, according to Dakar extended to characteristics of learners, processes, facilities, learning materials, content, governance and management, and learning outcomes.
World Bank: 1980 Education Sector Policy Paper: UNESCO - focus on primary education. By 1995 UNESCO was not mentioned.

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Dakar Framework Background and Rationale

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"The right to a quality education is, I believe, the perfect path to bridge the gap between different cultures and to reconcile various civilizations. Without such a right, the values of liberty, justice and equality will have no meaning. Ignorance is by far the biggest danger and threat to humankind." Moza bint Nasser
Read more at https://www.brainyquote.com/topics/quality-education-quotes

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United Nation Educational, Scientific and Cultural Organization

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The World Declaration on Education for All (1990)

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Programme for International Student Assessment
From 2003 - 2012 average scores in mathematics increased from 385 to 415

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Economic and Socio-Cultural Status

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Southern and Eastern Africa Consortium for Monitoring Educational Quality

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Trends in International Mathematics and Science Study
2007: national participation enhanced technical knowledge and skills for assessments

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Latin American Laboratory for Education Evaluation and Quality:
Permit measurement of progress and inequality in learning outcomes of cross-national assessments.

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Originated in the 1960's
Expanded in the 1990's to include more countries

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What are the issues affecting the implementation of education programs in a region?

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What are the issues affecting the implementation of education programs in a region?

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What are the opportunities that UNESCO's "Global Monitoring Reports" provide?

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What are the opportunities that UNESCO's "Global Monitoring Reports" provide?

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What are the challenges that UNESCO's "Global Monitoring Reports" provide?

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What are the challenges that UNESCO's "Global Monitoring Reports" provide?

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2013/2014 EFA GMR: 250 million children have not learned the basics after 130 million have been in school for at least 4 years.

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Out of 93 countries, 29 (31%) were on track to meet that by 2015.

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More than half of the 50 countries increased their percent of trained teachers in 1999 and 2012 (Kyrgyzstan, Malawi, Myanmar, Nepal, Rwanda and Togo increased more than 50%).
Benin, Kuwait, Ghana and Swaziland loss trained teachers.

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Improving the quality of learning:
Teachers
Textbooks
Instructional Materials
Facilities
Teaching and Learning Processes
Decentralized and Private School

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In 2012, one-third of 91 countries, less than 75% of primary school teachers were trained with national standards.
Expanding opportunity for education, does not provide quality education.
Textbooks
Resources
Class Size
Quality of teacher training

"Very poor levels of learning in lower primary grades are resulting in millions of children leaving education before acquiring basic skills. Children who do not learn to read a text or do basic calculations in the lower grades are likely to struggle throughout their school careers, their commitment to education is likely to diminish and they are more likely to drop out."  (p.192)

Data can be inappropriately used.
Published data can discourage poorer countries to participate
The cost of participation
Cross-country comparability may cause certain countries to assess unfamiliar curriculum.
The data does not include children out of school.
Data for 1999 and 2012: pupil teacher ratio increased in seven countries.

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Were formed in order to focus on low achieving schools and provide them with more resources.

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Recognized the role of teachers to provide good quality basic education.
Enhance the status, morale, and professionalism of teachers.
Creating space for teachers to take action in their professional lives and professional careers.
Improve teacher education.
Deploy teachers fairly.
Appropriate salaries.
Attractive career paths.

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4 Million primary school teachers need to be recruited
2.6 million to replace teachers who retired, changed occupations, died or left
1.4 million address expanding enrollment
450,000 additional teachers needed each year to be sufficient by 2015

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2013/2014 EFA GMR: entering and completing school rose between 2000 and 2007 (SACMEQ)
Children from rich and poor households benefited.
2012:  (Central African Republic - 80:1 pupil/teacher ratio)
Faces the largest challenge needing 63% of additional teachers.
40:1 pupil to trained teacher ratio in 38 countries

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2013/2014 EFA GMR: Reaching the end of primary school:
47% in 2000 to 62% in 2007
Children from rich and poor households benefited.

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Enrollment of 15 year olds increased by approx. 12% between 2003 and 2012. The most disadvantaged students had the most progress.

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Prova Brasil National Assessment System:
Index of Basic Education Development:
measurements of student learning and progress
Repetition
Grade progression
Graduation Rates

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Data from the Index of Basic Education Development analyzed the impact of monetary incentives on school performance.

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2014: Only 33% of 5th graders could read a story in Urdu, Sindhi, or Pashto and 24% do a division problem in low income/poverty areas.
In Punjab, 63% could read and 50% could do division in this wealthier area.
Needed around 86,000 teachers.

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Gaps widened pertaining to the largest rural-urban gap in LLECE.

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major reform after the PISA 2000 results.
Adoption of national standards
Increased support for disadvantaged students (immigrant backgrounds)

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Wide learning disparity among schools change from streaming by ability.

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Changes because of PISA 2006 results:
reorganization of instructional time
improvement of teaching standards
improving performance

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Countries expected to take part in PISA with results published in 2007

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Countries expected to take part in PISA with results published in 2007

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Cambodia, Ecuador, Guatemala, Senegal, the United Republic of Tanzania and Zambia.

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Biggest challenge with the need for additional teachers (220,000). 15% of the global total.

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More countries conducting national assessments for countrywide information of learning outcomes for the national standards.
Focus more on grades 4-6 than 1-3 and 7-9.
Curriculum based
Subject orientated
Highlight the extent that learning objectives are achieved
Highlight differences in achievement levels by subgroups
Highlight background data

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Developing Countries: National Assessments:
8 in 1990
35 in 1999
64 in 2013

Over 25 years:
12 in 1990 to 101 in 2013

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18 participating developing countries in the TIMSS in 1999:
8 changed instruction - activity based learning, problem solving in mathematics and more critical thinking in science.

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Early Childhood Education Participation that increased in many countries

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Early Childhood Education Participation that increased in many countries

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Early education participation increased in many countries

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Access increased, but for many students in underdeveloped countries, learning is still not occurring after major participants in the movement met ten years later at the World Education Forum in Dakar, Senegal.
Many underdeveloped countries are faced with not having the proper resources: textbooks, teachers, trained teachers, facilities, etc., which are all impeding the learning of all and an education for all.

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International Political Science Association - global convergence of understanding the importance of developing disciplines globally.

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Education for all | Aksheta Kanuganti | TEDxCarrollwoodDaySchool