Goal 3: Youth and Adult Education by

Global Factors

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Local Factors

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Facilitating EFA

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Impeding EFA

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The World Bank's STEP program measured and matched skills of indivduals with needs of local companies in three areas - computer skills, reading, and personality. The relative importance of each was examined on a country by country basis

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OECD conducted 'Learning for Jobs, 'Skills beyond School,' and 'ILO' global reviews considering human resource development and education (2004-2010)

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Lack of globally accepted definitions of 'skills'

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Increasing mobility of people across borders

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lack of systemic info for monitoring and evaluation or analysis

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Lack of Coordination and Cooperation among stakeholders

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No global network of information regarding Technical and Vocational Education and Training (TVET) makes it difficult to engage in productive Monitoring and Evaluation programs

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Migration from rural communities to urban communities

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# of Rural/inaccessible communities

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Compulsory Secondary Education

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Poverty

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Income inequality

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School Fees

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Different language at home vs. school

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Late age of school entry

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high % of youth working

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illegal status of immigrants and inability of migrant children to access education

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Positive societal attitudes/policies towards integrating immigrants

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Positive societal attitudes towards women's/minorities' education

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Alternative programs for finishing secondary school curriculum

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Active civil society organizations

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Religious leaders' positive attitudes towards education

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Reference

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UNESCO EFA Global Monitoring Report 2015, Education for All 2000-2015: Achievements and Challenges.

Introduction

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The importance of youth and adult 'skills' (abilities acquired post-childhood that yield economic, social, or political consequences) development is explored in UNESCO's Education for All Global Monitoring Report 2015. The skills considered in the analysis are roughly broken down into foundational, transferable, and vocational skills. Foundational skills deal with basic numeracy and literacy that lead to employment, while transferable skills are broader and harder to concisely define but include creative problem solving, communication skills, and ability to collaborate. These transferable skills can not only lead to higher levels of employment retention, but also a larger number of jobs in an economy and a more meaningful life. Since 2000, key improvements have been made in terms of access to secondary education but many people are left out of these gains. In the chapter, the successes and failures are reviewed around the world, causes are analyzed, and the need for countries and the global community to work on particular areas are reviewed.

Conclusions and going forward post-2015

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While the report examines many of these factors using case studies and many country comparisons there are overall conclusions: 1) progress has been made in terms of expanding secondary education since 2000, but the barriers continue to be income inequality and rural locations, 2) the children who suffer the most are migrants who will only be marginalized further if policies aren't changed on the local level, and 3) the global community and stakeholders need to work in a more coordinated and cooperative manner to standardize the language and monitoring and evaluation protocols and frameworks needed to take further steps.

The Global and Local influences on Education for All (EFA)

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This diagram breaks down the facilitating and impeding factors that occur on the global scale (international forces and policies/studies implemented globally by international organizations) and the local scale (at the level of individual countries).

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OECD's Program for the International Assessment of Adult Competencies (PIACC)