Education for All 2000-2015: Only a third of
countries reached global education goals
Just one third of countries have achieved all of the measurable Education for All (EFA)
goals set in 2000.
Only half of all countries have achieved the most watched goal of universal primary
enrolment. An extra $22 billion a year is needed on top of already ambitious government
contributions in order to ensure we achieve the new education targets now being set for
the year 2030.
These are the key findings of the 2015 EFA Global Monitoring Report (GMR) “Education for
All 2000-2015: Achievements and Challenges”, produced by United Nations Educational,
Scientific and Cultural Oranization (UNESCO) which has tracked progress on these goals for
the past 15 years.
“The world has made tremendous progress towards Education for All,” said UNESCO Director-
General Irina Bokova. “Despite not meeting the 2015 deadline, millions more children are in
school than would have been had the trends of the 1990s persisted. However, the agenda is far
from finished. We need to see specific, well-funded strategies that prioritize the poorest –
especially girls – , improve the quality of learning and reduce the literacy gap so that education
becomes meaningful and universal.”
Released today, one month before the World Education Forum in Incheon (Republic of Korea),
the Report reveals the following findings:
Goal 1. Expand early childhood care and education, especially for the most vulnerable
children.
Forty seven percent of countries reached the goal and another eight percent were close. Twenty
percent were very far from the goal. Yet, in 2012, nearly two-thirds more children were enrolled
in early childhood education than in 1999.
Goal 2. Achieve universal primary education, particularly for girls, ethnic minorities and
marginalized children.
Fifty-two percent of countries achieved this goal; ten percent are close and the remaining thirty-
eight percent are far or very far from achieving it. This leaves almost 100 million children not
completing primary education in 2015. A lack of focus on the marginalized has left the poorest
five times less likely to complete a full cycle of primary education than the richest and over a
third of out of school children living in conflict affected zones.
There have been important successes: Around 50 million more children are enrolled in school
now than were in 1999. Education is still not free in many places, but cash transfer and school
feeding programmes have had a positive impact on school enrolment for the poor.
Goal 3. Ensure equal access to learning and life skills for youth and adults.
Forty-six percent of countries reached universal lower secondary enrolment. Globally, numbers
in lower secondary education increased by 27% and more than doubled in sub-Saharan Africa.
Nonetheless, one third of adolescents in low income countries will not complete lower
secondary school in 2015.
Goal 4. Achieving a 50 per cent reduction in levels of adult illiteracy by 2015.
Only 25% of countries reached this goal; 32% remain very far from it. While globally the
percentage of illiterate adults fell from 18% in 2000 to 14% in 2015, this progress is almost
entirely attributed to more educated young people reaching adulthood. Women continue to
make up almost two-thirds of the illiterate adult population. Half of sub-Saharan African women
do not have basic literacy skills.
Goal 5. Achieve gender parity and equality
Gender parity will be achieved at the primary level in 69% of countries by 2015. At secondary
level, only 48% of countries will reach the goal. Child marriage and early pregnancy continue to
hinder girls’ progress in education as does the need for teacher training in gender sensitive
approaches and curriculum reform.
Goal 6. Improve the quality of education and ensure measurable learning outcomes for
all
The numbers of pupils per teacher decreased in 121 of 146 countries between 1990 and 2012
at the primary level, but 4 million more teachers are still needed to get all children into school.
Trained teachers remain in short supply in one third of countries; in several sub-Saharan African
countries, less than 50 percent are trained. However, education quality has received increased
attention since 2000; the number of countries carrying out national learning assessments has
doubled.
Funding and political will
Since 2000 many governments significantly increased their spending on education: 38 countries
increased their commitment to education by one percentage point or more of GNP. However
funding remains a major obstacle at all levels.
“Unless concerted action is taken and education receives the attention that it failed to get during
the past 15 years, millions of children will continue to miss out and the transformative vision of
the new Sustainable Development agenda will be jeopardized,” said GMR Director, Aaron
Benavot. “Governments must find ways to mobilize new resources for education. International
partners must ensure that aid is distributed to those most in need.”
The GMR makes the following recommendations:
Complete the EFA agenda: Governments should make at least one year of pre-primary
education compulsory. Education must be free for all children: fees for tuition, textbooks, school
uniforms and transport must be abolished. Policy makers should identify and prioritize skills to
be acquired by the end of each stage of schooling. Literacy policies should link up with the
needs of communities. Teacher training should be improved to include gender-focused
strategies. Teaching styles should better reflect student needs and the diversity of classroom
contexts.
Equity: Governments, donors and civil society must develop programmes and target funding to
meet the needs of the most disadvantaged so no child is left behind. Governments should close
critical data gaps in order to be able to direct resources to those most in need.
Post-2015: Future education targets for education must be specific, relevant and realistic. At
current rates, only half of all children in low-income countries are expected to complete lower
secondary education by 2030. In many countries even the core goal of achieving universal
primary education will remain out of reach without concerted efforts.
Close the finance gap: The international community, in partnership with countries, must find
the means to bridge the US$22 billion annual finance gap for quality pre-primary and basic
education for all by 2030. Clear education finance targets must be established within the
Sustainable Development Goals where none currently exist.
Goal 4: Quality education
Ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all
Since 2000, there has been enormous progress in achieving the target
of universal primary education. The total enrolment rate in developing
regions reached 91 percent in 2015, and the worldwide number of
children out of school has dropped by almost half.
There has also been a dramatic increase in literacy rates, and many
more girls are in school than ever before. These are all remarkable
successes.
Progress has also faced tough challenges in developing regions due to
high levels of poverty, armed conflicts and other emergencies. In
Western Asia and North Africa, ongoing armed conflict has seen an
increase in the proportion of children out of school. This is a worrying
trend.
While sub-Saharan Africa made the greatest progress in primary school
enrolment among all developing regions – from 52 percent in 1990, up to
78 percent in 2012 – large disparities still remain. Children from the
poorest households are four times more likely to be out of school than
those of the richest households. Disparities between rural and urban
areas also remain high.
Achieving inclusive and quality education for all reaffirms the belief that
education is one of the most powerful and proven vehicles for
sustainable development. This goal ensures that all girls and boys
complete free primary and secondary schooling by 2030. It also aims to
provide equal access to affordable vocational training, and to eliminate
gender and wealth disparities with the aim of achieving universal access
to a quality higher education.
Quality education is one of 17 Global Goals that make up the 2030
Agenda for Sustainable Development. An integrated approach is crucial
for progress across the multiple goals.
4 Reasons to Teach the Sustainable Development Goals in Every Classroom
October 23, 2018 by Caroline Weeks
The United Nations’ Sustainable Development Agenda, adopted in 2015, includes 17
Sustainable Development Goals (SDGs) to be achieved by 2030. Countries around the world
have committed to taking action to meet these goals, such as ending hunger and poverty, creating
sustainable cities and communities, and making health care available to all.
There are more than 50 million public school students in the United States, and more than
three million full-time public school teachers. This collective group is a powerful force in
creating positive change in local communities and achieving the SDGs by 2030.
Here are four (of many!) reasons the SDGs can be vital to teaching and learning in every
classroom.
1. Students need to learn about the world.
Children who are in school now will grow up to be adults in an increasingly interconnected and
multicultural society. Students need to be aware of cultural norms and differences around the
world so that they can succeed and thrive. The SDGs are universal goals for all people, and are
inherently global in nature. Learning about these initiatives helps students develop insights into
issues around the world, such as lack of access to clean water and gender equality. These issues
are inseparable from culture, and to truly understand the SDGs, students need to learn about the
world around them.
2. Students must be active participants in the world they
live in.
To solve the world’s biggest challenges, we must encourage students to be active participants in
their local and global communities. Developing global citizens who are passionate about caring
for others and our world is essential for them to be members of our society. The SDGs engage
students in practical goals and problem-solving.
3. Students learn empathy and compassion.
When students learn about SDGs such as those about poverty, hunger and high-quality
education, they begin to understand the unique challenges facing communities all over the world
that they may not have known about before. Students need empathy to develop healthy
relationships throughout their lives. Building compassion in children leads to passionate,
engaged adults.
4. Students and teachers are inspired to take action.
Teachers do not need to be experts in topics such as responsible consumption or clean energy to
teach the SDGs. They can learn and explore these issues alongside their students, and plan ways
to take action together. Once students have an understanding of the SDGs and why they are
necessary, they will be inspired to make positive changes, in big and small ways. We have seen
this in countless ways through our work with teachers, from high school students raising
awareness about human trafficking to first graders conserving water by turning off their
classroom faucets more frequently.
All students in any grade level can learn about the SDGs in age-appropriate ways with the bevy
of free activities, curricula and classroom activities now available.
Together, with teachers and students, we can be a powerful force for achieving the UN’s vision
of a more peaceful, healthy and equitable world.
If you are looking for more resources about how to bring the Sustainable Development Goals
into schools and classrooms, check out this collection of videos, articles and classroom
resources.
This post originally appeared on IntraHealth International's blog, VITAL.
BACK TO BLOG
MANILA, Phillippines – With the emerging trend in Information and
Communication Technology (ICT) education, the Department of Education
(DepEd) is addressing technology gaps among teachers and students.
DepEd's Bureau of Curriculum Development Director Jocelyn DR. Andaya
said in a speech during the Education Summit last December 5, that closing
the technological gaps in ICT is the first step to enhancing the quality of
education in the Philippines.
"For the framework to work, a transformational and enabling environment
must be in place. While the learners are digital natives, most of the teachers
today are digital immigrants," she said.
Students are all digital natives – fluent "speakers" of the digital language of
computers, video games, and the internet, while teachers are digital
immigrants who were not born into the digital world but have adopted many
aspects of the new technology. Both terms were coined by Marc Prensky in
2001.
It is within this context that DepEd has been working in terms of closing the
technological gaps in ICT. Andaya also said that teachers should adapt to
technological advances in education to allow maximum learning with the use
of modern gadgets.
Challenges
In the consultative workshop during the Education Summit, school heads from
all over the country raised their concerns regarding ICT integration.
According to them, school heads must have enough capacity and appreciation
of the benefits of ICT through proper resource management. They also
stressed the importance of strategic external partnerships from private
sectors.
Other Stories
To address this, they suggested that a regular training program for teachers be
developed and periodic ICT fora be held where teachers across all levels can exchange
ideas to advance the quality of ICT education in the country.
To kickstart the integration of the ICT program, DepEd initiated the Learners’
Information System (LIS) that shows real-time registration of learners enrolled in public
schools.
LIS is a tool to manage information and seeks to promote transparency, informed
decision making, and empowerment at different levels of the organization. (READ: The
Philippines needs an ICT revolution, now)
Since its installation, LIS has allowed DepEd to generate total public school enrollment
based on the actual registration of learners.
Inclusive ICT education
Andaya also stressed the role of information technology in harnessing the abilities of
students under the Special Education (SPED) Program.
"For SPED, ICT can also support learners with special needs through the help of
adaptive and assistive devices and technology. These tools are used to assist the
learners with disabilities to maintain and improve their function capabilities, thus able to
meet the same competencies," Andaya said. (READ: Education and the Internet for a
sustainable PH)
To fully realize this, Andaya said that teachers should understand that ICT is both a
platform and tool for delivering instructions.
"ICT integration in digital literacy focuses on learning about ICT itself, how the
technology works, and how it is used in addressing the need for inclusive education,"
she added. (READ: Education and the Internet for a sustainable PH)
Andaya emphasized that to bridge the technological divide among educators and
students, the challenge is to develop teachers who do not just teach, but also innovate.
Part of the challenge is making advancement not via competition, but collaboration.
"As educators, our job is not to prepare kids for something. Rather, our job is to help
kids learn to prepare themselves for anything," Andaya said. – Rappler.co
DO 42, S. 2017 – NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE
PROFESSIONAL STANDARDS FOR TEACHERS
August 11, 2017
DO 42, s. 2017
National Adoption and Implementation of the Philippine Professional
Standards for Teachers
To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned
1. In line with the new professional standards for teachers, the
Department of Education (DepEd), through the Teacher Education
Council (TEC), issues this DepEd Order entitled National Adoption
and Implementation of the Philippine Professional Standards for
Teachers (PPST).
2. The DepEd recognizes the importance of professional standards in the
continuing professional development and advancement of teachers
based on the principle of lifelong learning. It is committed to supporting
teachers, and taking cognizance of unequivocal evidence that good
teachers are vital to raising student achievement. Quality learning is
contingent upon quality teaching. Hence, enhancing teacher quality
becomes of utmost importance for long term and sustainable nation
building.
3. The changes brought about by various national and global frameworks
such as the K to 12 Reform, ASEAN Integration, globalization, and the
changing character of the 21st century learners necessitate the
improvements and call for the rethinking of the National Competency-
Based Teacher Standards (NCBTS); hence, the development of the
PPST.
4. The PPST aims to:
1. set out clear expectations of teachers along well-defined career stages
of professional development from beginning to distinguished practice;
2. engage teachers to actively embrace a continuing effort in attaining
proficiency; and
3. apply a uniform measure to assess teacher performance, identify
needs, and provide support for professional development.
5. The PPST shall be used as a basis for all learning and development
programs for teachers to ensure that teachers are properly equipped to
effectively implement the K to 12 Program. It can also be used for the
selection and promotion of teachers. All performance appraisals for
teachers shall be based on this set of standards.
6. The regional offices shall be supported by their training and
development personnel to organize and orient all the schools divisions
within their jurisdiction for the PPST. In addition, it shall take charge of
the monitoring and evaluation at the division level implementation. The
schools division office shall have the same functions and responsibilities
in the school districts and secondary schools.
7. Reporting of the orientation and related activities shall be done by the
regional office to the Office of the Secretary through the Teacher
Education Council.
8. Immediate dissemination of and strict compliance with this Order is
directed.
DO 43, S. 2017 – TEACHER INDUCTION PROGRAM POLICY
August 11, 2017
DO 43, s. 2017
Teacher Induction Program Policy
To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
ARMM Regional Secretary
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned
1. In line with the Teacher Induction Program (TIP) for the newly hired
teachers, the Department of Education (DepEd), through the Teacher
Education Council (TEC), issues the enclosed Teacher Induction
Program Policy on the implementation of the TIP.
2. DepEd fully supports the continuing professional development and
progress of the newly hired teachers based on the principle of lifelong
learning and the Department’s commitment to the development of new
and beginning teachers.
3. This policy will remain in force and in effect unless sooner repealed,
amended, or rescinded.
4. Immediate dissemination of and strict compliance with this Order is
directed.
(Sgd)LEONOR MAGTOLIS BRIONES
SecretaryReference: N o n e
To be indicated in the Perpetual Index under the following subjects:
ASSESSMENT
COUNCIL
CURRICULUM
POLICY
PROGRAMS
TEACHERS
tarting at a new school can be just as overwhelming for new teachers
as it is for new students. While it's exciting for new staff to envision
the year, it can also be overwhelming. The new things they need to
learn range from information systems to HR to curriculum. Developing
a solid teacher induction program can ease the transition for new staff,
giving them the time, support and relationships they need to thrive.
Induction is an umbrella term for the supports put in place to assist
teachers in adapting to a new workplace culture. A stand-alone
program before the school year should be a priority to support most
immediate needs, followed by continued work throughout
the first year. Induction goes beyond understanding students, classes
and curriculum. Information about the systems and processes that
guide the workplace, as well as school norms, are integral for teachers
to settle in and feel confident; however, it's important to keep in mind
the pace at which this is done.
ISO 21001:2018 specifies requirements for a management system for
educational organizations (EOMS) when such an organization:
a) needs to demonstrate its ability to support the acquisition and development
of competence through teaching, learning or research;
b) aims to enhance satisfaction of learners, other beneficiaries and staff
through the effective application of its EOMS, including processes for
improvement of the system and assurance of conformity to the requirements
of learners and other beneficiaries.
All requirements of ISO 21001:2018 are generic and intended to be applicable
to any organization that uses a curriculum to support the development of
competence through teaching, learning or research, regardless of the type,
size or method of delivery.
ISO 21001:2018 can be applied to educational organizations within larger
organizations whose core business is not education, such as professional
training departments.
ISO 21001:2018 does not apply to organizations that only produce or
manufacture educational products.
DEPED-3 NOW ISO CERTIFIED
Sun.Star Pampanga
10 Aug 2017
The progress of technology is a blessing to human wherein it makes life faster and
easier primarily the invention of computers. Computer technology has various uses
like in transportation, communication, commerce, construction, medicine, studies in
universe even the content of books are already in the internet. We also have social
networking, social media and computer games which serve as leisure and
entertainment to humans. But whatever excessive use of a thing may result into a bad
effect to people. One of the basic common problem that teachers, parents and even
experts in science of psychology encounter is the online gaming addiction of learners.
What is it all about? How can we say that a person is addicted? Who are the victims?
What are the effects to learners and to people around them?
Addiction is a very strong habit. It is a condition to be a slave to a habit, compulsive
dependence. There are two kinds of addiction which are physical addiction referring
to addiction a particular substance or medicine or cigarette smoking and psychological
addiction referring to reliance to a thing which gives satisfaction to his mind and
feeling which is seen to his behavior. Online gaming addiction is a kind of
psychological addiction in which the medium is playing online games in the internet.
Online games motivates player to escape from reality, characterizing characters on
online games, praises and recognitions received from co-players, uplifting self-esteem
during the games, gives challenges to every player, bursting out their emotions, anger
and frustrations.
Excessive game playing often reflects problems in the home. This behavior is
oftentimes just the tip of the iceberg of deep- rooted problems. If an individual spends
ten hours or more (70-80 hours/week) this could totally damage his studies, work and
social relations. Ten million people using internet, 30% are youth or teens are
considered internet addicted. Five to ten percent game users end up addicted. Learners
spend more times in video games. Learners addicted in video games spend most of
their times in internet shop, they lack sleep or sleep in school, cannot comply with
school activities and avoid friends. Physical symptoms are the same in drug addicted.
Parents must give full support in keeping their children away from online games
addiction by talking to them and knowing their problems. They must also seek
professional advice to teachers and guidance counselors in school and do their best to
divert them to other activities. Following up a child is a basic role a parent should do
to help their children.
— oOo— The author is a Teacher III and ALS Coordinator of Arayat Central School ,
Arayat West District
The Department of Education Regional Office III is now ISO certified, after its
Registration Certificate for ISO 9001:2015 Standard recently.
DepEd-3 is one of the first two DepEd units in the country – the other one being
DepEd Region 4A - to acquire an ISO 9001:2015 Certification. The said certification
is valid until June 27 2020.
AJA Registrars President Paul Bagatsing and Head of Business Development and
Client Relations Laarni Nolido conferred the Certificate to DepEd-3 Regional
Executive Committee (REXECOM) members led by Regional Director Malcolm
Garma and Assistant Regional Director Nicolas Capulong.
For RD Garma, the ISO-Certification of Region III meant “quality becomes a policy.”
He said ISO is about individuals, and is a commitment not only of the office or the
institution, but the commitment of individual employees, from the Regional Directors
down to the level of utility workers. He said everybody will be involved and should be
involved.
According to the regional director, this is a commitment, and a mark of excellence in
terms of delivery, service and the product.
The Scope of the Registration Certificate includes the Office of the Regional Director
proper, ICT Unit, Legal Unit, Public Affairs Unit, Curriculum and Learning
Management Division, Education Support Services Division, Field Technical
Assistance Division, Human Resource Development Division, Policy Planning and
Research Division, Quality Assurance Division, Administrative Division, and Finance
Division.
The Department of Education Regional Office III developed a Quality Management
System (QMS) Certifiable to ISO 9001:2015 which seeks to standardize the delivery
of its organizational processes and enhance its services to its clientele. The said QMS
is an outcome of the series of trainings and workshops attended by selected DepEd-3
Personnel held at the Regional Office such as the ISO Overview/Management
Responsibility (Module 1), ISO 9001 Documentation Requirements (Module 2),
Quality Manual and Procedures (Module 3), Process Management and Documentation
(Module 4), Control of Documents and Records (Module 5), Internal Quality Audit
and Process (Module 6) and Understanding IQA (Module 7).
The seminars and orientations were facilitated by QMS Consultant Ronaldo Polancos,
team members Kathrina Sta. Maria and Arcie Mallari, and freelance consultant Earl
Tongol.
The DepEd-3 ISO Organization, tasked to steer the preparations for the ISO
Certification, is led by Assistant Regional Director Nicolas Capulong, QAD Chief
Arthur Sacatropes as Quality Management Representative (QMR), Wendell Cabrera
as Deputy QMR, Olivia Sibug as Document Controller, and FTAD Chief Edwin
Marcos as Process and Quality Review (PQR) Lead.
Similarly, the DepEd-3 has also crafted its Quality Mission and Policy which were
confirmed and given commitment to by all the Regional Office Personnel recently.
DepEd-3 remains steadfast in its commitment to bring this quality service and
commitment down to the Schools Division Offices through the provision of technical
assistance and guidance for other DepEd units vying for ISO Certification.
— oOo— The author is Administrative Assistant III at DepEd Division Office,
Mabalacat City, Pampanga. it received
