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Education for All. INSTITUTION United Nations Educational, Scientificand Cultural Organization, Bangkok (Thailand) DOCUMENT RESUME ED 381 403 SO 023 077 AUTHOR Makagiansar, M., Ed.; And Others TITLE Education for All. INSTITUTION United Nations Educational, Scientificand Cultural Organization, Bangkok (Thailand). PrincipalRegional Office for Asia and the Pacific. REPORT NO BKR/90/M/16-5000 PUB DATE 90 NOTE 288p. AVAILABLE FROMUNESCO Principal Regional Office for Asiaand the Pacific P.O. Box 967, Prakanong Post Office,Bangkok 10110, Thailand. PUB TYPE Reports Research/Technical (143) Collected Works - Serials (022) JOURNAL CIT Bulletin of the Unesco Principal RegionalOffice for Asia and the Pacific; n30 Dec 1989 EDRS PRICE MFO1 /PC12 Plus Postage. DESCRIPTORS *Adult Basic Education; *DevelopingNations; Educational Policy; Elementary Education;*Females; Foreign Countries; International Cooperation; Literacy; Nonfnrmal Education; PopulationEducation; Refugees; *Womens Education IDENTIFIERS *Asia Pacific Region ABSTRACT This volume concentrateson the idea of education for all with its goal of making the world'spopulation literate by the year 2000. The book features contributory articlesby some of the most eminent personalities working in thisregion on various aspects of primary education, adult literacyand post-literacy activities. Highlights have been made of especiallydifficult to reach target groups, such as refugees, and disadvantagedgroups, such as women. In the final chapter, an attempt is madeto take stock of what remains to be done if the objective of educationfor all is to be reached.. Chapters in this issue are:(1) introduction: concept ofeducation for all; (2) universal primary educationfor girls; (3) women's education in Asia and the Pacific:some basic issues; (4) education in difficult contexts; (5) literacyand non-formal basic education in Asia and the Pacific; (6) literacyprogrammes in India; (7) education for ethnic minorities: thecase of the Orang Asli; (8) education of refugees; (9) Kampuchean Refugees achieveuniversal education despite difficulties; (10) education of refugeesin the Philippines; (11) current trends in education of the disabled;(12) patterns of development in early childhoodcare and education; and (13) unfinished tasks and future agenda.Many chapters contain references. A bibliographical supplement contains 210references. (DK) *************************).********************************************* Reproductions supplied by EDRSare the best that can be made from the original document. * *********************************************************************** U & DEPARTMENT OF EDUCATOR Mc' of EuUcatons Reward',and Improvement EDUCATIONAL RESOURCESINFORMATION CENTER (ERICI loThte document hasbeen reproduced as wowed horn Me wean or °contrition otortattlp O Mulct changeshave been made to improve rOrOduchon oualrty Points ofwow oropinions stated in the docu. 1 mint do not multistory represent orkfal OERI oosrbon or po.cy "PERMISSION TO REPRODUCETHIS MA RIAL HAS BEEN GRANTEDBY -2403 u`-t-T-kot O TO THE EDUCATIONALRESOURCES INFORMATION CENTER (ERIC)" (:) BEST COPY AVAILABLE Ii "Education for all ", Bulletin of the Unesco Principal Regional Office for Asia and the Pacific (30):1-274, December 1989. Bibliography: p. 259-273. 1. UNIVERSAL EDUCATION ASIA/PACIFIC. 2. LITERACY ASIA/PACIFIC. 3. PRIMARY EDUCATION ASIA/PACIFIC. 4. LIFELONG EDUCATION ASIA/ PACIFIC. 5. NON-FORMAL EDUCATION ASIA/PACIFIC. 6. EQUAL EDUCATION ASIA/PACIFIC. 7. WOMEN'S EDUCATION ASIA/PACIFIC. I. Unesco. Principal Regional Office for Asia and the Pacific. 379.24 372.95 374.014 4 4:1 EDITORIAL BOARD FOR THIS ISSUE M. Makagiansar S. Iizawa N. Aksornkool P. Askerud J. Beynon L de la Cruz E. Djaka P.K. Kasaju J. Ratnaike T.M. Sakya M. Tun Lwin C.L. Villanueva 5 B U L L E T I N OF THE UNESCO PRINCIPAL REGIONAL OFFICE FORASIA AND THE PACIFIC C N U M B E R 30 D E C E M B E R 1 9 8 9 e UNESCO 1990 Published by the Unesco Principal Regional Office for Asia and the Pacific P.O. Box 967, Prakanong Post Office Bangkok 10110, Thailand Printed in Thailand The designations employed and the presentation of material throughout the publicatioh do not imply the expression of any opinion whatsoever on the part of Unesco concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries. Opinions printed here do not necessarily represent the official views of Unesco. Opinions expressed in signed articles are those of the authors. Articles appearing herein may be freely reproduced. Please credit this issue of the Bulletin and send three voucher copies containing any reproduction to the Assistant Director-General Unesco/PROAP, Unesco Principal Regional Office for Asia and the Pacific, address above. Reprints of signed material must bear the author's name. 7 BKR/90/W16-5000 Contents Preface 1. Introduction 1 2. Universal Primary Education for Girls 17 3. Women's Education in Asia and the Pacific: Some Basic Issues 30 4. Education in Difficult Contexts 87 5. Literacy and Non-formal Basic Education in Asia and the Pacific 105 6. Literacy Programmes in India 127 7. Education for Ethnic Minorities: The Case of the Orang As li 147 8. Education of Refugees 160 9. Kampuchean Refugees Achieve Universal Education Despite Difficulties 166 10. Education of Refugees in the Philippines 180 11. Current Trends in Education of the Disabled 188 12. Patterns of Development in Early Childhood Care and Education 218 13. Unfinished Tasks and Future Agenda 239 Bibliographical Supplement About the Bulletin Preface The thirtieth issue of the Bulletin concentrates on a subject that has become the current battle cry of educationists: 'Education for All!' Not since the time of Learning to Be, published by Unesco, and the Lake Bellagio conference has the educational community around. the world been so convinced that a major educational event is needed and so deter- mined to see it through. The objective? Make the world's population literate by the year 2000! The world's educational resources are increasingly being focused on achieving this goal through combined efforts. The United Nations General Assembly proclaimed 1990 as International Literacy Year (ILY) at the request of the 1987 session of the Unesco General Conference. This international year is in itself designed to increase awareness of the impor- tance of literacy and thereby mobilize the support of individuals, municipalities, provinces, states, non-governmental organizations and in- ternational organizations. This has already given rise to an event of historic significance. Four UN agencies Unesco, UNICEF, UNDP and the World Bank have teamed up to sponsor a World Conference on Education for All: Meeting Basic Learning Needs. This conference, to be held near Bangkok, Thailand from 5 to 9 March 1990, will be a high point on the profile of ILY. Many agencies have joined in to give financial support for the conference. As the lead agency for International Literacy Year, Unesco decided that ILY 'should not be a celebration but a summons to action.' The heads of the four sponsoring agencies have taken a similar approach and ensured that the World Conference will be focused on actions to be taken the day after, thus avoiding a situation wherein the conference becomes an end unto itself. Thus both ILY and the World Conference will have their BULLETIN OF UNESCO PROAP 30,1989 respective 'plans of action,' both of which will take a long view, aiming te use ILY as the propellant for a major initiative that will take 'Education for All' hike the next century. The Unesco General Conference has already seized on the initiative by approving in November 1989 the programme 'Towards Education for All,' which places a strong emphasis on primary education and adult literacy and the co-ordination of efforts between these two facets of educa- tion that are so similar in terms of educational attainment yet deal with the smallest of children on the one hand and grown adults on the other. This noteworthy initiative notwithstanding, none should have the impression that the Asia-Pacific region has only now discovered the im- portance of citizens attaining a minimum 'threshold' of education and learning skills enough to motivate and enable individuals to continue learning throughout their lives. A World Conference of Ministers of Education on the eradication of illiteracy was held in Teheran in 1969just two decades ago. Over the last decade, Unesco has been setting up regional mechanisms for promot- ing education at regional levels. The Regional Inter-Government Programme for Education for All in Latin America began in 1979; the African programme was put into place in 1982. The Asia and Pacific Programme of Education for All was launched in February 1987, and the Arab States programme began in 1989. In Asia and the Pacific, the Education for All Programme, popularly know as APPEAL, operates under the umbrella of national co-ordinating bodies which bring together governmental and non-governmental bodies directly involved in primary education and literacy programmes. These bodies have been instrumental in preparing national plans of action for ILY and providing national input to the World Conference. This issue of the Bulletin features contributory articles by some of the most eminent personalities working in this region on various aspects of primary education, adult literacy and post-literacy activities. Highlights have been made of especially difficult-to-reach target groups, such as refugees, and disadvantaged groups, such as women. In the final chapter, an attempt is made to take stock of what remains to be done if the objective of education for all is to be reached. Can Asia and the Pacific be a literate region by the year 2000? To be so, what steps will have to be taken? Are literacy campaigns the answer, or do the more costly and time-consuming non-formal education pro- grammes offer the most effective approaches in the long run? Is expanded access to primary education the regular dimension of 'Education for All,' ii l0 PREFACE or are the qualitative issues of what is learned and how that knowledge is applied more important? For the Asia-Pacific region, containing nearly two-thirds of the world's one billion or so illiterates, the challenge could hardly be greater.
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