DOCSLIB.ORG

World Education Report, 2000

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
World Education Report, 2000 World education report The right to education Towards education for all throughout life UNESCO PUBLISHING World education report 2000 The right to education: towards education for all throughout life UNESCO Publishing The designations employed and the presentation of the material in this publication 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 of its authorities, or concerning the delimitation of its frontiers or boundaries. Published in 2000 by the United Nations Educational, Scientific and Cultural Organization 7, Place de Fontenoy, 75352 Paris 07 SP Cover design by Jean-Francis Chériez Graphics by Visit-Graph, Boulogne-Billancourt Printed by Darantiere, 21800 Quétigny ISBN 92-3-103729-3 © UNESCO 2000 Printed in France Foreword The World Education Report 2000’s focus on promoting reflection on the many different education as a basic human right is a fitting facets of the right to education, extending from choice for the International Year for the Culture initial or basic education to lifelong learning. of Peace. Education is one of the principal The report is also designed to complement the means to build the ‘defences of peace’ in the Education for All 2000 Assessment undertaken minds of men and women everywhere – the by the international community as a follow- mission assumed by UNESCO when the Organ- up to the World Conference on Education for ization was created more than half a century All (Jomtien, Thailand, 1990). This assessment ago. The twentieth century saw human rights process, culminating at the World Education accepted worldwide as a guiding principle. Our Forum in Dakar, Senegal, in April 2000, is lead- ambition for the new century must be to see ing to a global renewal of and re-commitment to human rights fully implemented in practice. Education for All as a bedrock of peace and all This is therefore a good moment for the inter- forms of development, to pledges to intensify national community to reflect on its understand- efforts and accelerate progress towards EFA, and ing of, and commitment to, the right to edu- to the resolve to find new and better ways to cation. Education is both a human right and a achieve EFA goals. The perspectives in this vital means of promoting peace and respect for report should serve both as a backdrop to, and human rights and fundamental freedoms gener- motivation for, this commitment and the new ally. If its potential to contribute towards build- intensive courses of action that it is generating. ing a more peaceful world is to be realized, edu- It is my hope that this report, through its wide- cation must be made universally available and ranging and yet concise overview and analysis, equally accessible to all. will contribute to a better international under- The challenge is daunting. Despite the standing of the nature and scope of the right to progress made in the decades that have passed education, of its fundamental importance for since the Universal Declaration of Human Rights humanity and of the challenges that still lie was proclaimed, there are more than 800 million ahead to ensure its full implementation. illiterate adults in the world today, and nearly 100 million primary-school-age children (and an even larger number of secondary-school-age children) are not in school. Moreover, millions of those who are in school do not benefit from an education of sufficient quality to meet their basic learning needs. These needs are daily becoming more pressing as the vast changes in the world wrought by globalization and the revolution in information and communication technologies threaten to marginalize entire populations still living in dire poverty. This report, the fifth in UNESCO’s biennial Koïchiro Matsuura series of World Education Reports, is aimed at Director-General of UNESCO Contents List of boxes, figures and tables 9 3 An expanding vision of educational opportunity 53 Acknowlegements 13 An expanding vision 55 ‘Lifelong education’ 55 ‘Lifelong learning’ 58 1 A multi-faceted right 15 Secondary education 60 Expansion of opportunities 60 A multi-faceted right 16 Structural changes 62 Commitments to implementation 20 ‘Equal opportunity’ 65 Shifts of emphasis 23 Tertiary education 67 ‘Equally accessible to all on the basis of merit’ 69 2 Towards basic education for all 25 Diversity of provision 70 ‘Fundamental education’ 26 The question of interpretation 26 4 A renewed concern Overlap with adult education for education’s purposes 73 and literacy 28 Eradication of illiteracy 29 Education for peace, human rights ‘Functional literacy’ 29 and democracy 76 World illiteracy at mid-century 30 Education for ‘development’ 82 Alternative strategies 32 Educational choice 85 The Experimental World Literacy Programme and aftermath 34 Secular trends 36 Appendices Elementary education 38 Scope of the challenge 40 I. The writing of Article 26 of the Universal Opening up access, 1950–1970 40 Declaration of Human Rights 91 The non-formal dimension 42 II. Regional tables 111 Towards ‘basic learning needs’ 44 III. World education indicators 121 Monitoring progress 46 IV. UNESCO reports, publications Boundaries 50 and periodicals concerning education 1997–99 173 List of boxes, figures and tables Figures and tables for which no source is indicated have been drawn from the database of the UNESCO Institute for Statistics. In these figures and tables, where a regional breakdown is shown, there is an overlap between the two regions of sub-Saharan Africa and the Arab States (see Appendix II, page 112). Boxes 1.1 The right to education: Article 26 of the Universal Declaration of Human Rights 16 1.2 ‘The time to learn is now the whole lifetime’ 18 1.3 Meeting basic learning needs 19 1.4 The right to education: Articles 13 and 14 of the International Covenant on Economic, Social and Cultural Rights (1966) 20 1.5 Article 28 of the Convention on the Rights of the Child (1989) 23 1.6 ‘A war can never be reduced to an unpredictable event’ 24 2.1 The content, means and methods of ‘fundamental education’ (UNESCO, 1949) 27 2.2 Census questions on literacy (with instructions to enumerators) used in selected countries in various censuses taken between 1900 and 1948 31 2.3 ‘The largest literacy campaign in history’ 33 2.4 The ‘political option’ in literacy teaching (Paulo Freire, 1921–1997) 35 2.5 ‘We, the leaders of nine high-population developing nations of the world, hereby reaffirm our commitment . to meet the basic learning needs of all our people’ 39 2.6 Primary and secondary schooling considered as ‘successive phases of a continuing process’ 42 2.7 Discrimination in education: definitions from the Convention against Discrimination in Education (1960) 43 2.8 ‘Linear expansion’ in question 44 2.9 ‘Informal education’, ‘formal education’, and ‘non-formal education’ 45 2.10 ‘Broadening the means and scope of basic education’ 49 2.11 ‘The Salamanca Statement’ on Special Needs Education (extract) 50 3.1 ‘The whole of his life is a school for every man’ (John Amos Comenius, 1592–1670) 56 3.2 ‘As adult educators, we could not but turn our eyes and our attention to education as a whole’ 57 3.3 The definition of ‘adult education’ given in the Recommendation on the Development of Adult Education (1976) 58 3.4 From ‘recurrent education’ to ‘markets for learning’ (OECD) 59 3.5 ‘The very conception of secondary schooling is in transition’ (UNESCO, 1961) 61 3.6 Technical and vocational education for lifelong learning 64 3.7 ‘Secondary education should be the time when the most varied talents are revealed and flourish’ 65 3.8 Equality of opportunity in education: Article 4 of the Convention against Discrimination in Education (1960) 66 3.9 ‘Admission to higher education is not a single act but a process covering all the years of education’ 69 10 3.10 Introducing ‘cost-sharing’ into higher education in Kenya 70 3.11 Mission to educate, to train and to undertake research: Article 1 of the World Declaration on Higher Education 1998 72 4.1 Declaration on a Culture of Peace (Articles 1 and 2) 74 4.2 World conferences in the 1990s that had significant recommendations concerning education 75 4.3 Recommendations of the International Conferences on Public Education relating to the contents of education, 1949–1968 77 4.4 Guiding principles of the Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms (1974) 78 4.5 Declaration on Education for Peace, Human Rights and Democracy (1995) 79 4.6 A new Civic Education Centre in Estonia 81 4.7 Article 29 of the Convention on the Rights of the Child 82 4.8 Reorienting education towards sustainable development (Agenda 21) 83 4.9 Putting people at the centre of development (1995) 84 4.10 ‘We need a broader conception of development that concentrates on the enhancement of human lives and freedoms’ 85 4.11 Choice of education: Article 5 of the Convention against Discrimination in Education (1960) 86 Figures 1.1 Estimated number of illiterate adults by major region of the world, 1950 and 2000 17 1.2 Estimated adult illiteracy rates by major region of the world, 1950 and 2000 17 2.1 Trends in adult illiteracy in the less developed regions, 1970–2015 36 2.2 Estimated numbers (millions) of literate and illiterate males and females aged 15 and over in the less developed regions, 2000 37 2.3 Gross enrolment ratios in primary education by region, 1970–1997 46 2.4 Estimated numbers of out-of-school
Load more

Recommended publications
  • Education for All (EFA)
    Education for All (EFA) Country Report: South Africa (Update) 2012 Published by the Department of Basic Education 222 Struben Street Private Bag X895, Pretoria, 0001 Telephone: 012 357 3000 Fax: 012 323 0601 Website: http://www.education.gov.za ISBN: © Department of Basic Education, 2012 ii TABLE OF CONTENTS ACRONYMS .......................................................................................................................................... viii 1. BACKGROUND ........................................................................................................................... 1 1.1 Introduction ............................................................................................................................ 1 1.2 Education for All: a development imperative ......................................................................... 1 1.3 Education for All goals ............................................................................................................ 3 1.4 Measuring progress towards the Education for All goals ....................................................... 3 2. EDUCATION IN SOUTH AFRICA ................................................................................................. 4 2.1 The right to education ............................................................................................................ 4 2.2 Governance and organisation ................................................................................................. 4 2.3 The provision of education ....................................................................................................
    [Show full text]
  • Supplying Basic Education and Learning to Sub-Saharan Africa in the Twenty-First Century
    http://wje.sciedupress.com World Journal of Education Vol. 8, No. 2; 2018 Supplying Basic Education and Learning to Sub-Saharan Africa in the Twenty-First Century Idowu Biao1,* 1Department of Adult Education, University of Botswana, Botswana *Correspondence: Department of Adult Education, University of Botswana, Botswana. Tel: 267-7435-9491. E-mail: [email protected] Received: March 26, 2018 Accepted: April 9, 2018 Online Published: April 25, 2018 doi:10.5430/wje.v8n2p181 URL: https://doi.org/10.5430/wje.v8n2p181 Abstract This article posits that schooling in Sub-Saharan Africa has so far failed to yield the results expected of it on two grounds. First, the population of persons accessing both basic education and other levels of education is negligible in comparison with those who ought to access them (1 out of every 4 primary school age children; less than half of the qualified secondary school students; about 7% gross enrolment within higher education). Second, schooling has failed to deliver the kind of socio-economic development expected in the case of Sub-Saharan Africa as a high prevalence of poverty still exists and incongruity continues to exist between the education provided and the livelihoods of Sub-Saharan Africans. Using this poor educational and development performance as justification, a more utilitarian, relevant and sustainable approach to basic education and learning is recommended for Africa going forward. This recommended approach combines both the current school system with a special non-formal education system for the purpose of delivering basic education and learning in Sub-Saharan Africa in the twenty-first century.
    [Show full text]
  • Education for All and Millennium Development
    EDUCATION FOR ALL AND MILLENNIUM DEVELOPMENT GOALS BEYOND 2015 PRINCIPLES FOR A POST-2015 EDUCATION AND DEVELOPMENT FRAMEWORK Human rights in general and the right to education The 2015 target date for in particular should be the explicit foundation for a achieving the Millennium new development and education framework Development Goals (MDGs) Rights are not explicit in the current EFA targets and MDGs, yet and Education for All (EFA) they are enshrined in UN agreements, conventions and treaties. is fast approaching. The The state should guarantee the right and access to quality educa- tion for all. Privatization and public-private partnerships are not United Nations (UN) system, the solution to quality education for all states should take their governments, academics , and civil society are already responsibilities seriously and not rely on market forces to solve seeking to define the next problems in education. era of the post-2015 agenda. The UN Secretary General Education is a public good and a basic right; it is also a catalyst has appointed a High-lev- for the achievement of all other development goals. It should el Panel to advise on the therefore be at the centre of any new development framework. global development agenda Access to early childhood primary and secondary beyond 2015, while UNESCO , , has set up an EFA Steering education must be a fundamental goal Committee with a mandate Although progress has been made on access to primary to advise on the post -2015 education, at least 10% of primary-school-age children are still not in school _over 60 million children.
    [Show full text]
  • Primary Education Finance for Equity and Quality an Analysis of Past Success and Future Options in Bangladesh
    WORKING PAPER 3 | SEPTEMBER 2014 BROOKE SHEARER WORKING PAPER SERIES PRIMARY EDUCATION FINANCE FOR EQUITY AND QUALITY AN ANALYSIS OF PAST SUCCESS AND FUTURE OPTIONS IN BANGLADESH LIESBET STEER, FAZLE RABBANI AND ADAM PARKER Global Economy and Development at BROOKINGS BROOKE SHEARER WORKING PAPER SERIES This working paper series is dedicated to the memory of Brooke Shearer (1950-2009), a loyal friend of the Brookings Institution and a respected journalist, government official and non-governmental leader. This series focuses on global poverty and development issues related to Brooke Shearer’s work, including: women’s empowerment, reconstruction in Afghanistan, HIV/AIDS education and health in developing countries. Global Economy and Development at Brookings is honored to carry this working paper series in her name. Liesbet Steer is a fellow at the Center for Universal Education at the Brookings Institution. Fazle Rabbani is an education adviser at the Department for International Development in Bangladesh. Adam Parker is a research assistant at the Center for Universal Education at the Brookings Institution. Acknowledgements: We would like to thank the many people who have helped shape this paper at various stages of the research process. We are grateful to Kevin Watkins, a nonresident senior fellow at the Brookings Institution and the executive director of the Overseas Development Institute, for initiating this paper, building on his earlier research on Kenya. Both studies are part of a larger work program on equity and education financing in these and other countries at the Center for Universal Education at the Brookings Institution. Selim Raihan and his team at Dhaka University provided the updated methodology for the EDI analysis that was used in this paper.
    [Show full text]
  • International Dimensions of Lifelong Education in General and Liberal Studies
    Perspectives (1969-1979) Volume 6 Number 3 Winter Article 8 1974 International Dimensions of Lifelong Education in General and Liberal Studies Warren L. Hickman Eisenhower College Albert E. Levak Michigan State University Wolf D. Fuhrig MacMurray College Follow this and additional works at: https://scholarworks.wmich.edu/perspectives Part of the Higher Education Commons, and the Liberal Studies Commons Recommended Citation Hickman, Warren L.; Levak, Albert E.; and Fuhrig, Wolf D. (1974) "International Dimensions of Lifelong Education in General and Liberal Studies," Perspectives (1969-1979): Vol. 6 : No. 3 , Article 8. Available at: https://scholarworks.wmich.edu/perspectives/vol6/iss3/8 This Panel is brought to you for free and open access by the Western Michigan University at ScholarWorks at WMU. It has been accepted for inclusion in Perspectives (1969-1979) by an authorized editor of ScholarWorks at WMU. For more information, please contact wmu- [email protected]. SESSION 5 International Dimensions of Lifelong Education in General and Liberal Studies Li£ elong and Worldwide By w ARREN L. HICKMAN Probably no society has ever so mangled and abused its own vocab­ ulary as much as have Americans. Language is meant for communica­ tion, to simplify the exchange of ideas. But when academic disciplines and professions extract words from the common language and arbi­ trarily attach a new restricted disciplinary meaning, they do a disservice to the entire society. In place of a common language, we are faced with ever-expanding jargons.
    [Show full text]
  • Meta-Analysis of the Relationships Between Different Leadership Practices and Organizational, Teaming, Leader, and Employee Outcomes*
    Journal of International Education and Leadership Volume 8 Issue 2 Fall 2018 http://www.jielusa.org/ ISSN: 2161-7252 Meta-Analysis of the Relationships Between Different Leadership Practices and Organizational, Teaming, Leader, and Employee Outcomes* Carl J. Dunst Orelena Hawks Puckett Institute Mary Beth Bruder University of Connecticut Health Center Deborah W. Hamby, Robin Howse, and Helen Wilkie Orelena Hawks Puckett Institute * This study was supported, in part, by funding from the U.S. Department of Education, Office of Special Education Programs (No. 325B120004) for the Early Childhood Personnel Center, University of Connecticut Health Center. The contents and opinions expressed, however, are those of the authors and do not necessarily reflect the policy or official position of either the Department or Office and no endorsement should be inferred or implied. The authors report no conflicts of interest. The meta-analysis described in this paper evaluated the relationships between 11 types of leadership practices and 7 organizational, teaming, leader, and employee outcomes. A main focus of analysis was whether the leadership practices were differentially related to the study outcomes. Studies were eligible for inclusion if the correlations between leadership subscale measures (rather than global measures of leadership) and outcomes of interest were reported. The random effects weighted average correlations between the independent and dependent measures were used as the sizes of effects for evaluating the influences of the leadership practices on the outcome measures. One hundred and twelve studies met the inclusion criteria and included 39,433 participants. The studies were conducted in 31 countries in different kinds of programs, organizations, companies, and businesses.
    [Show full text]
  • Education for All: Advancing Disability Inclusion in LAC / Diana Hincapie, Suzanne Duryea and Isabel Hincapie
    Education for All Education Division Advancing Disability Inclusion in Latin Social Sector America and the Caribbean Diana Hincapié Suzanne Duryea Isabel Hincapié POLICY BRIEF Nº IDB-PB-299 April, 2019 Education for All Advancing Disability Inclusion in Latin America and the Caribbean Diana Hincapié Suzanne Duryea Isabel Hincapié April, 2019 Cataloging-in-Publication data provided by the Inter-American Development Bank Felipe Herrera Library Hincapié, Diana. Education for all: advancing disability inclusion in LAC / Diana Hincapie, Suzanne Duryea and Isabel Hincapie. p. cm. — (IDB Policy Brief ; 299) Includes bibliographic references. 1. Children with disabilities-Education-Latin America. 2. Students with disabilities-Latin America. 3. Inclusive education-Latin America. 4. School attendance-Latin America. I. Duryea, Suzanne. II. Hincapié, Isabel. III. Inter-American Development Bank. Education Division. IV. Title. V. Series. IDB-PB-299 JEL codes: H41, I24, J14, O54 Keywords: Education policy, persons with disabilities, Latin America and the Caribbean http://www.iadb.org Copyright © 2019 Inter-American Development Bank. This work is licensed under a Creative Commons IGO 3.0 Attribution- NonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/ legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose. No derivative work is allowed. Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.
    [Show full text]
  • EFA, the Quality Imperative and the Problem of Pedagogy
    Consortium for Research on Educational Access, Transitions and Equity Education For All, The Quality Imperative and the Problem of Pedagogy Robin Alexander CREATE PATHWAYS TO ACCESS Research Monograph No 20 April 2008 Institute of Education University of London The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has value is critical to long term improvements in productivity, the reduction of inter- generational cycles of poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality. The CREATE partners CREATE is developing its research collaboratively with partners in Sub-Saharan Africa and South Asia. The lead partner of CREATE is the Centre for International Education at the University of Sussex.
    [Show full text]
  • UNESCO (2015). Education for All 2000-2015: Achievements and Challenges
    RESEÑA. UNESCO. (2015). Education for all 2015: Achievements and Challenges. Paris, France: UNESCO. Por Miriam Preckler Galguera JOURNAL OF SUPRANATIONAL POLICIES OF EDUCATION, nº3, pp. 328-330 UNESCO (2015). Education for all 2000-2015: Achievements and Challenges. EFA Global Monitoring Report 2015. Paris, France. Publication by the United Nations Educational Scientific and Cultural Organization. 499 pp. ISBN- 978-92-3-10085-0. By Miriam Preckler Galguera1 In 2000, at the World Education Forum in Dakar, Senegal; 164 governments agreed on the Dakar Framework for Action, Education for All: Meeting our Collective Commitments2 launching an ambitious agenda to reach six wide-ranging education goals by 2015. In order to monitor progress, remaining gaps and provide recommendations, UNESCO initiated in 2002 the elaboration of the Education for All (EFA) Global Monitoring Reports in response; a number of publications that highlight the remaining gaps and provide recommendations for its achievement. This publication shows the key findings of the 2015 EFA Global Monitoring Report (GMR) “Education for All 2000-2015: Achievements and Challenges”, which has tracked progress on these goals for the past 15 years. The report has been released one month before the World Education Forum in Incheon (Republic of Korea), in May 2015, where the new education goal and targets of the global development agenda (post 2015) will be discussed in order to be adopted at the UN High-Level Summit in September 2015, so as to have one single education agenda for 2015-2030. The Report gives on one hand, the verdict on the Education for All goals since 2000, showing that only a third of countries reached all the EFA goals with measurable targets; only half of all countries achieved the most watched goal of universal primary enrolment.
    [Show full text]
  • Education for All Or Enrolment for All?
    School of Social Sciences Degree of Master of Peace and Development Spring 2005 Education for All or Enrolment for All? Linking Global Commitments and Local Reality The Case of Geita District, Tanzania Author: Beniamin Knutsson Supervisors: Anders Nilsson Jonas Ewald Field supervisor: Robert Mhamba Abstract In a dialectical manner, several interacting actions - on local, national and global level – have paved way for changes in Tanzania’s education policy in the latest years. As a result, the Government of Tanzania launched the Primary Education Development Plan (PEDP) in 2002. This reform plan aims to materialize Tanzania’s commitment towards the global Education for All (EFA) targets articulated by the international community in Jomtien and Dakar. The main priority of PEDP is to increase overall enrolment of girls and boys. Core government strategies for achieving this have been abolition of school fees and information campaigns aiming for increased awareness of the importance of education. The reforms have brought about substantial increases in enrolment which in turn brings one central question to the fore: what are the local effects of this new EFA policy? The objective of this thesis was – by means of field studies in Geita District - to examine how a substantial quantitative expansion of pupil enrolment affects primary school education in qualitative terms. In this undertaking I was guided by a self-developed indicative framework for school quality. However my main interest lied in disclosing generative mechanisms through which school quality is affected. My sample was strategic. Consequently I allowed Geita to represent a critical case, arguing that if there are mechanisms affecting school quality that starts operating as a result of hasty enrolment increases in poor communities they ought to be present in today’s Geita.
    [Show full text]
  • A Meta-Analysis of the Associations Among Quality Indicators in Early Childhood Education and Care and Relations with Child Development and Learning
    A Meta-analysis of the associations among quality indicators in early childhood education and care and relations with child development and learning Full reference list of identified studies This document includes a full reference list of all studies included in the data extraction process for the meta-analysis “Associations among quality indicators in early childhood education and care (ECEC) and relations with child development and learning”. The meta-analysis was commissioned as part of initial desk-based research for the OECD ECEC project “Policy Review: Quality beyond Regulations in ECEC”, focusing in particular on process quality, to be conducted in 2017-2020. This document provides auxiliary information to the report “Engaging young children: Lessons from research about quality in Early Childhood Education and Care” released on 27 March 2018, and available for download on this link. The report includes an annex (Annex C) that summarizes the meta-analysis methodology and provides further context for this document. Authors and contact information: Antje von Suchodoletz, New York University Abu Dhabi, UAE, Email: [email protected] D. Susie Lee, New York University, USA Bharathy Premachandra, New York University, USA Hirokazu Yoshikawa, New York University, USA 2 │ FULL REFERENCE LIST OF IDENTIFIED STUDIES Full reference list of identified studies Key 0= Not Prescreened 1=Prescreened 1,2=Prescreened/Full Screened 1,2,3=Prescreened/Full Screened/Qualified for Coding 1,2,3,4=Prescreened/Full Screened/Qualified for Coding/Fully Coded X= Prescreened/Qualified for full screening but full screening pending. Report # Citation Status ID 1 200000 A comparative study of childcare in Japan and the USA: Who needs to take care of our young children? (2011).
    [Show full text]
  • Quality Learning for All Program for Fourth Primary Education Development Program
    DOCUMENT OF THE WORLD BANK Public Disclosure Authorized FOR OFFICIAL USE ONLY Report No. 122705-BD INTERNATIONAL DEVELOPMENT ASSOCIATION PROGRAM APPRAISAL DOCUMENT ON A PROPOSED CREDIT IN THE AMOUNT SDR 484.2 MILLION (US$700 MILLION EQUIVALENT) Public Disclosure Authorized TO THE PEOPLE’S REPUBLIC OF BANGLADESH FOR THE QUALITY LEARNING FOR ALL PROGRAM FOR FOURTH PRIMARY EDUCATION DEVELOPMENT PROGRAM MARCH 1, 2018 Public Disclosure Authorized Education Global Practice South Asia Region Public Disclosure Authorized This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. CURRENCY EQUIVALENTS (Exchange Rate Effective February 28, 2018) Currency Unit = Bangladeshi Taka (BDT) BDT 83.5 = US$1 US$1.45 = SDR 1 FISCAL YEAR July 1 – June 30 ABBREVIATIONS AND ACRONYMS ACG Anticorruption Guidelines ADB Asian Development Bank ADG Additional Director General AFR Annual Fiduciary Review AOP Annual Operations Plan APP Annual Procurement Plan APSC Annual Primary School Census ASPR Annual Sector Performance Report AUEO Assistant Upazila Education Officer BANBEIS Bangladesh Bureau of Educational Information and Statistics BBS Bangladesh Bureau of Statistics BNFE Bureau of Non-Formal Education C-in-Ed Certificate in Education CAD Civil Audit Directorate CHT Chittagong Hill Tracts CPD Continuous Professional Development DDO Drawing and Disbursement Officer DFAT Department of Affairs and Trade DFID U.K. Department
    [Show full text]