UNESCO CALLS FOR GREATER EMPHASIS ON LEARNING IN PRIMARY SCHOOL ACCESS PROGRAMMES

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GENERAL ASSEMBLY OPENS ITS 68TH SESSION WITH LONG-TERM DEVELOPMENT A
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DEVELOPMENT A PRIME GOAL New York, Sep 17 2013
4:01 pm
From: UNNews <UNNews@un.org>
Date: 17 Sep 2013 18:00:00 -0400
Subject: UNESCO CALLS FOR GREATER EMPHASIS ON LEARNING IN PRIMARY
SCHOOL ACCESS PROGRAMMES
To: news11@ny-mail-p-lb-028.ptc.un.org

UNESCO CALLS FOR GREATER EMPHASIS ON LEARNING IN PRIMARY SCHOOL ACCESS
PROGRAMMESNew York, Sep 17 2013 6:00PMWhile primary school enrolment
rates have risen dramatically over the past 15 years, the actual
levels of learning remain low in many countries, the United Nations
educational agency today reported, urging a shift from universal
access to primary education to access to education 'plus learning.'

At least 250 million primary school-age children around the world are
not able to read, write or count well enough to meet minimum learning
standards, including girls and boys who have spent at least four years
in school, according to estimates in a new report from the Learning
Metrics Task Force, of which the UN Scientific, Educational and
Cultural Organization (UNESCO) is a member.

As the UN continues its 1,000 days of action towards the Millennium
Development Goals (MDGs) and a post-2015 agenda, the Task Force
developed a series of recommendations to use both existing assessments
of learning and new measures to improve the opportunities and outcomes
of all children.

"Learning serves as the foundation for all of the priorities in the
run-up to 2015, from better livelihoods to climate change. So it is
critical to identify a clear set of indicators that can be tracked
globally in order to monitor progress and hold ourselves to account in
improving the learning outcomes and opportunities of all children and
youth," said UNESCO Director-General Irina Bokova.

According to the report,
'<"http://www.brookings.edu/~/media/research/files/reports/2013/09/learning%20metrics%20task%20force%20universal%20learning/ltmf%20recommendationsreportfinalweb.pdf"><I>Toward
Universal Learning: Recommendations from the Learning Metrics Task
Force</I>,' education systems should offer opportunities for children
and youth to master competencies in seven domains of learning:
physical well being, social and emotional, culture and the arts,
literacy and communication, learning approaches and cognition,
numeracy and mathematics, and science and technology.

Based on inputs from 1,700 individuals in 118 countries, the Task
Force calls to action all stakeholders working in the field of
education, including teachers, school leaders, local education
authorities, education ministries and donors, to define and measure
learning broadly and across multiple domains and educational stages.

"As the next phase of this work gets underway, education and
development stakeholders are called to join the movement to help
re-imagine what is measurable in education and deliver on the promise
of education as an engine for transformation and opportunity," the
authors write in the report.

In addition to UNESCO, the Global Task Force on Child Labour and
Education for All comprises the UN International Labour Organization
(ILO), UN Children's Fund (UNICEF), the World Bank, UNDP, Education
International and the Global March against Child Labour. Its objective
is to contribute to the achievement of Education for All (EFA).Sep 17
2013 6:00PM
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