More than 40 years ago, the nations of the world, speaking through the
Universal Declaration of Human Rights asserted that "everyone has a right
to education". Despite notable efforts by countries around the globe to
ensure the right to education for all, the following realities persist:
More than 100 million children, including at least 60 million girls, have no
access to primary schooling;
More than 960 million adults, two-thirds of whom are women, are illiterate,
and functional illiteracy is a significant problem in all countries,
industrialized and developing;
More than one-third of the world's adults have no access to the printed
knowledge, new skills and technologies that could improve the quality of their
lives and help them shape, and adapt to, social and cultural change; and
More than 100 million children and countless adults fail to complete basic
education programmes; millions more satisfy the attendance requirements but do
not acquire essential knowledge and skills;
At the same time, the world faces daunting problems: notably mounting debt
burdens, the threat of economic stagnation and decline, rapid population growth,
widening economic disparities among and within nations, war, occupation, civil
strife, violent crime, the preventable deaths of millions of children and
widespread environmental degradation. These problems constrain efforts to meet
basic learning needs, while the lack of basic education among a significant
proportion of the population prevents societies from addressing such problems
with strength and purpose.
These problems have led to major setbacks in basic education in the 1980s in
many of the least developed countries.
In some other countries, economic growth has been available to finance
education expansion, but even so, many millions remain in poverty and unschooled
or illiterate. In certain industrialized countries too, cutbacks in government
expenditure over the 1980s have led to the deterioration of education.
Yet the world is also at the threshold of a new century, with all its promise
and possibilities. Today, there is genuine progress toward peaceful detente and greater cooperation among nations.
Today, the essential rights and capacities of women are being realized. Today,
there are many useful scientific and cultural developments.
Today, the sheer quantity of information available in the world - much of it
relevant to survival and basic well-being - is exponentially greater than that
available only a few years ago, and the rate of its growth is accelerating. This
includes information about obtaining more life-enhancing knowledge - or learning
how to learn. A synergistic effect occurs when important information is coupled
with another modern advance - our new capacity to communicate.
These new forces, when combined with the cumulative experience of reform,
innovation, research and the remarkable educational progress of many countries,
make the goal of basic education for all - for the first time in history - an
attainable goal.
Therefore, we participants in the World Conference on Education for All,
assembled in Jomtien, Thailand, from 5 to 9 March, 1990:
Recalling that education is a fundamental right for all people, women and
men, of all ages, throughout our world;
Understanding that education can help ensure a safer, healthier, more
prosperous and environmentally sound world, while simultaneously contributing to
social, economic, and cultural progress, tolerance, and international
cooperation;
Knowing that education is an indispensable key to, though not a sufficient
condition for, personal and social improvement;
Recognizing that traditional knowledge and indigenous cultural heritage have
a value and validity in their own right and a capacity to both define and
promote development;
Acknowledging that, overall, the current provision of education is seriously
deficient and that it must be made more relevant and qualitatively improved, and
made universally available;
Recognizing that sound basic education is fundamental to the strengthening of
higher levels of education and of scientific and technological literacy and capacity and thus
to self-reliant development; and
Recognizing the necessity to give to present and coming generations an
expanded vision of, a renewed commitment to, basic education to address the
scale and complexity of the challenge; proclaim the following
World Declaration on Education for All:
Meeting Basic Learning Needs
Every person - child, youth and adult - shall be able to benefit from
educational opportunities designed to meet their basic learning needs. These needs comprise both essential learning
tools (such as literacy, oral expression, numeracy, and problem solving) and the basic learning content (such as
knowledge, skills, values, and attitudes) required by human beings to be able to survive, to develop their full
capacities, to live and work in dignity, to participate fully in development, to improve the quality of their lives, to
make informed decisions, and to continue learning. The scope of basic learning needs and how they should be met varies
with individual countries and cultures, and inevitably, changes with the passage of time.
The satisfaction of these needs empowers individuals in any society and
confers upon them a responsibility to respect and build upon their collective cultural, linguistic and spiritual
heritage, to promote the education of others, to further the cause of social justice, to achieve environmental protection, to
be tolerant towards social, political and religious systems which differ from their own, ensuring that commonly
accepted humanistic values and human rights are upheld, and to work for international peace and solidarity in an
interdependent world.
Another and no less fundamental aim of educational development is the
transmission and enrichment of common cultural and moral values. It is in these values that the individual and
society find their identity and worth.
Basic education is more than an end in itself. It is the foundation for
lifelong learning and human development on which countries may build, systematically, further levels and types of
education and training.
Education for All: An Expanded Vision and a
Renewed Commitment
To serve the basic learning needs of all requires more than a recommitment to
basic education as it now exists. What is needed is an "expanded vision" that surpasses present resource
levels, institutional structures, curricula, and conventional delivery systems while building on the best in current
practices. New possibilities exist today which result from the convergence of the increase in information and the unprecedented
capacity to communicate. We must seize them with creativity and a determination for increased effectiveness.
As elaborated in Articles III-VII, the expanded vision encompasses:
Universalizing access and promoting equity;
Focussing on learning;
Broadening the means and scope of basic education;
Enhancing the environment for learning;
Strengthening partnerships.
The realization of an enormous potential for human progress and empowerment
is contingent upon whether people can be enabled to acquire the education and the start needed to tap into the
ever-expanding pool of relevant knowledge and the new means for sharing this knowledge.
Article III - Universalizing Access and
Promoting Equity
Basic education should be provided to all children, youth and adults. To
this end, basic education services of quality should be expanded and consistent measures must be taken to reduce
disparities.
For basic education to be equitable, all children, youth and adults must
be given the opportunity to achieve and maintain an acceptable level of learning.
The most urgent priority is to ensure access to, and improve the quality
of, education for girls and women, and to remove every obstacle that hampers their active participation. All gender
stereotyping in education should be eliminated.
An active commitment must be made to removing educational disparities.
Underserved groups: the poor; street and working children; rural and remote populations; nomads and migrant workers;
indigenous peoples; ethnic, racial, and linguistic minorities; refugees; those displaced by war; and people under
occupation, should not suffer any discrimination in access to learning opportunities.
The learning needs of the disabled demand special attention. Steps need to
be taken to provide equal access to education to every category of disabled persons as an integral part of the
education system.
Whether or not expanded educational opportunities will translate into
meaningful development - for an individual or for society - depends ultimately on whether people actually learn as a result
of those opportunities, i.e., whether they incorporate useful knowledge, reasoning ability, skills, and values. The
focus of basic education must, therefore, be on actual learning acquisition and outcome, rather than exclusively upon
enrolment, continued participation in organized programmes and completion of certification requirements. Active and
participatory approaches are particularly valuable in assuring learning acquisition and allowing learners
to reach their fullest potential. It is, therefore, necessary to define acceptable levels of learning acquisition for
educational programmes and to improve and apply systems of assessing learning achievement.
Article V - Broadening the Means and Scope of
Basic Education
The diversity, complexity, and changing nature of basic learning needs of
children, youth and adults necessitates broadening and constantly redefining the scope of basic education to include
the following components:
Learning begins at birth. This calls for early childhood care and initial
education. These can be provided through arrangements involving families, communities, or institutional
programmes, as appropriate.
The main delivery system for the basic education of children outside the
family is primary schooling.
Primary education must be universal, ensure that the basic learning needs of
all children are satisfied, and take into account the culture, needs, and opportunities of the community.
Supplementary alternative programmes can help meet the basic learning needs of children
with limited or no access to formal schooling, provided that they share the same standards of learning
applied to schools, and are adequately supported.
The basic learning needs of youth and adults are diverse and should be met
through a variety of delivery systems. Literacy programmes are indispensable because literacy is a
necessary skill in itself and the foundation of other life skills. Literacy in the mother-tongue strengthens
cultural identity and heritage.
Other needs can be served by: skills training, apprenticeships, and formal
and non-formal education programmes in health, nutrition, population, agricultural techniques, the
environment, science, technology, family life, including fertility awareness, and other societal
issues.
All available instruments and channels of information, communications, and
social action could be used to help convey essential knowledge and inform and educate people on social
issues. In addition to the traditional means, libraries, television, radio and other media can be
mobilized to realize their potential towards meeting basic education needs of all.
These components should constitute an integrated system - complementary,
mutually reinforcing, and of comparable standards, and they should contribute to creating and developing
possibilities for lifelong learning.
Article VI - Enhancing the Environment for
Learning
Learning does not take place in isolation. Societies, therefore, must ensure
that all learners receive the nutrition, health care, and general physical and emotional support they need in order to
participate actively in and benefit from their education. Knowledge and skills that will enhance the learning
environment of children should be integrated into community learning programmes for adults. The education of children and their
parents or other caretakers is mutually supportive and this interaction should be used to create, for all, a learning
environment of vibrancy and warmth.
National, regional, and local educational authorities have a unique
obligation to provide basic education for all, but they cannot be expected to supply every human, financial or organizational
requirement for this task. New and revitalized partnerships at all levels will be necessary: partnerships among
all sub-sectors and forms of education, recognizing the special role of teachers and that of administrators and other
educational personnel; partnerships between education and other government departments, including planning,
finance, labour, communications, and other social sectors; partnerships between government and non-governmental
organizations, the private sector, local communities, religious groups, and families. The recognition of the vital
role of both families and teachers is particularly important. In this context, the terms and conditions of service
of teachers and their status, which constitute a determining factor in the implementation of education for all, must be
urgently improved in all countries in line with the joint ILO/ UNESCO Recommendation Concerning the Status of Teachers
(1966). Genuine partnerships contribute to the planning, implementing, managing and evaluating of basic education
programmes. When we speak of "an expanded vision and a renewed commitment", partnerships are at the heart
of it.
Article VIII - Developing a Supportive Policy
Context
Supportive policies in the social, cultural, and economic sectors are
required in order to realize the full provision and utitlization of basic education for individual and societal improvement.
The provision of basic education for all depends on political commitment and political will backed by appropriate
fiscal measures and reinforced by educational policy reforms and institutional strengthening. Suitable economic, trade,
labour, employment and health policies will enhance learners' incentives and contributions to societal development.
Societies should also insure a strong intellectual and scientific
environment for basic education. This implies improving higher education and developing scientific research. Close contact
with contemporary technological and scientific knowledge should be possible at every level of education.
1. If the basic learning needs of all are to be met through a much broader
scope of action than in the past, it will be essential to mobilize existing and new financial and human resources, public,
private and voluntary. All of society has a contribution to make, recognizing that time, energy and funding directed to
basic education are perhaps the most profound investment in people and in the future of a country which can be
made.
2. Enlarged public-sector support means drawing on the resources of all the
government agencies responsible for human development, through increased absolute and proportional allocations to
basic education services with the clear recognition of competing claims on national resources of which education is
an important one, but not the only one. Serious attention to improving the efficiency of existing educational
resources and programmes will not only produce more, it can also be expected to attract new resources. The urgent task of
meeting basic learning needs may require a reallocation between sectors, as, for example, a transfer from military to
educational expenditure. Above all, special protection for basic education will be required in countries undergoing
structural adjustment and facing severe external debt burdens. Today, more than ever, education must be seen as a fundamental
dimension of any social, cultural, and economic design.
Article X - Strengthening International Solidarity
Meeting basic learning needs constitutes a common and universal human
responsibility. It requires international solidarity and equitable and fair economic relations in order to redress
existing economic disparities. All nations have valuable knowledge and experiences to share for designing effective
educational policies and programmes.
Substantial and long-term increases in resources for basic education will
be needed. The world community, including intergovernmental agencies and institutions, has an urgent responsibility to
alleviate the constraints that prevent some countries from achieving the goal of education for all. It will mean the
adoption of measures that augment the national budgets of the poorest countries or serve to relieve heavy debt burdens.
Creditors and debtors must seek innovative and equitable formulae to resolve these burdens, since the capacity of many
developing countries to respond effectively to education and other basic needs will be greatly helped by
finding solutions to the debt problem.
Basic learning needs of adults and children must be addressed wherever
they exist. Least developed and low-income countries have special needs which require priority in
international support for basic education in the 1990s.
All nations must also work together to resolve conflicts and strife, to
end military occupations, and to settle displaced populations, or to facilitate their return to their countries of
origin, and ensure that their basic learning needs are met. Only a stable and peaceful environment can create the conditions in
which every human being, child and adult alike, may benefit from the goals of this Declaration.
We, the participants in the World Conference on Education for All, reaffirm
the right of all people to education.
This is the foundation of our determination, singly and together, to ensure
education for all. We commit ourselves to act cooperatively through our own spheres of responsibility, taking all necessary
steps to achieve the goals of education for all. Together we call on governments, concerned organizations and individuals
to join in this urgent undertaking. The basic learning needs of all can and must be met. There can be no more meaningful
way to begin the International Literacy Year, to move forward the goals of the United Nations Decade of Disabled Persons
(1983-92), the World Decade for Cultural Development (1988-97), the Fourth United Nations Development Decade
(1991-2000), of the Convention on the Elimination of Discrimination against Women and the Forward Looking
Strategies for the Advancement of Women, and of the Convention on the Rights of the Child. There has never been a more
propitious time to commit ourselves to providing basic learning opportunities for all the people of the world. We adopt,
therefore, this World Declaration on Education for All: Meeting Basic Learning Needs and agree on the Framework for Action
to Meet Basic Learning Needs, to achieve the goals set forth in this Declaration.
World Education Forum
April 2000
Dakar, Senegal
EFA 2000
Assessment Conferences Bookshelf
