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YOUTH & ADULT SKILLSPresenter :VIMALA DEVI SAMY

EFA Global Monitoring Report2015

GOAL 3Fatima's daily commute to schoolClick hereIntroductionThe Education for All (EFA) movement is a global commitment to provide quality basic education for all children, youth and adults. Atthe World Education Forum(Dakar, 2000), 164 governments pledged to achieve EFA and identifiedsix goalsto be met by 2015. Governments, development agencies, civil society and the private sector are working together to reach the EFA goals.TheDakar Framework for Action mandated UNESCO to coordinate these partners, in cooperation with the four other conveners of the Dakar Forum (UNDP, UNFPA, UNICEF and the World Bank). As the leading agency, UNESCO focuses its activities on five key areas:policy dialogue , monitoring , advocacy ,mobilisation of funding, andcapacity development.

2008200920102011201220132014201556 million8 million23 millionRest of the WorldSouth and West Asia39 millionSub-Saharan Africa45 million020406080100120Out-of-school children (millions)East Asia and the Pacific20002001200220032004200520062007321896372 million1999684105 millionOut-of-school children Arab States Latin America and the CaribbeanNumbers of out-of-school children are decliningEast Asia and the PacificArab States Latin America and the CaribbeanBut still 56 million children out of school in 2015Goals 3 Youth and adult skills

In Kenya, 96% of rural Somali girls (aged 17-22) have less than 2 years of education. The current primary net attendance rate for Somali girls is only 30%.20%31%17%8%25%57%73%84%96%97%NigeriaKenyaGhanaPakistanIndiaGroup averageCountry averageExtreme education poverty% with less than 2 years of education (age 17-22), poor, Hausa, girls, rural, Somali, girls, northern region, rural, girls, rural, Sindhi, girls, poor, Uttar Pradesh, girlsOverlapping disadvantage influence years in schoolEnsuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes.3 types of skills foundational, transferable and vocational beyond skills for livelihoodsThe most important indicator of progress in opportunities to acquire foundation skills is access to secondary school.policies supporting secondary school access as well as socio-economic inequality.Particular attention is given to two disadvantaged marginalized groups, working adolescents and migrant youth.SKILLScompetencies that can be gained from experiences during and after childhood, especially through education.to originate from deliberate and intentional experiences offered by formal, non-formal, employer-based or other lifelong learning opportunities. skills is more specific than general knowledge because skills are intended to yield economic, social, developmental or political consequences.

two out of three countries where lower secondary education was not compulsory in 2000 had changed their legislation by 2012.Among those countries that legislated compulsory lower secondary education since Dakar were India,Indonesia, Nigeria and Pakistan.As of 2012, only 25 countries have no legal requirement for lower secondary attendance, including Iraq, Malaysia and Nicaragua.

As a result of increasing transition rates and higher retention rates, participation in lower and upper secondary education has increased since 1999. In Afghanistan, China, Ecuador, Mali and Morocco, the lower secondary gross enrolment ratio has increased by at least 27 percentage points.Inequality persists in the transition from primary to secondary school. In the Philippines, just 69% of primary school graduates from the poorest families continued into lower secondary, compared with 94% of adolescents from the richest households.TVET skills are the specific technical know-how related to particular work activities, whether growing vegetables, using a sewing machine, engaging in bricklaying or carpentry, or working on a computer in an office. In a broader sense, such skills also can be seen as life skills.Why many countries have enacted policies or laws making both primary education and lower secondary education free and compulsory?People who cannot read, write and do basic arithmetic have fewer opportunities for gainful employment, entrepreneurial activity or civic participation.essential for career advancement, active citizenship and safe choices about personal health. (Benavot and Resnick, 2006).Countries have expanded lower secondary enrolment since dakar

Countries have expanded upper secondary enrolment since dakar

ConclusionsAlthough there has been major progress in expanding access to the lower secondary and even upper secondary levels, inequality in terms of income and location persists.Working children, while increasingly included in school, often must continue to work, and their academic success is likely to be harmed. Migrant children are at risk of being further marginalized unless countries take steps to integrate them.Monitoring skills will be easier in the future because of the emergence of direct assessments of adults non-cognitive and cognitive skills.India's Poor Go to School Under a BridgeClick here

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