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close this bookMeeting Basic Learning Needs: A Vision for the 1990s (UNICEF - UNDP - UNESCO - WB - WCEFA, 1990, 170 p.)
close this folder3. An Expanded Vision of Basic Education for All
close this folderB. Requirements for Implementing the Vision
View the document(i) Developing a supportive policy context
View the document(ii) Mobilization of resources
View the document(iii) Strengthening international solidarity

(ii) Mobilization of resources

To respond to the unmet learning needs, new resources will have to be sought from three sources: (1) a broader governmental base of support; (2) an increased financial effort from expanded participation by nongovernment agencies, communities, families, and individuals; and (3) assistance from external funding agencies. This entails identifying and drawing on the support of government, the private sector, nongovernmental organizations, local communities, and families. In most countries, all of these play some part in financing basic education - from government’s formal taxation and expenditure activities to the family’s sacrifice of labour so that the child can attend schools or the adult can acquire new skills.

A broader base of government support can be achieved by mobilizing the resources of all government agencies that deal with some aspect of human development. Agencies responsible for agriculture, health, labour, defense, commerce, industry, and other development activities can be encouraged to make specific allocations within their own budgets to support basic education activities. Whether by developing new sources of revenue (for example, taxes earmarked for basic education) or reallocating funds from other sectors or within the education sector, government will need to take the lead in expanding new basic learning opportunities.

Government resources alone will not be sufficient, however, to meet effectively the basic learning needs of all groups. Greater participation by nongovernmental organizations, communities, families, and individuals is needed. Examples of these forms of participation include support provided by local community organizations, employers, labour unions, co-operatives, voluntary organizations, and religious bodies. Often, existing programmes or services can be reoriented or enlarged to include an educational component or to support ongoing education and training activities. In some cases, facilities and materials can be produced by volunteers or donated. This diversification of participation also can encourage the broad commitment needed to ensure that society gives a real priority to meeting the basic learning needs of all, and thereby investing in its future.

In many cases, no matter how well a country mobilizes and allocates its resources, it still will not be able to meet the basic learning needs of the entire population. Because of their disadvantageous conditions, the least economically developed countries will not immediately have the capacity to supply the necessary quantity and diversity of learning opportunities. Only external assistance, of a significant amount and sustained over time, can meet the resource needs for basic learning in these countries. The long-term return on this investment, and the goal of external assistance, will be the eventual development of each country’s self-sufficiency in providing basic education.