Cover Image
close this bookWorld Conference on Education for All: Meeting Basic Learning Needs - Final Report (UNICEF - UNDP - UNESCO - WB - WCEFA, 1990, 129 p.)
close this folderAppendices
close this folder2. Framework for Action
View the document(introduction...)
View the documentIntroduction
View the documentGoals and Targets
Open this folder and view contentsPrinciples of Action
View the documentIndicative Phasing of Implementation for the 1990s

Indicative Phasing of Implementation for the 1990s

49. Each country, in determining its own intermediate goals and targets and in designing its plan of action for achieving them, will, in the process, establish a timetable to harmonize and schedule specific activities. Similarly, regional and international action will need to be scheduled to help countries meet their targets on time. The following general schedule suggests an indicative phasing during the 1990s; of course, certain phases may need to overlap and the dates indicated will need to be adapted to individual country and organizational contexts.

1. Governments and organizations set specific targets and complete or update their plans of action to meet basic learning needs (cf. section 1.1); take measures to create a supportive policy environment (1.2); devise policies to improve the relevance, quality, equity and efficiency of basic education services and programmes (1.3); design the means to adapt information and communication media to meet basic learning needs (1.4) and mobilize resources and establish operational partnerships (1.6). International partners assist countries, through direct support and through regional cooperation, to complete this preparatory stage. (1990-1991)

2. Development agencies establish policies and plans for the 1990s, in line with their commitments to sustained, long-term support for national and regional actions and increase their financial and technical assistance to basic education accordingly (3.3). All partners strengthen and use relevant existing mechanisms for consultation and cooperation and establish procedures for monitoring progress at regional and international levels. (1990-1993)

3. First stage of implementation of plans of action: national coordinating bodies monitor implementation and propose appropriate adjustments to plans. Regional and international supporting actions are carried out. (1990-1995)

4. Governments and organizations under-take mid-term evaluation of the implementation of their respective plans and adjust them as needed. Governments, organizations and development agencies undertake comprehensive policy reviews at regional and global levels. (1995-1996)

5. Second stage of implementation of plans of action and of supporting action at regional and international levels. Development agencies adjust their plans as necessary and increase their assistance to basic education accordingly. (1996-2000)

6. Governments, organisations and development agencies evaluate achievements and undertake comprehensive policy review at regional and global levels. (2000-2001)

50. There will never be a better time to renew commitment to the inevitable and long-term effort to meet the basic learning needs of all children, youth and adults. This effort will require a much greater and wiser investment of resources in basic education and training than ever before, but benefits will begin accruing immediately and will extend well into the future-where the global challenges of today will be met, in good measure, by the world community's commitment and perseverance in attaining its goal of education for all.