 | Meeting Basic Learning Needs: A Vision for the 1990s (UNICEF - UNDP - UNESCO - WB - WCEFA, 1990, 170 p.) |
 |  | (introduction...) |
| | Preface |
| | Glossary |
|  | 1. Global Challenges and Human Development |
| | A. Introduction |
| | B. The Global Challenges |
| | (i) Economic stagnation and decline |
| | (ii) Economic disparities |
| | (iii) Marginalized populations |
| | (iv) Environmental degradation |
| | (v) Rapid population growth |
| | C. Constraints on Human Development |
| | D. The Role of Human Development in Addressing Global Challenges |
| | E. Defining Basic Learning Needs |
| | F. New Opportunities for Human Development |
| | 2. The Context and Effects of Basic Learning in the World |
| | (introduction...) |
| | A. Basic Education Data |
| | B. Indicators of the Context and Effects of Basic Education |
| | (introduction...) |
| | (i) Background characteristics |
| | (ii) Financial capacity |
| | (iii) Educational effort |
| | (iv) Educational effects |
| | (v) Social impacts |
| | C. The State of Adult Basic Education |
| | D. The State of Early Child Development |
| | E. Progress and Prospects |
| | 3. An Expanded Vision of Basic Education for All |
| | A. Shaping the Vision |
| | (introduction...) |
| | (i) Universalizing access and promoting equity |
| | (ii) Focussing on learning |
| | (iii) Broadening the means and scope of basic education |
| | (iv) Enhancing the environment for learning |
| | (v) Strengthening partnerships |
| | B. Requirements for Implementing the Vision |
| | (i) Developing a supportive policy context |
| | (ii) Mobilization of resources |
| | (iii) Strengthening international solidarity |
| | 4. Meeting Basic Learning Needs: Analyzing Policies and Programmes |
| | A. Introduction |
| | B. Early Child Development |
| | C. Meeting the Basic Learning Needs of Children |
| | (introduction...) |
| | (i) Increasing relevance |
| | (ii) Improving quality |
| | (iii) Promoting equity |
| | (iv) Enhancing efficiency |
| | D. Meeting the Basic Learning Needs of Youth and Adults |
| | (introduction...) |
| | (i) Content and relevance |
| | (ii) Programmes and quality |
| | (iii) Effects and equity |
| | (iv) Monitoring and elf Liens |
| | 5. Strategies for the 1990s |
| | (introduction...) |
| | A. Priority Action at National Level |
| | (introduction...) |
| | (i) Assessing needs, planning action and defining targets |
| | (ii) Creating a supportive policy environment |
| | (iii) Designing policies to improve basic education |
| | (iv) Improving managerial, analytical and technological capacities |
| | (v) Mobilizing information and communication channels |
| | (vi) Building partnerships and mobilizing resources |
| | B. Priority Action at the Regional Level |
| | (introduction...) |
| | (i) Exchanging information, experience and expertise |
| | (ii) Undertaking joint activities |
| | C. Priority Action at World Level |
| | (i) Status and prospects of external funding |
| | (ii) Concerted and sustained long-term support for national and regional actions |
| | (iii) Enhancing national capacities |
| | (iv) Consultations on policy issues |
| | (v) Co-operation within the international context |
| | Annex 1 - Basic Data |
| | Country Key |
| | Annex - Table 1: Background National Characteristics |
| | Annex - Table 2: Indicators of Financial Capacity |
| | Annex - Table 3: Indicators of Educational Effort |
| | Annex - Table 4: Indicators of Educational Process and Results |
| | Annex - Table 5: Indicators Of Social Effects |
| | Annex - Table 6: Participation in Adult Education |
| | Technical Notes |
| | Annex 2 - Financing Primary Schooling: An Analysis of Alternatives |
| | Annex 3 - Selected Bibliography |
| | Appendix - World Declaration on Education for All |
| | Back cover |
A. Basic Education Data
National data sets on the state of basic learning have four significant limitations. First, data are more commonly available for the formal education system and are incomplete to nonexistent for the wide range of out-of-school programmes for youth and adults. Second, the data predominantly include learning inputs, sometimes outputs, but rarely indicators of the learning process. Third, the data are highly aggregated and do not always reflect the internal diversity of nations, systems, or even institutions. And fourth, the data rarely reveal qualitative dimensions of the quantitative measures.
Given these data limitations, it should be recognized that more is known about basic learning than can be validated with available data and techniques. Thus, when data or statistical results appear illogical or even counterintuitive, one should be prepared to reexamine the situation carefully before abandoning one’s original conception of the learning relationships. In the discussions that follow, the aggregate data currently available on primary and adult education will be supplemented with case studies, country-specific examples, and logical inferences.
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