EDUCATION

4e Réunion ministérielle de l’E-9, Beijing, Chine, 2001 - La Déclaration de Beijing
Name 4e Réunion ministérielle de l’E-9, Beijing, Chine, 2001 - La Déclaration de Beijing
Long Description Version anglaise :


Beijing Declaration of the E-9 Countries

Adopted by the E-9 Ministerial Review Meeting
Beijing, China, 21-23 August 2001


Recognizing that education is a fundamental right and key to social and economic development, we, the Ministers and representatives of the nine high-population countries, have come together in Beijing to review the progress made in education for all (EFA) since the World Education Forum (Dakar, April 2000), to assess the challenges posed to EFA by the swift development of the global information society, to reexamine the strategies for developing EFA.

We solemnly reaffirm our commitment to the goals set by the World Conference on Education for All (Jomtien, March 1990) to the Delhi Declaration (December 1993) and the Dakar Framework for Action (2000) to meet the basic learning needs of all our peoples.

We will ensure in our national action plans that due attention is given to provide equal access to quality education for all.

Achievements

We acknowledge that as a result of our strong commitment to EFA during the past decade, encouraging progress has occurred in all E-9 countries as reported by the EFA 2000 Assessment and more recent data.

In this respect, the most important achievements are the following:

1. EFA has become a strategic priority on agendas of national development;

2. Early childhood care and education is increasingly being incorporated into the overall plan for national educational development;

3. The quality of universal primary education has been raised and gender disparities have been narrowed;

4. Adult literacy rates have increased as well as skills training, especially for women;

5. Distance education and new ICTs and other educational innovations are being given due attention to improve access to learning and enhance the quality of education.

Challenges

However, we still face a number of challenges. These include:

- Alleviating poverty;

- Providing quality education for all including learner-centered curricula, appropriate professional development of teachers, and the establishment of conducive school environments;

- Eliminating gender and other disparities;

- Total eradication of illiteracy;

- Giving attention to holistic early childhood care and education so as to ensure that every child realizes his/her full potential;

- Further reducing the drop-out and repetition rates, absenteeism, low school enrolment and poor classroom performance;

- Narrowing the digital divide by harnessing the potential of ICTs to achieve the goals of EFA;

Providing adequate learning opportunities for young people completing primary education, in secondary education and vocational and technical training; and

- Devising methodologies in education to ensure that the scourge of HIV/AIDS is halted.

Strategies

In view of our past achievements, cognizant of the goals of the Dakar Framework for Action, appreciating the tremendous contemporary developments and noting the challenges ahead of us, we hereby commit to the following strategies:

1. Finalize the formulation of national action plans for EFA and ensure their timely implementation;

2. Strive to increase governmental financial inputs for EFA;

3. Accelerate result-oriented policies and programmes to eliminate the gender gap and achieve gender equality by 2010 especially focusing on rural areas;

4. Reinforce action-oriented programmes to meeting the learning needs of disadvantaged groups such as children with special needs, migrants, minorities and the rural/urban poor;

5. Ensure involvement and support of all segments of civil society as well as full and effective participation of the community in the promotion of EFA;

6. Expand and improve early childhood care and education services, especially in rural areas;

7. Adopt measures to meet the learning needs of all in order to improve the quality and outcomes of education especially by developing learner-centered curricula, and appropriate teacher professional development;

8. Provide safe and caring school environments that allow students to become healthy, alert and secure in order to learn effectively and fully participate in all educational activities;

9. Recognize that ICTs are only a means and not an end in themselves, their application in all fields of basic education, especially to reach the unreached and provide for acquisition of additional skills, shall be accorded greater attention and encouragement;

10. Create a network on the use of ICTs to foster interactions and experiences and sharing of resources, both human and material, in view of the challenges and the constraints of resources facing E-9 countries;

11. Reinvigorate efforts at raising the quality of teacher professional development in formal and non-formal education. Special attention shall be paid to meeting full requirements of female teachers and of teachers in disadvantaged and rural areas;

12. Embark upon and sufficiently fund the comprehensive training of teachers, administrators and others in the use of ICTs;

13. Ensure the infusion of human, environmental and ethical values in all fields of basic education with a view to realizing the goals of EFA and the all-round development of the individual in society;

14. Strengthen the capabilities and increase capacities for the collection and processing of EFA data and improve monitoring systems;

15. Commission strategic collaborative projects that will inform practice and policy in key areas of basic education among the E-9 countries. Some of these projects will be:

> Identification and documentation of best practice in ICTs and distance education, poverty alleviation and EFA, indicators for literacy and non-formal education as well as planning and management;

> Investigation into the prospects and appropriate scenarios for reducing the digital divide caused by the fast development of ICTs.

16. Replicate, with appropriate modifications to suit national needs, the success stories achieved by NGOs in the E-9 countries

The Role of the International Development Partners

We recognize that the E-9 countries will have to rely primarily on their own abilities as well as use the synergies generated by the E-9 Initiative to constantly enhance self-development. However, realizing the major concern and constraints in the promotion of EFA goals and appreciating the commitment of the international development partners, made in Dakar, towards external financial assistance, we urge international financial organizations as well as bilateral and multilateral agencies to make a concerted and practical effort to fill the resource gap through the instruments of debt relief, debt cancellation and debt swaps by a standing mechanism.

The support and collaboration from our international development partners are of utmost importance and provide tremendous impetus to our national and collective efforts.

In view of the concentration of illiterates in the E-9 countries and in line with their commitments made in Dakar, we invite all international development partners to further expand their co-operation with the E-9 countries.

Special concerns

We urge:

1. developed countries to consider it their moral obligation and duty to play an active role in bridging the digital divide, so as to promote international co-operation, mutual understanding and peace;

2. sponsorship by UNESCO together with other agencies of holistic early childhood development and education programmes. This initiative should invest in full the potential of the windows of opportunity for achieving the full capacity of our children and will constitute a solid base for optimal human resource development for achieving excellence. It should also take measures to ensure the participation of other concerned sectors of the society including the medical profession, social workers, media, the family and the civil society.

Future Commitments

We, the Ministers and representatives of the E-9 countries, reaffirm our joint commitment and pledge, to intensify our efforts and strengthen policies for achieving the laudable goal of education for all. Towards this end, we shall finalize our national action plans by the year 2002, including the identification of required resources, especially human, infrastructural and financial.

We acknowledge the opportunities ahead and the important contribution of distance education and the appropriate and effective use of ICTs to reinforcing all aspects of basic education as a strong foundation towards lifelong learning and the creation of a knowledge and learning society.

We recognize the importance of early childhood care and education to improve access to schooling and quality of EFA and open up windows of opportunity leading to excellence, and commit ourselves to develop and expand appropriate programmes.

We stress the role of education in poverty reduction as well as the promotion of social and economic growth, non-violence, tolerance, social justice and respect for cultural diversity.

We commit ourselves to increase educational provision for young people and adults and to create opportunities for lifelong learning.

In light of the commitment stated during the course of our deliberations in Beijing, we, the Ministers and representatives of the E-9 countries, solemnly confirm our resolve and great determination to achieve quality education for all.
File E9_BeijingDeclaration2001_EN.pdf
Date of publication 2001
PIC org.unesco.theme.education.education_for_all,org.unesco.theme.education.education_for_all.efa_strategy


© 2006 - UNESCO