Proposed Competencies for Learning Outcomes: Early Childhood, Primary, and Post-Primary
The Education for All (EFA) goals initiated in 1990 in Jomtien, Thailand demonstrated a commitment to meeting basic learning needs. This commitment was restated in 2000 in the Dakar Framework for Action, in which Goal 6 states; “Improving every aspect of the quality of education, and ensuring their excellence so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills”. Yet today there is growing evidence suggesting that millions of children and youth do not have the basic skills and knowledge necessary to succeed in school and life. Since 2000, there have been extraordinary gains in access to education.However, many of those who do complete the education cycle do not finish with the skills needed to fully participate in society and the economy. The true cost to society is impossible to measure within current assessment systems. While international assessments are used to compare learning across countries, they do not include the majority of the world’s children living in low- and low-middle-income countries, particularly the most vulnerable children and youth. Other multi-country assessments are conducted following approaches that prevent their results from being pooled into a unique set of equivalent evidence.
Global Compact on Learning
The Global Compact on Learning consultation process presents a unique opportunity to have a voice in the global education agenda and policy discourse. It is hoped that through this exercise, the GCL can begin to capture the diversity of perspectives across the education community. To take part in this consultation process get more information from here.