Helping central agencies to build capacities of decentralized level education administrators and literacy managers to coordinate the planning and implementation of literacy activities in their respective provinces and local areas. It may therefore be argued that the EFA goal 4 on literacy might very well become a ‘missed opportunity’, if no determined commitments and actions are taken to implement the recommendations given above especially in putting forward up-to-date situation analysis, defining well-targeted and feasible CLAP(country literacy acceleration plan), and mobilizing all partners and stakeholder to help put in place adequate implementation capacities. With a well-organized and dynamic literacy coordination mechanism at national level, such preparations of updated situation analysis and country literacy acceleration plan can be completed with relatively minor effort, but can generate major support from central, provincial and local governments not to mention from the communities and external donors. UNESCO’s CapEFA projects may strategically envisage strengthening technical support to such upstream work. Despite the constraints, it must be acknowledged that positive progress has been made in most countries in terms of political will in favor of literacy. It is believed that with some additional efforts to put implementation onto the fast track, all the Asia-Pacific countries can decisively contribute to achievement of the UNLD and EFA literacy goals at the country, regional and global levels. ANNEX 1. List of sub-regions and countries covered Central Asia (9 countries): Armenia, Azerbaijan, Georgia, Kazakhstan, Kyrgyzstan, Mongolia, Tajikistan, Turkmenistan, Uzbekistan East Asia (14 countries/territories): Brunei Darussalam, Cambodia, China, DPR Korea, Indonesia, Lao PDR, Macao (China), Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor-Leste, Viet Nam The Pacific (11 countries): Fiji, Kiribati, Marshall Islands, Micronesia (Federated States of), Papua New Guinea, Samoa, Solomon Islands, Tonga, Tuvalu, Vanuatu
Helping central agencies to build capacities of decentralized level education administrators and literacy managers to coordinate the planning and implementation of literacy activities in their respective provinces and local areas. It may therefore be argued that the EFA goal 4 on literacy might very well become a ‘missed opportunity’, if no determined commitments and actions are taken to implement the recommendations given above especially in putting forward up-to-date situation analysis, defining well-targeted and feasible CLAP(country literacy acceleration plan), and mobilizing all partners and stakeholder to help put in place adequate implementation capacities. With a well-organized and dynamic literacy coordination mechanism at national level, such preparations of updated situation analysis and country literacy acceleration plan can be completed with relatively minor effort, but can generate major support from central, provincial and local governments not to mention from the communities and external donors. UNESCO’s CapEFA projects may strategically envisage strengthening technical support to such upstream work. Despite the constraints, it must be acknowledged that positive progress has been made in most countries in terms of political will in favor of literacy. It is believed that with some additional efforts to put implementation onto the fast track, all the Asia-Pacific countries can decisively contribute to achievement of the UNLD and EFA literacy goals at the country, regional and global levels. ANNEX 1. List of sub-regions and countries covered Central Asia (9 countries): Armenia, Azerbaijan, Georgia, Kazakhstan, Kyrgyzstan, Mongolia, Tajikistan, Turkmenistan, Uzbekistan East Asia (14 countries/territories): Brunei Darussalam, Cambodia, China, DPR Korea, Indonesia, Lao PDR, Macao (China), Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor-Leste, Viet Nam The Pacific (11 countries): Fiji, Kiribati, Marshall Islands, Micronesia (Federated States of), Papua New Guinea, Samoa, Solomon Islands, Tonga, Tuvalu, Vanuatu
EDN_Literacy_Goal_4_as_of_18_Jul_2011.docx