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土曜リテ研
（２015-2-14)
激変する国際情勢とEFAの危機
今後の非識字問題を考える
千葉杲弘
©Akihiro Chiba 2015
昨年の土曜リテ研（２0１４−３−８）で
発表した報告の要約 I
２0１５年の識字目標は達成できない（UNESCO EFA Monitering
Report 20１３-１４）ー３７％が達成不可能
−２0１１年非識字者総数：７７７Million (2000より１％減少したのみ）
−非識字者総数の４分の３は１0ヶ国に集中その３分の２が女性
１９９0より進歩していない
i) 南西アジア４億人（１９９0より変化なし）
ii) アフリカ１億８２00人１９９0より３７％増加
２0１５年に世界の全非識字者の２６％はアフリカにいる：
１９00より３７％増加
iii)アラブ諸国人口増加のため１９９0より非識字者は５２00万人
から４８00万人に減少したのみ
©Akihiro Chiba 2015
昨年の土曜リテ研（２0１４−３−８）で
発表した報告の要約 II
EFA ２0１５の最大課題はアフリカと南西アジア
ーアフリカでは識字率５0％以下の国は９ヶ国
ー女子の識字率５0％以下の国が１８ヶ国主にアフリカ
ー南西アジア：世界最大の非識字人口
長引く紛争と政情不安（アフガニスタン、パキスタン，中東）
イスラム原理主義：女子の教育を受ける権利の否定
昨年から１年の間に起きた急激な変化
ー学校に通う生徒特に女子学生を襲撃するテロ事件の続発
パキスタン、ナイジェリア
ー拉致した男子生徒のテロ予備軍としての訓練、女子学生に
対する非人道的取り扱い
ーアフリカのエボラ出血熱、エイズ等の疾病と大勢の死者
©Akihiro Chiba 2015
昨年の土曜リテ研で発表した報告の要約
国際的長期目標設定のマンネリ化
III
1960 カラチプラン１９８０年までに初等義務教育の完成
First UN Development Decade(毎１０年繰り返す）
1990 EFA (Jomtien宣言）２０００年の達成目標
2000 EFA (Dakar宣言) ６項目の2015年の達成目標
Achieving universal primary completion by 2015
Literacy = Achieving 50% improvement by 2015
２０００〜２０１５（Millennium Development Goal)
２0１５〜２0３0？
いつまで達成不能な目標を掲げるのか？
過去に掲げた目標を達成出来なかった責任は誰が
取るのか？達成できなかった原因追及の必要性！
©Akihiro Chiba 2015
昨年の土曜リテ研で吐露した
チバエモンの悲願
○人類が文字を創りだしてから５,５００年が経過：
○そのうち最初の１０００年の間、文字は支配者、知識階級、僧侶
に占有されて来たが，アルファベットの発明は文字と知の大衆化
の始まりであった．
○文字の完全な大衆化はこれから何年かかるのだろうか？全て
の人が文字を読み書き出来るようになる日を見届けたい
○人は全て読み書きする能力を備え持っている：非識字は学ぶ機
会を与えられなかった結果であり，Literacy for Allの実現には人権
を否定する差別社会を根絶することが求められる．
○識字は自由，人権、平和、共生、民主主義実現の基本的要因
○いつまでも識字目標を引き延ばすマンネリ化したDecadeに変わ
る新しいアプローチや世界戦略を展開することも視野に入れるべ
き
©Akihiro Chiba 2015
POST ２0１５の問題
○戦後の平和指向の国際社会は急速に争いの世紀に逆戻りしている。この状
況下で国際社会はEFAをどこまで真剣に推進できるのだろうか？
○生徒や識字学習者の生命と安全を守る緊急性
EFAを最も必要としているゾーンはISIL, ボコハラム，タリバン等の活動地域と重なる
○格差や暴力を生み出す社会構造の解明と格差解消へのポジティブなMulti-
sectoral アプローチ
○ピケティ教授の「２１世紀の資本主義」の理論は２１世紀のグローバル社会の
中の最貧国，紛争地域、多民族・少数民族社会等の諸問題や非識字問題を
どのように解明するのか
○国際社会のEFA Lip-Service ではなくピンポイントのアクションプラン特に
EFAの中の識字／NFEに対する国際社会の関心を高める対策
○EFAの達成がもたらす明るい未来を，具体的にVISUALIZEする努力
○生命の尊重、人権と共生・平和、環境を含めた新しい哲学の必要性
©Akihiro Chiba 2015
World Education Forum 2015
(Republic of Korea, May 20１５）
World Education Forum 2015で
採択される同意文書の草案
(The Muscat Agreement)を
皆さんと検討しましょう
（ http://www.uis.unesco.org/Education/Documents/muscat-agreement-2014.pdf ）
©Akihiro Chiba 2015
Preamble
The Muscat Agreement
1. We, Ministers, heads of delegations, leading officials of multilateral
and bilateral organizations and senior representatives of civil
society and private sector organizations, have gathered at the
invitation of the Director-General of UNESCO in Muscat, Oman,
from 12‐ 14 May 2014, for the Global Education for AII(EFA)
Meeting. We thank the Sultanate of Oman for having hosted this
important event.
2. Recalling the GEM 2012 Final Statement, we take note of the
2013/14 EFA Global Monitoring Report, the regional EFA reports,
the Resolution of the 37th session of UNESCO's General
Conference on Education Beyond 2015, the Decision of the
Executive Board of UNESCO at its 194th session and the Joint
Proposal of the EFA Steering Committee on Education Post‐2015,
©Akihiro Chiba 2015
Status of EFA
3.
We acknowledge that the worldwide movement for Education for ALL
initiated in Jomtien in 1990 and reaffirmed in Dakar in 2000, has been the
most important commitment to education in recent decades and has
helped to drive significant progress in education. Yet we recognize that the
Education for All (EFA) agenda and the education related Millennium
Development Goals(MDCs) are unlikely to be achieved by 2015, and
acknowledge the continued relevance of the EFA agenda. More than 57
million children and 69 million adolescents still do not have access to
effective basic education. In 2011, an estimated 774 million adults, of
whom almost two‐thirds were women, were illiterate. Non‐completion of
formal schooling, insufficient levels of basic skills acquisition, and the
quality and relevance of education are of key concern. At least 250 million
children are not able to read, write or count well even after having spent
at least four years in school. We note with concern that there are
persistent inequalities in access, participation and learning outcomes at all
levels of education, particularly for the most vulnerable groups and
minorities. Gender inequality is of particular concern, as only 60% of
countries had achieved gender parity at the primary level and 38% at the
secondary level by 2011. We also note that the inadequacy of financial
resources has seriously undermined progress towards providing quality
education for all.
©Akihiro Chiba 2015
4.
5.
We further note with concern the increasing violence and attacks against
children and personnel within the education institutions. Therefore,
protecting education from attack must be an integral part of the
post-2015 education agenda.
We acknowledge that future education development priorities must
reflect the significant socio-economic and demographic transformations
that have occurred since the adoption of the EFA goals and the MDGs,
and the changing requirements in the type and level of knowledge, skills
and competencies for knowledge-based economies. Therefore, we
recognize that there is a strong need for a new and forward-looking
education agenda that completes unfinished business while going
beyond the current goals in terms of depth and scope, as well as to
provide people with the understanding, competencies and values they
require to address the many challenges that our societies and economies
are facing.
©Akihiro Chiba 2015
Vision, principles and scope of the post-2015 education agenda
6.
7.
We reaffirm that education is a fundamental human right for every person. It
is an essential condition for human fulfilment, peace, sustainable
development, economic growth, decent work, gender equality and
responsible global citizenship. Furthermore, it contributes to the reduction of
inequalities and the eradication of poverty by bequeathing the conditions
and generating the opportunities for just, inclusive and sustainable societies.
Therefore, education must be placed at the heart of the global development
agenda.
The post-2015 education agenda should be clearly defined, aspirational,
transformative, balanced and holistic, and an integral part of the broader
international development framework. lt should be of universal relevance
and mobilize all stakeholders in all countries, Education must be a standalone goal in the broader post-2015 development agenda and should be
framed by a comprehensive overarching goal, with measurable global targets
and related indicators. ln addition, education must be integrated into other
development goals.
©Akihiro Chiba 2015
8.
9.
We affirm that the post-2015 education agenda should be rights-based and
reflect a perspective based on equity and inclusion, with particular attention
to gender equality and to overcoming all forms of discrimination in and
through education. lt must support free and compulsory basic education. lt
should expand the vision of access for all to reflect relevant learning
outcomes through the provision of quality education at all levels, from early
childhood to higher education, in safe and healthy environments. lt should
take a holistic and lifelong learning approach, and provide multiple pathways
of learning using innovative methods and information and communication
technologies. Through governments, the state is the custodian of quality
education as a public good, recognizing the contribution of civil society,
communities, families, learners and other stakeholders to education. The
post-2015 education agenda must be flexible enough to allow for diversity in
governance structures. lt must continue to promote sustainable
development and active and effective global and local citizenship, contribute
to strengthening democracy and peace, and foster respect for cultural and
linguistic diversity.
We stress that the full realization of the post-2015 education agenda will
require a strong commitment by both governments and donors to allocate
adequate, equitable and efficient financing to education. This must be
accompanied by strengthened participatory governance, civil society
participation and accountability mechanisms at the global, national and local
levels, as well as improved planning, monitoring and reporting mechanisms
and processes. lt will also require coordinated partnerships at country level.
©Akihiro Chiba 2015
Overarching Goal and Global Targets
10. We support "Ensure equitable and inclusive quality education and lifelong learning
for all by 2030" as the overarching goal of the post-2015 education agenda.
11. We further support the translation of this goal into the following global targets,
for which minimum global benchmarks and relevant indicators will be
identified/developed:
Target 1: By 2030, at least x% of girls and boys are ready for primary school through
participation in quality early childhood care and education, including at least
one year of free and compulsory pre-primary education, with particular
attention to gender equality and the most marginalized.
Target 2: By 2030, all girls and boys complete free and compulsory quality basic
education of at least 9 years and achieve relevant learning outcomes, with
particular attention to gender equality and the most marginalized.
Target 3: By 2030, all youth and at least x% of adults reach a proficiency level in
literacy and numeracy sufficient to fully participate in society, with particular
attention to girls and women and the most marginalized.
Target 4: By 2030, at least x% of youth and y% of adults have the knowledge and
skills for decent work and life through technical and vocational, upper
secondary and tertiary education and training, with particular attention to
gender equality and the most marginalized.
©Akihiro Chiba 2015
Target 5: By 2030, all learners acquire knowledge, skills, values and attitudes to
establish sustainable and peaceful societies, including through global citizenship
education and education for sustainable development.
Target 6: By 2030, all governments ensure that all learners are taught by qualified,
professionally-trained, motivated and well-supported teachers.
Target 7: By 2030, all countries allocate at least 4-6% of their Gross Domestic Product
(GDP) or at least 15-20% of their public expenditure to education, prioritizing
groups most in need; and strengthen financial cooperation for education,
prioritizing countries most in need.
Next steps
12. We strongly support UNESCO's leadership and coordination in facilitating the
development of the post-2015 education agenda in collaboration with the EFA
partners. We encourage UNESCO to continue facilitating the debate and to
consult Member States and key stakeholders in the further development and
refinement of the overarching goal and global targets and the identification of
corresponding indicators, as well as the development of a Framework for Action
to guide the implementation of the future agenda. ln addition to global targets,
country-specific targets and indicators should also be developed, reflecting the
diverse social, political, economic and cultural contexts,
©Akihiro Chiba 2015
13. We commit to using this statement as a reference for the negotiations in the
global consultations on the post-2015 development agenda, in order to ensure
that this latter has a strong education component. To this end, we ask the
Director-General of UNESCO to share this document with all Member States of
UNESCO, the Secretary-General of the United Nations (UN), the co-chairs of the
Open Working Group, the Committee on Sustainable Development Finance as
well as key stakeholders.
14. We further commit to using this statement for ongoing national, regional and
global consultations on the post-2015 education agenda, to be approved at the
World Education Forum 2015, which will be hosted by the Republic of Korea in
May 2015. Our expectation is that this will be an integral part of the global
development agenda to be adopted at the UN Summit in New York City in
September 2015.
15. Today, we reaffirm our commitment to achieve the EFA goals and ensure
education for all citizens. we commit to promoting, advocating for and supporting
the development of a strong future education agenda, and urge all UNESCO
Member States and stakeholders to actively participate in the process leading to
its establishment and implementation.
©Akihiro Chiba 2015
16. Every effort will be made to ensure coherence between what is agreed in
September 2015 at the High-level UN summit as part of the global development
agenda with the post-2015 education agenda approved at the WEF 2015 in the
Republic of Korea in May 2015.
©Akihiro Chiba 2015

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