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External sources (not reviewed)

Among the women giving birth, the share of those with higher education but also with elementary education has increased, while the share of women with basic, secondary and vocational secondary education has decreased.

Primary education for all has helped least developed countries towards achieving parity for children going to primary school.

[...] [...] for an end to gender disparity in [...] [...]

By policy, the Government enforces compulsory primary education and the country is moving towards achieving universal access to secondary education.

[...] [...] already include junior secondary as part [...] [...]

In relation to achieving the Millennium Development Goals, progress in the region is mixed, with success as a whole in achieving a number of indicators, such as reducing gender disparities in primary education, stopping the spread of HIV/AIDS and tuberculosis, achieving progress with regard to biodiversity, reducing the consumption of ozone-depleting substances, and halving the proportion of people without access to safe drinking water, as well as being on track to halving the proportion of people living below the poverty line, ensuring universal access of children to primary school and gender parity in secondary education.

[...] [...] particularly in areas related to the empowerment [...]

Algeria: UNESCO technical support to the reform of school education was upstream, developing capacity of the National Curriculum Commission, the National Institute for Educational Research and key departments of elementary and secondary education, teacher training and evaluation.

Reaffirming the need to eliminate gender disparities in primary and secondary education by the earliest possible date and at all levels by 2015, and reaffirming that equal access to education and training at all levels, in particular in business, trade, administration, information and communications technology and other new technologies, and fulfilment of the need to eliminate gender inequalities at all levels, are essential for gender equality, the empowerment of women and povert y eradication and to allow women’s full and equal contribution to, and equal opportunity to benefit from, development

Cameroon welcomed the efforts made by Equatorial Guinea to promote and protect human rights, in particular economic, social and cultural rights, namely through the establishment of free primary education and the progress in women and children’s rights.

As to the areas of education and training, which were crucial to social integration, Colombia had already achieved the MDG relating to universal primary education and was currently working to improve the school enrolment rate and the quality of education.

(d) fundamental education shall be encouraged or intensified as far as possible for those persons who have not received or completed the whole period of their primary education; and

Both remaining goals (achieving universal primary education and empowering women (Goals 2 and 3)) directly impact on health, and vice versa.

In particular, the data produced and the indicators used in WIPO’s RBM framework cannot readily be used for the purpose of figuring out how WIPO has contributed, for example, to the increase in net enrolment ratio in primary education.

[...] [...] education, through two early childhood centres [...] [...]

Educational mainstreaming was to be given priority, and a budget line existed to increase the percentages of children with disabilities enrolled in regular primary education.

In this context, the Ministers decided to give priority attention to the development of cooperation schemes among NAM Members States, as well as to the strengthening of regional and international cooperation to effectively address and eradicate illiteracy, in the achievement of the MDG on Universal primary Education by 2015.

The Programme of Action also stresses that education is a crucial means of empowering women with the knowledge and skills necessary to participate fully in the development process (para. 4.2) and urges Governments to ensure the widest and earliest possible access of girls and young women to secondary and higher levels of education, and to vocational education and technical training so as to close the gender gap in primary and secondary education by 2005 (para. 11.8), objectives consistent with the target of eliminating gender disparity in primary and secondary education by 2015 under Millennium Development Goal 3.

The representative of Vanuatu pointed to the gender parity that had been achieved in primary education and the significant improvements recorded in maternal health.

Significant shortfalls are expected in the realization of the Goals by the target year of 2015.20 Specifically, based on current trends, the goals of eradicating extreme poverty, the attainment of universal primary education and reducing child and maternal mortality will not be achieved, although there has been progress towards the achievement of other goals, such as promoting gender equality, dealing with HIV/AIDS, ensuring environmental sustainability and developing a global partnership for development.

Key result area 1: Support national capacity to improve children’s developmental readiness to start primary school on time, especially for marginalized children.

The Directorate-General of Special Basic Education issued Directive No. 236-2010ED, which provides for activities to help ensure that students with severe and multiple disabilities in Special Basic Education Centres subsequently move on to post-primary educational institutions

Governments should scale up their efforts to achieve Millennium Development Goal 2 on universal primary education by 2015, and establish a goal of providing universal access to quality post-primary and secondary education no later than 2030, emphasizing the skills and knowledge needed for sustainable growth and jobs.

Education is an investment in the future, a means to reduce poverty and counter discrimination; (b) indigenous peoples have the right, including treaty rights (as relevant) to quality primary education that is sensitive to their holistic worldviews, languages, traditional knowledge and other aspects of their cultures, which contribute to human dignity, identity and intercultural dialogue; (c) mother-tongue mediated bilingual education is indispensable for effective learning for indigenous children and for the reduction of dropout rates; (d) any efforts to achieve Millennium Development Goal 2 are likely to fail if impartial and effective implementation of culturally sensitive educational programmes, curricula and actions addressing the needs of indigenous peoples are not undertaken; (e) indigenous children experience particular difficulties relating to access to education of quality and sociocultural relevance at all levels.

(a) Take steps to ensure universal access to compulsory education for both boys and girls, ensuring that primary education is free for all without secondary costs, and consider extending the number of years of compulsory education

According the statistics the expatriate workers covered a large spectrum of occupations, ranging from those employed in elementary occupations (47% of expatriate workforce) to legislators, senior officials and managers (2% of expatriate workforce).

The Committee notes with satisfaction the various steps taken to improve the situation of the Roma minority in the fields of education, housing and employment, such as the adoption of amendments to the School Act, which are designed to prepare children for their integration into the official primary school system, the National Action Plan regarding the Decade of Roma Inclusion, the “Scheme for the support of construction of low-income municipal housing designated for impoverished people and construction of technical facilities in Roma settlements”, the “Basic Theses of the Concept of the Slovak Government Policy for the Integration of Roma Communities in the Area of Housing”, and the “Operational Programme Employment and Social Inclusion”.