Making Education For All a Reality

A ten point Action Plan to get every child in school by 2015

Promises to children

should never be broken.
NELSON MANDELA, FORMER PRESIDENT OF SOUTH AFRICA
 Making Education For All a Reality

PROMISES TO KEEP
Ten years ago, in the warm breeze of an African Spring, world leaders gathered to
discuss Education For All in Dakar, Senegal. A stark UN assessment revealed a brewing
crisis in education provision, with more children out of school at the end of the 90s than
at the start. In response, UN agencies and campaigners joined together to strike a new
deal that went well beyond the warm words of the past. They pledged that all children
should have a good quality education, that girls would have the same chance as boys
and that the number of adults unable to read or write would be halved. Crucially, the rich
and poor world entered into a pact – a global contract – with shared responsibilities on
both sides, to guarantee that good policies for education would be funded

“We affirm that no country seriously committed to education for all will
be thwarted in their achievement of this goal by a lack of resources.”
EDUCATION FOR ALL: MEETING OUR COLLECTIVE COMMITMENTS, DAKAR FRAMEWORK FOR
ACTION, WORLD EDUCATION FORUM, APRIL 2000

Later that same year, both the G8 and the UN Millennium Summit adopted the same
goals. At every major development event since then, the centrality of education in ending
poverty and achieving other development goals has been strongly affirmed, and repeated
commitments have been made to ensuring universal primary education and gender
equality.

Promises to children should never be broken.

NELSON MANDELA, FORMER PRESIDENT OF SOUTH AFRICA

One decade after it was first made, the promise from world leaders to give every boy and
girl the best chance to realise their potential through the power of education has never
been more relevant. Yet it remains an unfulfilled promise. 72 million children, the majority
of them girls, do not go to primary school. This is more than all the children in school
in Europe and North America. Over half the out-of-school children are in Africa. 759
million adults, the majority of them women, cannot read or write. The UN estimates that
business as usual would leave 56 million children still waiting at the school gates by the
end of 2010.
This situation is due, in large part, to the fact that the rich countries have not kept their
side of the bargain. Developing countries, especially across Africa, have fought hard to
make education free and increase domestic spending. Although many need to go further
and faster, their effort has played the largest part in making progress over recent years.
In contrast, few donors have increased aid to basic education to levels needed to make a
breakthrough. Scandalously, most of the world’s richest nations – the G8 – have failed to
pay their fair share of the funding needed.
1GOAL seeks to put right this wrong. Backed by FIFA and the football world, 1GOAL
will ensure that the 2010 FIFA World Cup in South Africa leaves the legacy of Education
For All. In a stunning campaign around the tournament, 1GOAL will bring footballers,
supporters, and campaigners together to call for world leaders to fulfill the promise that
every child will have the chance to live in the light and hope that education brings. Never
before has a sporting event tried to deliver a legacy of social change. 1GOAL’s campaign
with the 2010 FIFA World Cup in South Africa is a unique opportunity to ensure the spirit
of sporting endeavor is harnessed to achieve real and lasting benefits for the world.
2.
 Making Education For All a Reality

THE 1GOAL TEAM

1GOAL is delighted to have Her Majesty Queen Rania Al-Abdullah of Jordan and Sepp
Blatter, FIFA President, as Global Co-Chairs. The campaign was officially launched on
6 October 2009 in a satellite-linked ceremony led by the Co-Chairs and the 2010 FIFA
World Cup host, Jacob Zuma, President of South Africa. At the launch, 1GOAL was
honoured to receive the support of other global leaders including: Ban Ki-Moon, the UN
Secretary General; John Atta Mills, President of Ghana; Gordon Brown, Prime Minister of
the UK; Jose Luis Rodriguez Zapatero, President of Spain; Jan Peter Balkenende, Prime
Minister of the Netherlands; Kevin Rudd, Prime Minister of Australia and Hillary Clinton,
the US Secretary of State.

NT, KANU, MAR

RESIDE CEL DESAIL
A C O B ZUMA, P A QUEEN RANI LY, AARON
MOKOENA,
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SOUTH L CLICHY

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PET ER BA LKE NENDE, ONO LBA,
AND JAN R
IRA HERLANDS 1GOA ARY CO-
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Since its launch 1GOAL has also galvanized the support of the global football
community, signing top clubs Manchester United, Barcelona, Inter Milan and over
150 world class footballers including; Cristiano Ronaldo (Portugal), Michael Ballack
(Germany), Rio Ferdinand (England), Aaron Mokoena (South Africa) and Ji-Sung Park
(South Korea) as well as football legends such as Zinedine Zidane (former France
international), Paolo Maldini (former Italy international), Ruud Gullit (former Holland
international) and Pele (former Brazil international).
Alongside the football community, 1GOAL is delighted to have the support of major
international charities including Save the Children, ActionAid, ONE, Comic Relief, Sight
Savers and, through the Global Campaign for Education, Oxfam, Care, Plan, and global
teachers’ federation Education International. Among our key private sector partners are
GSMA, EA Sports, MTN, AT&T, Cisco and Intel.
International celebrity supporters include actors Jessica Alba, Will Ferrell, Matt Damon,
Clive Owen, Salma Hayek, Kevin Spacey and Gerard Butler as well as global stars and
humanitarian figures Bono and Shakira. All of 1GOAL’s supporters are committed to
making Education For All the lasting legacy of the first ever FIFA World Cup to be held
3. in Africa.
 Making Education For All a Reality

A BREAKTHROUGH IN 2010
2010 is a pivotal year for education. The world is currently off track to meet the Education
For All goals by 2015, and renewed commitment from all governments is desperately
needed.
Rich and poor countries alike must agree to redouble their efforts to end the education
crisis. They have the power to set the world on track to achieve sustainable economic
growth and strong equitable development. An educated world would be a happier,
healthier, more peaceful and more prosperous one.

TEN POINTS FOR 2010: 1GOAL’S POLICY CALLS

Rich countries should:

1. Give their fair share of the funding needed for Education For All
• While aid to basic education has grown since 2000, it has never reached
the volume needed to achieve EFA.
• Overall, aid to basic education needs to quadruple from $4 billion per year
to $16 billion per year.
• Many rich countries need to increase their aid to basic education in poor
countries, especially the G8 nations, most of which are not paying close
to their fair share of the financing gap.
2. Back a global plan to co-ordinate for better results
• 1GOAL believes that aid works best when rich and poor countries act
together and target aid where it is needed and where it can do the most
good, rather than following the strategic interests of the donor.
• A global plan will guarantee that funds are spent efficiently and support
government priorities and systems, with minimal bureaucracy.
• A global plan will enable a strong focus on ensuring that children not only
go to school but learn the skills they need for a better life.
3. Make aid available for the core running costs of education: teachers, books
and schools
• Wherever possible, aid should be channelled directly into the education systems
of developing countries, not spent on projects and consultancies.
• The Global Campaign for Education estimates that less than 25% of aid to
basic education is available for teachers’ salaries, despite this being the
largest expense in government budgets.
• Teachers are the lifeblood of any education system. Rich countries should be
prepared to support countries to train, hire and retain them, as well as ensure they
have decent classrooms and good materials to support children’s learning.
4. Target those countries facing the greatest challenges, including those suffering
war and conflict
• Many countries most off track for achieving EFA are those plagued by conflict
either within or outside their own borders. While getting aid into these countries
is challenging, the needs of the children there are as urgent – if not more so – than
anywhere else.
• Some countries emerging from conflict, such as Liberia and Sierra Leone, have
made remarkable strides in rebuilding education, but their efforts have not been
matched by those of the donors, who persistently neglect conflict-affected states
in their aid plans.

4.
 Making Education For All a Reality

Poor countries should:

5. Put 20% of their budgets into education, half for primary schooling
• Governments of poor countries must demonstrate their own commitment to
achieving EFA by prioritising education within national budgets.
• 20% is the recommended target for low-income countries, based on studies
of what has led to success in the past.
• Average low-income country expenditure on education has increased
to 20% but considerable variation exists between countries.
6. End fees and charges that prevent families sending children to school
• Families continue to bear far too high a financial burden for sending children
to school. Fees consume nearly a quarter of a poor family’s income in
sub-Saharan Africa, paying not only for tuition, but also indirect fees such as
parent-teacher association and community contributions, textbook
fees, compulsory uniforms and other charges.
• This is a major cause of both exclusion from school and early drop-out.
• Poor families are more likely to pay for boys to go to school than girls because
they perceive that more financial benefit will come to their own families from this
investment.

7. Help girls and others left behind, such as children from marginalised and
poor communities, children with disabilities and others
• Experience from countries like Brazil, Mexico and Bangladesh shows that it
is possible to see big increases in enrolment and attendance at school with
targeted interventions to help overcome the barriers created by poverty.
• Conditional cash transfers, school feeding programmes, uniform grants and
stipends for girls are all proven strategies for success.
• The strong positive benefits of getting girls into school far outweigh the small
costs involved.
• Specific measures may be needed to include children affected by disabilities,
HIV and AIDS and those living in hard-to-reach communities.

8. Train and recruit all the teachers needed to achieve EFA

• There is a drastic global shortage of teachers. 10 million teachers must be
recruited between now and 2015 to ensure all children can go to school and get a

quality education. 1.2 million new teachers are needed in sub-Saharan Africa.
• In countries such as Mozambique, Burundi, and Ethiopia average class sizes
are over 50, with some overcrowded areas accommodating over 100 pupils to a
class. Quality teaching and learning is impossible in these circumstances.
• The surge in enrolments has led to an increase in the use of untrained teachers of
varying quality. Urgent action is needed to ensure they are systematically trained
and absorbed into the regular teaching force.

All countries in the world should reach minimum standards to guarantee education to
their citizens. While some richer countries have achieved mass education, all should
ensure that their efforts are consistent and that legally binding commitments are made
to continue them.

Therefore, every country should:

9. Budget sufficiently to make certain that quality education is provided for all to
learn, ensuring class sizes below 40 pupils per teacher, good school infrastructure
and teachers that enable learning.

10. Make Education For All a constitutional right.

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 Making Education For All a Reality

OPENING THE SCHOOL GATES

In 2010, 1GOAL campaigners have an unprecedented opportunity to secure lasting and

meaningful change in education through our unique and exciting campaign. In South
Africa, President Zuma has announced that because ‘education is the key to genuine
freedom’ he will host a major Heads of State Summit during the 2010 FIFA World Cup
tournament. Following this, the G8, the G20 and the UN summit each provide a major
opportunity to put education at the top of the political agenda. 1GOAL is calling for the
following steps at each of these key political moments:

• At the South Africa Education Summit, Heads of State sign a joint declaration
which renews their shared commitment to achieving Education For All,
with specific pledges to upscale aid, increase domestic support and
implement a global plan to accelerate progress.
• At the G8 and G20, world leaders agree a new accountability framework
for their promises on education.
• At the UN MDG Review Summit: Heads of State set out their plans to deliver
on the Pretoria Declaration in their addresses to the General Assembly.
• At the South Korea G20, world leaders place education at the heart of their
Seoul Framework for Strong, Stable and Balanced Growth.

By 2014 we want all children to be enrolled in primary school, with a predictable

flow of funds so that they have a good chance to learn and complete their
education. We want increased access to early childhood care, more provision of
literacy and skills training, and a supply of trained, professional teachers. We want
every girl and boy, man and woman, to know that they have the chance to better
their lives, and realise their potential, through the power of education.

This is our chance to show not just

out-of-school children, but our own children
that when we make a promise, we keep it.
With your help, we could have billions of
fans cheering not just for their teams,
but for one team: 1GOAL.
QUEEN RANIA AL-ABDULLAH OF JORDAN, CO-FOUNDER AND GLOBAL CO-CHAIR, 1GOAL

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 Making Education For All a Reality

A GOAL WORTH CHEERING FOR:

WHY EDUCATION MATTERS

Education is the number one issue. If we

don’t educate people it will be very difficult
to have progress.
OSCAR ARIAS SANCHEZ, FORMER PRESIDENT OF COSTA RICA

A life without education is a life half-lived. When people cannot read or write, when
they do not have the skills and abilities that a good quality education offers, they are
condemned to a life of poverty, ill-health and social deprivation. This disadvantage gets
handed down through generations. The children of illiterate parents are more vulnerable
to a range of serious threats and problems that can blight their lives forever. And it is not
only individuals who suffer - nations as a whole are affected: lack of quality education
holds back economic growth and hampers democratic participation. Indeed the impacts
are even felt beyond borders. Research shows that education deprivation contributes to
conflict and population growth - and thus to environmental pressure and climate change
- issues of pressing concern to the global community.

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The other side of the story is that children who do go to school and learn are
healthier, better-nourished, and live longer and more prosperous lives than those
who are excluded. When children attend school they become aware of their own
potential in the world, and are equipped with the life skills necessary to make informed
choices and live well in society. Education also promotes tolerance and understanding
between people – both individually and on a national level. Ultimately this leads to greater
political participation, stability and transparency, strengthened democratic systems and
a reduction in corruption.

7.
 Making Education For All a Reality

EDUCATION BUILDS ECONOMIC GROWTH AND STABILITY

Perhaps most striking of all in the current global context is the evidence that failure to
achieve universal education holds back economic growth. As the world struggles to
recover from the recent financial crisis, it has become more vital than ever to ensure that
education is a top political priority, especially in developing countries.
Getting all children into school has a direct positive impact on economic growth. Once
children are in school, ensuring that the education they receive is good quality multiplies
the impact because it provides them with the skills, knowledge and abilities needed to
thrive in the world. A recently completed study from 50 countries established that every
extra year of schooling can increase average annual GDP growth by 0.37%. Where the
education is good quality, the improvement of cognitive skills increases the impact to
1%. Another survey of 120 countries from between 1970 and 2000 provides compelling
evidence that education consistently and significantly affects economic development and
is a necessary precondition for long-term economic growth. Put simply, the better the
quality of education, the bigger the impact on growth.

Good quality education also provides people with the knowledge and skills that they
need in order to pursue their livelihoods more effectively. Completing just four years
of basic education makes a farmer an average of 8.7% more productive. Having been
to school also means that farmers can adapt more quickly to new techniques and
technologies, including those needed to adapt to climate change.

Some key statistics:

• No country has ever achieved continuous and rapid economic growth without first
having at least 40% of adults able to read and write.
• The cost of failing to provide a good quality education for all children in poor
countries could be as much as $70 billion a year, due to lost economic growth.
• An adult who has completed primary education is likely to earn 50% more than an
adult who has never been to school.
• A single year of primary school increases the wages people earn later in life by
5-15% for boys and even more for girls.
• Providing one year of schooling to all children in a country is estimated to have
the same stabilising effect as an annual economic growth rate of 5%.
• It is more likely that children will become child soldiers if they are displaced from their
homes and have limited access to education. An additional year of schooling for boys
reduces the risk of them becoming involved in conflict by 20%.

8.
 Making Education For All a Reality

EDUCATION IS THE KEY TO WOMEN’S EMPOWERMENT AND

BETTER HEALTH FOR ALL
Time and again, the global community has recognised the pivotal role of women
in improving the lives of their families and villages. Both the Education For All and
Millennium Development Goals set ambitious targets for girls’ education, stating that
gender parity should be achieved by 2005. This target, tragically, has been missed by
a mile.
More than half the countries in the Arab world, in South and West Asia and in Africa
have yet to achieve gender equity in education. The fact that women and girls are more
likely to be deprived of education is a massive injustice, and is especially problematic
for development. When women are disempowered and uneducated, it afflicts not only
their own existence, but also that of their offspring and wider society. Lack of education
for women is strongly associated with early marriage, larger family sizes and poor health
and nutrition. Conversely, when women and girls get an education, they not only lead
healthier, wealthier lives, but are able to support others to do the same.

Some key statistics:

• A child whose mother can’t read or write is 50% more likely to die before the age
of 5 and twice as likely to suffer from malnutrition than children born to mothers
who completed primary school. Educated mothers are 50% more likely to
immunise their children.
• A girl in Africa who receives an education is three times less likely to contract HIV/
AIDS. If every girl and boy received a primary education, 7 million cases of HIV/
AIDS could be prevented in a decade.
• In Mozambique, 60% of girls with no schooling get married before they are 18
compared to 10% of girls who have attended school, a pattern repeated across
the developing world.
• In the Ivory Coast, the daughters of uneducated women are five times more
likely to have undergone female genital mutilation/cutting than girls whose
mothers are educated.
• Women with six or more years of education are more likely to seek prenatal
care, assisted childbirth, and postnatal care, reducing the risk of maternal and
child mortality and illness.

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9.
 Making Education For All a Reality

LEVELLING THE PLAYING FIELD: WHAT’S

NEEDED TO PROVIDE A QUALITY
EDUCATION FOR ALL
The good news is that the experience of the last 10 years has shown clearly that
Education For All is an achievable dream if the right policies are implemented,
with enough resources behind them. Some 14 African countries have abolished fees
in education and average spending on education in low-income countries has risen
significantly, reaching an average of 20% share of total domestic expenditure. Ethiopia,
Kenya, Benin and Mali have all made strong spending increases. Some, such as
Madagascar, Mozambique, and Senegal now even exceed the 20% target. Each of
these countries has experienced very significant declines in the numbers of children out
of school, though large challenges remain.
Some of the African nations playing in the World Cup have valuable experience to
share. South Africa, the host nation, already enrols nearly 90% of all children into
primary school, with over 80% staying in school throughout the primary cycle. Ghana
is on target to achieve near-universal enrolment at primary level by 2015, thanks to a
combination of fee abolition, increased spending on education and provision of school
meals. Cameroon has made significant progress in narrowing the gender gap in primary
education, by implementing a nationwide ‘child-friendly/girl-friendly school’ initiative.
And in Cote D’Ivoire, 100% of primary school teachers are fully trained, one of only two
countries in Africa where this is the case.
Since 2000, aid to basic education has also doubled, making a real and tangible impact:
in many countries national efforts have been bolstered by external resources matched
to government plans. Stronger political will, combined with aid and debt relief
from some rich nations, has delivered real results. Enrolment has increased by a
remarkable 36% in Africa since 2000. While a gender gap still remains, the share of girls
out of school has gone down from 58% to 54%.
Of course, financing needs to be matched by smart policies that encourage children
into school and guarantee the quality needed to ensure that they remain there and have
the opportunity to learn. The good news is that a growing evidence base of policies and
initiatives proves what works and these can be replicated around the world.

A WINNING PLAY: HOW AID HELPED KENYA ABOLISH FEES

Following abolition of school fees in Kenya in 2005, enrolment surged with over a million
more children going to school for the first time. Using grants from the Education Fast
Track Initiative, the World Bank and UK Department for International Development,
Kenya successfully established two schemes which gave direct responsibility to primary
school committees for decisions, one on textbook purchases and the other for general
requirements. Over 18,000 primary schools received per capita grants and established
committees in charge of operating bank accounts and making real decisions on the
disbursement of these funds. The system is transparent, with committees posting
tables on the outside wall of schools showing how funds are being utilised. Audits have
shown that the schemes are functioning with a high level of integrity and a real sense
of grassroots ownership. Indeed, it is reported that due to its success, communities are
requesting that similar schemes are established in the heath sector.

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 Making Education For All a Reality

More success stories

• Bangladesh has closed the education gap for girls by providing small grants to
cover the costs of supplies, textbooks and uniforms and more than tripled the
number of girls enrolled.
• Burkina Faso recently made substantial gains in the enrolment and performance
for girls by building schools in rural areas that included separate toilet facilities for
girls, and by providing lunch for students.
• In Guyana teacher training has expanded and the number of graduated teachers
has increased considerably. With the help of subsidised housing for teaching
staff, knowledge resource centres for teachers and a bonus, more teachers
are willing to work in the poorest parts of the country, leading to many more
children completing school there.

Yet, while the majority of developing countries have made admirable efforts to increase
spending on education since 2000, the trend is by no means universal. Around 40
countries have seen a decline in the share of national income dedicated to education
since 2000. The 2009 Education For All Global Monitoring Report noted that this includes
several countries with large numbers of children out of school, including Democratic
Republic of Congo, Eritrea and India, and that there has been little change in
Pakistan and Bangladesh. In general, South and West Asia devotes a smaller share of
government resources to education than countries in the Arab States and sub-Saharan
Africa. More consistent effort from developing countries will be needed in the period up
to and beyond 2015. This is especially true in light of the recent financial crisis, which is
expected to have a highly damaging impact.

WASTED POTENTIAL: LACK OF EDUCATION INVESTMENT

HAMPERS DEVELOPMENT
The negative consequences of low investment in education can be seen through the
example of countries such as Nigeria and Pakistan. Both have experienced significant
economic growth but have consistently failed to prioritise investment in education.
Pakistan invests only 2.8% of GNP into education, less than half the level recommended
by the OECD.
This neglect means that both Nigeria and Pakistan have huge numbers of children out of
school, 8.2 million and 6.8 million respectively. The limited money for education also means
that teachers cannot be trained and quality suffers. In Nigeria only 51% of primary school
teachers have received the appropriate training. Alongside this, choosing not to invest in
education perpetuates gender inequality. In Nigeria, 68% of boys enrol in primary school
compared to 58% of girls. In Pakistan the gender gap is even worse: 73% of boys enrol
compared to only 57% of girls. 45% of Pakistan’s population is illiterate.
The consequences of failing to invest in education are also visible in the wider social
environment. In Nigeria there is a life expectancy at birth of only 42 years and an under-5
mortality rate of 187/1000 – these figures are much worse than countries with comparable
economic development that have chosen to invest in education over the long term. In
Pakistan, a shocking 42% of children suffer from stunting, a clear sign of malnutrition.
Despite this, there is the potential for change. The oil trade in Nigeria is worth
approximately $43 billion per year. If only 2% of this money could be invested in education
then all the 8.2 million children out of school would get the chance for an education.
Or put in different terms, the cost of achieving Education For All in Nigeria is the same
as the money earned from oil every week.

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 Making Education For All a Reality

PLAYING FAIR: DONOR NATIONS MUST KEEP THEIR SIDE

OF THE BARGAIN
If the performance of developing countries on funding education is patchy, the record of
the rich countries in living up to their side of the bargain in funding basic education has
been highly disappointing. At the G8 in Gleneagles, Scotland in 2005, leaders pledged
to increase overseas assistance by $50 billion by 2010, with half of this increase going
to Africa. But latest figures show an $18 billion shortfall on these figures and that Africa
is likely to receive only $11 billion of the promised $25 billion increase in assistance
from the G8 donors. While this financing gap will impact many sectors, it particularly
diminishes the chances of achieving universal primary education by 2015.
The UN estimates that $16 billion a year in aid is needed to deliver the 2015 goals. There
was in fact modest increase in overseas assistance after the EFA and MDG goals were
agreed. But, since 2004, aid levels for basic education have stagnated at levels of around
$4 billion per year. Only a few rich countries have made reliable, strong efforts to assist
the poorest nations to break the cycle of ignorance and poverty. Others, including most
of the world’s richest nations, have shown no compunction in breaking the promises they
make in international forums such as the G8.

COUNTING THE COST: IS EDUCATION FOR ALL EXPENSIVE?

It would take $16 billion each year to ensure Education For All around the world.
When compared to other global spending it becomes clear that this is well within
reach if major donor countries decide to make it a key priority.

• Reducing global military expenditure by 1.5% would provide

enough funds to achieve Education For All.
• Just 0.2% of the estimated money being used to bail out the banks
around the globe would provide Education For All.
• Less than half of the money spent on pet food around the world
would be enough to provide Education For All.
• Less than three months spending on cigarettes in the USA
would be enough to provide Education For All.

Moreover, all too often, the focus and quality of aid to basic education is weak. Donors
often prefer to spend their aid according to their strategic political priorities, with the
result that middle-income countries get a disproportionately large share of the scant
aid ‘pie’. Fragile states have been particularly disadvantaged, with studies showing that
conflict-affected and fragile states receive just over a quarter of basic education aid,
despite being home to more than half of the world’s out-of-school children. And far too
little education aid is available to be spent on teacher salaries, which for most developing
countries is the biggest cost on their books. The Global Campaign for Education
estimates that less than 25% of aid to basic education can be spent on this vital element
of education provision.

This miserliness has left poor countries, many of which have made considerable strides
forward themselves, without the funds they so desperately need to extend the chance
for education to all. Millions of children will miss out on education because of their
broken promises.

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STARS AND STRAGGLERS IN AID TO BASIC EDUCATION

Top of the league
Norway, Netherlands, Ireland, New Zealand, Sweden, Luxembourg and the
UK all give more than 70% of their fair share of the $16 billion needed.

Mid-table
Australia, Spain, France and Canada have made notable efforts in recent years,
but still need to do more to deliver on their pledges to ensure a breakthrough in
education in 2010.

In the relegation zone

Italy, US, Japan, and Germany despite being some of the world’s richest countries,
have shown poor performance on the field of basic education aid.

SHOWING THE YELLOW CARD TO ILLITERACY AND IGNORANCE

Education For All by 2015 is by no means out of reach. The last 10 years has shown that
by spending their own money, and with some – by no means enough – support from the
global community, the world’s poorest countries can make enormous strides forward.
All nations need to live up to the example set by some in allocating enough funds and
changing policies to open the school gates to all. As a matter of urgency, donors need to
live up to their promises to increase aid, and target that aid to basic education in Africa
and other poor regions.

2010 sees a unique opportunity to put Education For All back at the top of the political
agenda and secure for a breakthrough in funding and policy during this critical year. As
campaigners join forces with the world of football during the 2010 FIFA World Cup, we
will demonstrate massive public support for global action on education. We can, and we
must, make sure that no future generation grows up without the opportunity to contribute
to their country’s development and transform their lives forever. Join 1GOAL and make
sure that the 2010 FIFA World Cup turns today’s children into tomorrow’s champions.

13.
 To read a fully referenced version of this manifesto
please visit: www.join1goal.org

UK South Africa info@join1goal.org

2nd Floor Global Campaign for Education www.join1goal.org
89 Albert Embankment 26 Baker Street www.facebook.com/1GOAL
London Rosebank 2132 http://twitter.com/join1goal
SE1 7TW Johannesburg http://www.youtube.com/user/join1goal
UK South Africa http://www.flickr.com/photos/1goal