Education For All (EFA) and The Millenium Development Goals (MDG'S)

Both the Education For All (EFA) and the Millenium Development Goals
(MDG’s) aimed to achieve (1) a strengthened child care system and

universal primary education and (2) gender parity and equality by 2015.
These were the two (2) common areas wherein EFA and MDGs tended to
overlap in aiming to repudiate and massively reduce illiteracy among the
population of the different participating countries. Nevertheless, these MDG’s
significantly raised the expectations set forth by the EFA and achievements
in terms of (1) setting a target for the universalization of primary education
by 2015 and increased its enrolment and (2) aiming for women
empowerment instead of mere parity and equality of the genders that
brought more girls to primary schools, (3) decreased out-of-school children,
and (4) improved the global literacy rate, which overshadowed the
limitations and challenges possessed by its predecessor.
To begin expounding on these notable differences between the EFA and

MDGs, which both set goals for education, all these topics covered by the 6
goals of EFA were educational in their sole nature, namely:
1. early childhood care and education (ECCE);

2. free and compulsory primary education;
3. promotion of life skills for young people and adults;
4. increase literacy by 50%;
5. gender parity by 2005 and equality by 2015; and
6. improving quality of education.
On the other hand, the MDG’s not only targeted to respond to and combat
illiteracy and discrimination against women but also to extreme poverty,
hunger, disease, and even environmental degradation. The eight (8) MDGs
are:
1. eradicate extreme poverty and hunger;

2. achieve universal primary education;
3. promote gender equality and empower women;
4. reduce child mortality;
5. improve maternal health;
6. combat HIV/AIDS, malaria, and other diseases;
7. ensure environmental sustainability; and
8. develop a global partnership for development.
Of these eight (8) interdependent MDGs, the universalization of primary

education and the promotion of women may be analogous to those in the
EFA, yet to provide a more analytical perspective and data-
driven comparison and differentiation of the seemingly overlapping goals
herewith, the MDG’s imposed and envisioned somewhat relatively terminal,
more oriented, and greater extent of success envisioned and attained for
education, including but could not be only limited to these two (2) major
aspects:
1. MDGs not only aimed to universalize primary education that EFA aimed
to finance and mandate but even to achieve it by 2015 (the time has
been set). This success would be assessed through determining the
number of enrollees who completed the process and how many 15- to
24- young adults would be able to read and write. With the growing
number of dropouts and out-of-school youths over the succeeding
years, the goal was hardly achieved; and
2. MDGs not only aimed for gender parity and equality (for the status of
men and women in their different aspects, functions, and societal and
governmental benefits that ELA also aimed by 2005 and 2015
respectively) but also empowered women who shall receive wider
opportunities to participate in decision making, formulation of policies,
food security, economic stability and employment, education,
leadership in the government, etc.In education the initiatives
undertaken herewith led to a successful ratio (even oftentimes more
girls with 115 for every 100 boys in schools despite the pre-existing
conditions that boys were perceived to be more education-worthy than
girls who might only fall to forced/arranged marriages,
unwanted/teenage pregnancy, and the likes.
As a result, compared to the EFA that equally offered compulsory, free of

charge and of good quality primary education, lifelong learning, adult
literacy, the provision of learning opportunities for old and young, gender
equality and an all-round improvement in education quality, the MDG’s
attainment of success in helping the world to achieve an increase in primary
school net enrollment from 83% in 2000 to 91% in 2015, decreased out-of-
school children to nearly 50%, and improved literacy rate globally has been
recorded more evidently.

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Both the Education For All (EFA) and the Millenium Development Goals

(MDG’s) aimed to achieve (1) a strengthened child care system and

To begin expounding on these notable differences between the EFA and

1. early childhood care and education (ECCE);

1. eradicate extreme poverty and hunger;

Of these eight (8) interdependent MDGs, the universalization of primary

As a result, compared to the EFA that equally offered compulsory, free of

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