The Big Book 2009

2009
S doors
ks - Open
Open boo
09
il 20
th Apr
th 26
20 -
Africa
20099
IL 200
th APRIL
th -26th
-26 APR
20th
20
2009
Youth and Adult Literacy and
Lifelong Learning
This book is dedicated to the millions of adult learners worldwide who have
the courage to take on the task of improving their lives, and ultimately their
communities by becoming literate.
We give special thanks to one of the
oldest and most inspiring learners Kimani
Nganga Maruge, who died on the 15th
August 2009, aged 90. Kimani joined the
fight for universal free education, when
he was given the belated chance to go
to school in 2003, when Kenya abolished
primary school fees. He travelled to the
United Nations, with the Global Campaign
for Education to deliver the Send My
Friend to School messages in 2005, and
inspired everyone with his dedication and
determination that Liberty is Learning
Global Campaign for Education

PO Box 521733, Saxonwold, Johannesburg 2132, South Africa
www.campaignforeducation.org
Africa
Contents
Welcome from Kailash Satyarthi
Abbreviations
Global Action Week
2009 Action Week Theme
2009 Action Week Demands
10
Ongoing Campaign 2008 - 2009
10
Next year 2010: 1GOAL
13
Campaigning Across the World:
20099
IL 200
th APRIL
th -26th
-26 APR
20th
20
Africa
15
Americas
27
Asia & Pacific
35
Europe
43
Middle East & North Africa
51
Who took part?
54
Get involved!
59
Welcome to the Big Book 2009!

Dear Big Book Reader,
Global Action Week this year attracted the
largest number of people worldwide to rally
behind the Big Read over 14 million people!
The impressive number of people who were
motivated to take part in the Big Read indicates
the resilience of campaigners around the world,
and the importance and urgency of achieving
adult literacy and lifelong learning.
Since the Global Campaign for Education started,
our joint efforts have resulted in many countries
abolishing primary school fees and 40 million
more children being enrolled in school. Yet a
shocking 776 million adults remain illiterate
and without the chance of an education. This
year brought much attention to this being a
priority. We will continue to intensify our efforts
until we reach the 2015 Education for All goals.
Education for everyone is achievable if every
government makes positive steps
We must write letters to our local representatives
starting from the lowest community level right
up to parliament. We must knock on doors and
present our national leaders with our petitions.
This is why this years action was so significant. Its
ability to bring together millions of people from
all walks of life and significantly, notable authors
who have achieved their dream through the use
of literary talent.
The call for a literate world must now be

embraced by all, not only because of its potential
to add to the worlds knowledge pool, but also
because of its rich contribution to culture and
the development of a civil society. The world
would be a much better place if everyone were
literate.
As you open the pages to see the amazing
stories from different countries, think about how
much more we can achieve if we pool our efforts
in demanding that more people are literate. The
Big Read contains beautiful and inspiring stories
that should be read every day for our children
and also by adults to remind us the remarkable
journeys that different authors have taken and
the journey we as campaigners still need to take
to achieve that goal on literacy by 2015.
Thanks to everyone who made this year such a
success and took part in the campaign.
Kailash Satyarthi
President of Global Campaign for Education
The Big Read
Acronyms and
abbreviations
CBOs:
Community-Based Organisations
CONFINTEA: International Conference on Adult

Education
ECCE:
Early Childhood Care and Education
EFA:
Education for All
FTI:
Fast Track Initiative
GAW:
Global Action Week
GCE:
GPI:
Gender Parity Index.
GIR:
Gross Intake Rate
GER:
Gross Enrolment Ratio.
GDP:
Gross Domestic Product
GMR:
Global Monitoring Report
GNP:
Gross National Product
IFI:
International Financial Institutions
IMF:
International Monetary Fund
ISCED:
International Standard Classification of

Education
NER:
Net Enrolment Ratio
NGO:
Non-governmental Organization
ODA:
official development assistance
OECD:
organization of economic cooperation

and development
VSO:
Voluntary Services Overseas
WEF:
World Economic Forum
WSF:
World Social Forum
6 Global Campaign for Education
th
20th -26
9
APRIL 200
The Global Campaign for

Educations work continues
The Global Campaign for Education, founded in 1999, brings together major non-governmental organizations
(NGOs) and teachers unions in more than 120 countries. GCE promotes access to education as a basic
human right and raises public awareness to create the political will for governments and other leaders in
the international community to fulfill their promises to provide at least a free, public basic education for all
children.
Despite Education for All being promised by 2015 there
are 776 million illiterate adults, two thirds of whom
are women, and 75 million children, of primary school
going age, and 226 million adolescents of secondary
school age, out of school. The latest Education for All
(EFA) Global Monitoring Report stated that two-thirds
of all children arrive at primary school under-nourished
or with a disability that will likely impair their education
achievement throughout their lives. And as for adults,
more than three-quarters of the worlds illiterate people
live in only fifteen countries, including eight of the nine
high population countries: Bangladesh, Brazil, China,
Egypt, India, Indonesia, Nigeria and Pakistan.
Progress in education has been greatly threatened by
the international financial crisis. Of the 43 countries
identified by the World Bank as being at risk of high
exposure to the crisis, 29 are already facing serious
challenges in achieving the Education for All goals.
UNESCO predicted a drop in 20% per capita of Africas
poor, threatening poor countries spend on education
with Mozambique, Ethiopia, Mali, Senegal, Rwanda and

Bangladesh, being most at risk. Likewise aid has been
reduced the European Union alone reduced their aid
by $4.6 billion.
Giving everyone a good quality education, is absolutely
crucial for tackling poverty and achieving economic,
social and physical wellbeing for everyone. A persons
earnings can increase by 10% for each year of senior
schooling they receive that can translate to a 1%
annual increase in GDP if good quality education
is offered to the entire population. There are other
benefits in health - seven million cases of HIV/AIDS
could be prevented in the next decade if every child
received an education. Likewise in mortality - a child
born to a literate mother is 50% more likely to survive
pass the age of 5 years. There are also strong links to
combating hunger - gains in womens education made
the most significant difference in reducing malnutrition
between 1970-1995, a more important role than
increased food availability.
Global Action Week 2009

Education for All
Education has been enshrined in the UN Declaration
of Human Rights since 1948. World Leaders have made
many promises to make the right a reality, most recently
in 2000 when they signed up to the Education for All
targets and Millennium Development Goals. It is these
targets that underpin the on-going demands of the
Global Campaign for Education.
Education for All (EFA) goals:
As agreed by over 164 countries at the World Education
Forums in 1990 and 2000 in Jometian and Dakar. These
goals are set for 2015.
t&YQBOEFBSMZDIJMEIPPEDBSFBOEFEVDBUJPO
t1SPWJEFGSFFBOEDPNQVMTPSZQSJNBSZ&EVDBUJPOGPS
All
t1SPNPUFMFBSOJOHBOEMJGFTLJMMTGPSZPVOHQFPQMF
and adults
t*ODSFBTFBEVMUMJUFSBDZCZ
t"DIJFWFHFOEFSQBSJUZCZ BOEHFOEFSFRVBMJUZ
by 2015
t*NQSPWFUIFRVBMJUZPGFEVDBUJPO
Millennium Development Goals (MDGs) - the two
of the eight that focus on education:
As agreed by 191 Heads of State at the UN Millennium
Summit in 2000.
t&OTVSFUIBUBMMCPZTBOEHJSMTDPNQMFUFQSJNBSZ
schooling by 2015
t&MJNJOBUFHFOEFSEJTQBSJUJFTJOQSJNBSZFEVDBUJPOCZ
2005, and at all levels by 2015
Every April GCE organizes a week of campaigning on

education called Global Action Week. The 2009 Action
Week was called The Big Read and focused on adult
literacy and life-long learning, took place on the 20th
26th April. The week gained the attention of millions of
campaigners of all ages around the world and over 14
million people took part in reading stories and adding
their names to the Big Read.
The Big Read brought the support of many authors and
big names for education and literacy for all. Many also
turned up at highlight events, to read their stories and
lend their voice to the campaign.
Queen Rania of Jordan, was this years Global Action
Week Honorary Chair, and led the way in events in
Johannesburg and Washington, gaining maximum
media coverage for the Big Read. Her story was joined
by stories by Paulo Coelho, Alice Walker, Desmond
Tutu, Mary Robinson, Natalie Portman, Chimamanda
Ngozi Adichie, Ishmael Beah, and Dakota Blue
Richards. Alongside the well known authors there were
inspirational stories given by children such as Devli
Kumari who was only given a chance to go to school
after escaping force labour on a stone quarry, as well as
numerous adult learners who had struggled to be given
the chance to learn to read and write.
The Big Read remains available online for
anyone to take part on the GCE website www.
campaignforeducation.org/bigread.
s,
s livre rtes
ir de
Ouvr ir des po
ouvr
pour
I took
part in
22
SRXUWRXV
$OSKDEpWLVDWLRQ
HXW
HVXUFLQTQHS
8QHSHUVRQQ
RWV
SDVOLUHFHVP
1. Make constitutional provisions that stipulate that

adult literacy, adult and youth education are rights,
in line with the international bill of rights and other
international instruments that recognize the right to
education.
2. Increase budgetary allocations to ensure that at least
3% of education budgets are spent on adult literacy.
3. Expand national education strategies to address the
twin challenges ensuring youth and adult literacy and
a quality basic education for all.
What should richer countries and the

international institutions do?
1. Expand the remit of the Education Fast-Track Initiative
so that it encourages countries to address all six EFA
goals including an emphasis on literacy.
2. Increase the knowledge base on education by
making a concerted drive to gather data on literacy
levels, as well as developing analytical studies on the
impact of literacy.
3. Increase aid to youth and adult literacy as a matter of
priority.
4. Encourage the development of strategies that
include adult and youth literacy programmes as a
core part of education.
5. Guarantee the predictability of long term education
development aid which includes literacy as a core
feature.
00
il 2
Avr
22
GAW 2009 Campaign demands

What should national governments in
poorer countries do?
ril
Ap
09
20
The Big Read
Extracts from stories in the Big Read

Here are a few lines from some our favourite authors you can read their full stories in the Big Read
Nelson Mandela
The millions of our

adults who never had
the chance to learn
to read and write; the
hundreds of thousands
of our youth displaced
from education without
any meaningful skills;
the nations workers who
must ensure that our
country embraces the worlds new technologies we
can tap this power to build a better life by using every
opportunity to ensure that our nation learns.
Queen Rania
Ive been looking for

you for months, Maha of
the Mountains! After all,
how could I not? A little
girl from a tiny village
way up in the highlands,
walking to school all by
herself? Oh yes, Maha,
your name is well known,
even in the capital city!
Mahas face flushed.
Natalie Portman
Paulo Coelho
Desmond Tutu
Mary Robinson
In that first decade of

the twenty-first century,
the decade commonly
known as The Noughties,
(alluding not to being
notoriously naughty,
but rather to being
notoriously an era of
naught), a counterculture
of antireading youth
emerged. Dubbing their movement: Ill-lIT.
I became a teacher and I

havent regretted that. It
was wonderful because I
thought back to my own
teachers and what they had
meant for me. And really
trying to get kids who in
so many other aspects of
life were being told that
they didnt really count to
become outstanding at whatever they wanted within
reason was humbling.
Alice Walker
In the morning I started

asking questions about
Africa and started reading
all the books Samuel
and Corrine have on the
subject.
Did you know there were
great cities in Africa,
greater than Milledgeville
or even Atlanta, thousands of years ago?
th
20th -26
9
APRIL 200
Im writing about you,

thats true. But the
pencil I am using is more
important than the words I
am writing. I hope you are
like it when you grow up.
I still remember that

moment of excitement
when I first realized I could
read.
I grew up in the west of

Ireland and I was actually
in church, holding a childs
prayer book. The priest
was reading one of the
prayers. I suddenly realized
I could read the words. I
got terribly excited and nudged one of my brothers
who didnt think it was that interesting: I understand, I
understand!
Angelique Kidjo
I was really a very lucky

teenager to have a father
like I did, who told me...
If you want to be a singer,
I mean a great singer, you
have to be educated. You
have to be able to express
all the beauty of the world
in your music and your
lyrics. You need to learn. I
will make a deal with you;
I am going to support your singing career but you have
to go to school and get a good education.
Dakota Blue Richards
Ed the Stick Insect is a

very special Stick Insect
Eds greatest ambition
is to go to school, but
unfortunately, there
arent schools for Stick
Insects. This is the story
of how Ed achieved his
dream.
Chimamanda Ngozi
Adichie
She looked at me with a great

intensity as I spoke. Later, as
she was teaching me how to
play nchokolo one evening,
asking me to move some
stones between boxes drawn
on the ground, she asked
whether I might teach her
how to read. I was startled. It did not occur to me that
she could not read.
Michael Morpurgo
Beverley Naidoo
Devli Kumari
Ishmael Beah
My name is Tomas Porec.

I was seven years old
when I first met the
unicorn lady. I believed
in unicorns then. I am
nearly twenty now and
because of her I still
believe in unicorns.
I started working at the

age of five. I used to
break bigger rocks into
smaller ones. My sisters
and I used to load rocks
into trucks along with
everyone else.
Rowan Williams
In class, when we read a

story, a poem, a novel or
a play by Shakespeare,
we were told what the
author meant. Our
teachers told us to write
down what they said and
learn it. To them, teaching
included teaching us
what to think.
The ability to read

and learn new things
infused my childhood
with possibilities and
added more magic to
my environment and
activities. After I started
school, the leaves on
the side of the road to
school were no longer
just medicine; I also knew how they absorbed sunlight
and water.
..the new world of the

text that maps
our losses and our
longings, so that we can
read humanity again
in one anothers eyes,
and hear that the broken
soil is not all, after all, as
the signs join up.
The Big Read
Global Action Week 2009 theme:

Youth and Adult Literacy and Lifelong
Learning
Mary Phiri (not real name) is 48 years old and nearly
always orders chicken and chips when she sits in a
restaurant. She is not particularly fond of chicken and
especially chips but she cannot read a menu and is
quite sure that a restaurant will have chicken and chips.
Mrs OHara cannot read signposts. The 53 year old relies
on bus touts at the intercity bus terminal in Lusaka,
Zambia to know which bus to take.
Both Mary Phiri and Mrs OHaras lives are affected
by their inability to read and write and they are often
embarrassed and anxious because they find it onerous
to perform routines many people take for granted. And
yet urban living, especially, required a certain level of
literacy skills because it is based on the premise that
instructions to the public will be through written signs.
Illiterate adults are more likely to pass the legacy of
illiteracy to their children and thus the cycle is repeated
and perpetuated. Like so many illiterate adults, both
Mary Phiri and Mrs O Hara grew up in communities
which did not reinforce any impulse they may have had
to read and write.
th
20th -26
9
APRIL 200
This years campaigns theme, Youth and Adult Literacy

and Lifelong Learning could not have come at a better
time. This is a time when the numbers of out of school
children, youth and adults are soaring in some parts of
the world. According to the latest Global Monitoring
Report there are 776 million adults accounting for 16
per cent of the worlds population without basic literacy
skills. Of this number, two thirds are women. There are
fears that if this trend is not checked then there will be
over 700 million adults without literacy skills by 2015.
This will be a tragedy because it is at this point when
governments are expected to fulfil all the six Dakar
goals including the goal on literacy.
Literacy is a fundamental human right and
governments must be obliged to make it available
on a priority basis. The reason is quite simple: The
gains to any given society from educating its people
by far exceed the cost of educating them because
of the increased productivity of labour. Therefore a
progressive society must invest public resources in
educating its citizens.
But there are bigger questions to be asked.

Governments around the world are run by literate
people, so why is it that in a significant number
across the world, they preside over a large illiterate
population? The usual explanation to this state of
affairs is that there is a lack of resources. This is not a
convincing argument. Why is there no money? There
seems to be lots of money for everything else from
manufacturing weapons of war to bailing out ailing
businesses. Why is it that education and specifically
literacy programmes receive the least priority when it
comes to resource allocation?
Spreading literacy amongst the illiterate has a low
priority for the literate managers of governments
especially in those countries which also score the
lowest level of human development. There is a link
between poverty or low human development and
literacy and this is reflected in the fact that the regions
most affected by illiteracy are Sub Saharan Africa and
South and West Asia. But to classify this as regional
problem will be self defeating, particularly in this
globalised world. The social problems arising out of a
lack of education and in this case illiteracy should not
be confined to those who lack these skills.
A nexus is suggested between political economic

systems, especially those based on oppression where
the rulers do not wish the ruled to develop the ability
to question the oppressive systems. A largely educated
and literate public would question and upset the status
quo.
Campaigners have the double struggle of ensuring
that illiterate children youth and adults have their basic
right to education and second, that this education is
of a quality that enables them to demand even better
education programmes for those children and adults
out of school. As such, it is imperative that efforts to
mobilize people across the globe to demand their
right to education as well as setting up good literacy
programmes.
Through emerging information technology, we have
an opportunity that did not exist, even just a decade
ago. New media technology provides leverage for
campaigners to reach far and wide. The cellular phone
has now penetrated the remotest villages in many
parts of the world. It will be technological forces
supported by civic action that will be the defining force
for real transformation. It is the job of campaigners
to find the content that takes advantage of these
technological opportunities.
The Big Read
11
Ongoing Campaig
September 2008
Class of 2015: Education for All
GCE joined forces with governments and multi-national
companies to form a new unique class that hopes to
achieve great things: Class of 2015: Education for All
is the joint initiative aimed at accelerating progress to
achieving the EFA goals. Class of 2015 was launched in
the UN on the 25th September, during the UN Summit.
The Global Campaign for Education, some of the worlds
leading charities, major multi-national companies,
supportive governments, senior education advocates,
teacher trade unions through Education International,
major faith leaders, FIFA, Bono, Queen Rania, Sir Bob
Geldof and others pledged their commitments to the
class and what they were going to do to achieve the
EFA goals.
September 2008
Obama Pledge to Establish a $2bn
Global Fund for Education at CGI
Obama Pledge to Establish a $2bn Global Fund for
Education at CGI
At the Clinton Global Initiative in September President
Obama pledged to establish a $2 billion global
education fund and to sign into law the bipartisan
Education for All Act. He called for a renewed focus
on achieving the Millennium Development Goals,
including erasing the global primary education gap by
2015, to ensure that all children have the basic right to
learn.
December 2008
Oslo High Level Group
The Education for All High Level Group took place
in one of the few donor countries (Norway) that
currently meets the aid commitments to education.
20099
IL 200
th APRIL
th -26th
-26 APR
20th
20
GCE campaigners attended the meeting, and lobbied

other donor countries to re-think the way in which
international aid is given to basic education in order to
achieve the Education for All goals. Kailash Satyarthi
was joined with Hem Lata Parik an advocate against
child marriages and child labourers in India, and Daniel
Adzo, a former child labourer from Ghana to address
the opening ceremony and invite them to join the
Class of 2015: Education for All. Ministers were also
addressed by Angelique Kidjo and Kailash Satyarthi and
Helga Hjetland. The main concrete outcome of the Oslo
meeting was the launch of an International Task Force
on Teachers to assist countries to formulate evidencebased policies to address the teacher gap (see below).
GCEss Verdict: 6 out of 10 for effort but High Level
Group must do better in future years, declares the
Global Campaign for Education after attending the
Eighth Meeting of the High Level Group on Education
for All, in Oslo in December last year. Whilst there were
improvements in the latest High Level Group, with
gning 2008 - 2009

the help of the Norwegian governments efforts, the
meeting still lacks the dynamic leadership and decisionmaking power to really drive international effort
towards the achievement of Education for All.
January 2009
World Social Forum:
GCE attended the 2009 World Social Forum, in Belem,
Brazil from January 27th until February 1st. GCE
members participated and organised workshops and
events in cooperation with the Latin America coalition
CLADE. The upcoming CONFINTEA VI (International
Conference on Adult Education), and education
financing in Brazil will be the focus on a couple of
events. The GCE secretariat made a presentation on
quality, one of our priority issues, and how this notion is
undermined by market-driven managerial concepts.
January 2009
World Economic Forum:
GCE President Kailash Satyarthi attended the WEF in
Davos and spoke to business leaders at a meeting on
WEFs Global Education Initiative. He introduced the
Class of 2015, and discussed the importance of ensuring
Education for All and how we need more pressure
on world leaders to help achieve this. Mr Satyarthis
presentation took place alongside a high level panel of
CEOs from the private sector including Craig Barrett of
INTEL, Richard Edelman of Edelmans, John Chambers
of CISCO as well as UNESCO Director General Koichiro
Matsuura.
which took place at UNESCO headquarters in Paris,

where GCE was nominated to participate as member
of the Management Committee, on a rotation with
VSO, alongside EI who will be a full member of the
Committee. This structure aims to tackle the challenge
of introducing clear targets on teacher needs and GCE
will push for more transparent monitoring of donor
contributions in support of countries efforts to provide
a professional and motivated teacher work force for
quality EFA.
March 2009
International Teacher Task Force
An Action Plan on Teachers for Education for All was
endorsed by the last High Level Group. This included
the creation of an International Teachers Task Force.
GCE participated in the first meeting of this Task Force
The Big Read
13
Ongoing Campaig
March 2009
Queen Rania announced as honorary
chair of the Big Read
Queen Rania of Jordan read the first story from GCEs
Big Read to a group of children from Soweto and
Alexandra township, in Johannesburg, with South
Africas lead women: Gcina Mhlope, Simphiwe Dana
and Basetsana Kumalo. At this event Her Majesty was
announced as the Honorary Chair of Action Week 2009.
April 2009
G20
GCE joined global anti-poverty campaigners in
demanding a fair deal for low-income countries (LICs)
from the G20 Summit in London. We called on the
G20 to: condition support to the IMF on relaxation of
policy conditions so that LICs can invest in education;
allocation of Special Drawing Rights to LICs; donors to
meet existing aid commitments including giving 0.7%
GNI and a fair share of the financing gap for education.
April 2009
Education for All Fast-Track-Initiative
Partners Meeting in Denmark
GCE and a number of member organisations including
coalitions from the US, Italy, Denmark and Gambia
attended the FTI Steering Committee and Partners
Meetings in Copenhagen, Denmark. GCE US made
a presentation on the proposal for a Global Fund
for Education for All, and GCEs new paper The next
generation was presented and provoked lively
discussion. The paper calls for a revitalisation of the
global aid architecture for education, building on the
considerable strengths of the Fast-Track Initiative to
evolve it into an independent and participatory Global
Fund for EFA. Crucially, such a Fund or mechanism
should improve on the current system by having a
much stronger accountability framework which does
not allow G8 and other laggard donors to renege
on their high-level commitments. GCE members also
collaborated on a side panel discussion on campaigning
and lobbying in rich countries, showcasing Global
Action Week activities and other advocacy efforts aimed
at influencing donor governments. Two children who
have supported the extraordinary efforts of the Danish
coalition gave stirring presentations on the schools
campaign in Denmark, which now reaches half of all
schoolchildren in the country.
April 2009
Global Fund for Education Policy
Roundtable in Washington, DC
On 21st April GCE hosted a roundatable discussion
at the National Press Club in Washington, DC entitled
A Smart Response to Challenging Times: Educating
Our way to a Better Future. This event brought
together Queen Rania of Jordan and several US policy
makers and Administration officials including US
20099
IL 200
th APRIL
th -26th
-26 APR
20th
20
gning 2008 - 2009

Congresswoman Nita Lowey (Chairwoman of the State
and Foreign Operations Appropriations Subcommittee),
Gayle Smith (Senior Director for Relief, Stabilization
and Development and Senior Advisor to the President)
and Gene Sperling (Counselor to the Secretary of the
Treasury) and was attended by over 100 key policy and
political leaders.
April 2009
GCEs influencing of the IMF
GCE continues to confront the IMF conditions that have
hindered achievement of the Education for All Goals.
A new report entitled: Education on the Brink analyses
the current trend in IMF agreements and their likely
impact on education, particularly in the context of the
global recession. It finds that, despite changes in the
IMFs rhetoric suggesting that more fiscal space will be
allowed to countries to invest in education and other
sectors, most agreements continue to set targets which
make this impossible. The reports timing was important
given the recent G20s empowerment of the IMF for aid
disbursements.
The report was launched at a panel discussion on April
25 at World Bank/IMF Spring Meetings in Washington
DC with participation from GCE member VSO, and
the Fast-Track Initiative Secretariat. Presenters
detailed the analysis of the interaction of aid flows
and macroeconomic policies which is undermining
reliable financing for teachers salaries as a key aspect of
achieving EFA.
GCE continues to monitor the IMF and waits for
documentation in support of its claims to be working
to protect and increase public investment in education
and teachers.
April 2009
Durban Review
GCE attended the Durban Review Conference in Geneva
from 20 to 24 April. GCE presented case studies from
Dominican Republic, Slovakia, Guatemala and Tanzania
as examples of racial discrimination to education.
The Durban Declaration and Programme of Action,
adopted by consensus at the 2001 World Conference
against Racism in Durban, South Africa, made key
recommendations in the sphere of education: (1) the
need to guarantee access and inclusion of all children
and adults to a quality education, eliminating intraschool and outside school factors that hinder access,
attendance and success in learning experiences; (2) full,
precise and objective teaching and communication of
the history, culture and contributions of all the different
populations; (3) the guarantee of opportunities for
indigenous populations to learn in their mother tongue
and (4) Human Rights education.
Seven years later, these recommendations remain
largely unattended. Racism, racial discrimination,
xenophobia and related intolerance are still endemic
to the education system in many contexts, leading to
severe inequalities in access and retention of schooling,
and to the perseverance of intra--school processes
that directly violate the principles of human rights and
dignity.
April 2009
Illiteracy in West Africa
May 2009
Arab Regional Campaign for Education
for All (ACEA)
A Middle-East conference took place in Yemen in May,
bringing together Education for All stakeholders and
campaigners throughout the Arab world. Campaigning
for education has increased in recent years in the
region, and the meeting announced the new formation
of a regional campaign ACEA, that will take forward
work in the region.
July 2009
G8 Summit
GCE attended the G8 Summit in LAquila, Italy in July.
The summit gave very little attention to development,
let alone education. Although the communiqu did
mention the support for next years campaign efforts
around the FIFA World Cup. GCE continues efforts to
ensure that next year more commitments are put in
place to really deliver on the EFA goals.
Civil Society Education Fund

After months of preparation GCE secured funding from
the EPDF committee of donor countries of $6.5 million
grant to a new Civil Society Education Fund (CSEF) to
support coalitions in the FTI eligible countries. The new
fund is in the process of recruiting new posts regionally
and disbursing grants to eligible coalitions.
A new Report From closed books to open doors: West

Africas literacy crisis was produced by GCE members
ANCEFA, Pamoja, Oxfam and ActionAid. The paper
draws attention to West Africa having the lowest
literacy rates in the world, and the need to improve
formal and non-formal education in the region.
The Big Read
15
Next Ye
1GOAL: Education for All
1GOAL: Education for All, is the name of

GCEs campaign based around the 2010
FIFA World Cup. The campaign is securing
the support of footballers, broadcasters
and governments around the world to
campaign for Education for All and raises
millions of supporters on the back of the
World Cup.
1GOAL was launched in Wembley Stadium
on the 20th August 2009, with Queen
Rania, Gary Lineker, David James, and
many other footballers pledging their
support for the campaign.
1GOAL: Education for All, will also be the
central theme to the 2010 Action Week
Twitter www.twitter.com/join1goal
20099
IL 200
th APRIL
th -26th
-26 APR
20th
20
ar 2010
activities that is taking place on the 19th
26th April 2009.
The Action Week will focus on a global

lesson that everyone will do to teach about
education, use games based on sport and
the World Cup and learn about financing
education. The Action Week slogan is
1GOAL: Lesson for All.
With a desperate shortfall of finances going
through to Education for All, the Action
Week is focusing on Financing Education
and will ask to Fund it Now!.
Anyone can sign up to 1GOAL by visiting
the website www.join1goal.org, where
youll find the lastest news on this exciting
campaign.
Facebook www.facebook.com/1goal
The Big Read
17
io
Eth
pia
18
Africa
Africa
e
Sierra Leon
Swaziland
Overall, Africa still lags behind other regions in terms of distance from the EFA goals.
The same is true for many of the Millennium Development Goals (MDGs) in areas
such as child mortality and nutrition. Political instability and budgetary constraints
play a major role in hindering the EFA goals in the region, but coalitions, teachers,
students and campaigners worked tirelessly to ensure Global Action Week was
impactful.
Swaziland got the Deputy Prime Minister to agree to build a skills centre. In the fight
against illiteracy, Zambia selected its own international boxing star, Esther Phiri as
their spokesperson. In Sierra Leone adult learners told their individual stories on
how literacy had changed their lives to the Deputy Minister of Education. In Ghana,
research was conducted into the relevance of literacy to national development,
followed by a national meeting to discuss the findings. A research report on
Valuing Teachers was presented to government by VSO Ethiopia. In Senegal a
roundtable on literacy and non-formal education convened representatives from
national establishments, technical and financial partners, civil society networks
and organizations and members of the media. South Africa launched the Public
Participation in Education Network (PPEN), who, along with countries like Burundi
and Angola created local stories to add to the Big Read.
The Big Read
19
Africa
ANGOLA
BENIN
BURKINA FASO
In Angola the principal objective was to reach out

to communities, national civil society groups, state
institutions and international actors and discuss how
to better join forces to respond to the challenges in
promoting the Right to Education for All. The occasion
was used to raise some important questions such as
how to increase the quality of literacy programmes, the
need to increase the national education budget and the
problem of corruption in primary schools.
The national coalition organized several activities

as part of the celebration this year. Civil society,
practitioners of literacy and national languages, as well
as the various ministries responsible for education and
literacy were mobilized for Global Action Week 2009.
On Friday, 17th April, the members of the coalition
made media appearances inviting all stakeholders to
participate actively in the campaign.
Tens of thousands of people across Burkina Faso were

involved during Action Week 2009. The participation
of regional authorities was the highlight of the events.
They took part in support of literacy and making it a
priority. In that spirit they agreed to develop more
programmes to educate and train young people
and adults. The week benefitted greatly from the
involvement of the grassroots communities who
contributed to the advocacy efforts by providing
evidence on the benefits of literacy and the difficulties
that the rural areas have accessing it.
About 700 people participated in the different activities,

and many more got involved through the media. The
activities included meetings with youth at high schoolsdiscussing gender roles and the impact of this on
education, cultural activities, book sale and exhibitions,
and a radio debate. The Big Read included reading
texts written by Angolan students and extracts from
books by famous Angolan authors. The weeks opening
ceremony was attended by the Minister of Education.
Activities were implemented by NGOs and civil society
groups and the National Teachers Association SINPROF
under the coordination of Angolas Education for All
Network.
Newly literate individuals wrote stories that were

compiled in a book and used for the national event on
Thursday 23rd April at the Friendship KOUHOUNOU
in Cotonou. The event was organized in collaboration
with all the Ministers in charge of education and
literacy. Among the 800 at the televised national event
were Government Members, members of the Education
Commission of the National Assembly, advocates for
womens literacy, journalists, apprentices, students,
teachers, and the National Private Operators of Literacy
and the promotion of national languages. The week
ended with a workshop on the introduction of local
languages in education and was attended by 400
teachers.
BURUNDI
Activities and story collections took place in 17
provinces. The Minister for Education, dubbed the
Godfather of Education for All, attended the event
in Bujumbura and the Minister for Educational skills,
Vocational Training and Adult Literacy. There were also
plays executed by students on the theme of Youth and
Adult Literacy and Lifelong Learning.
Extract from Angelique Kidjos Story
Benin
Angola
th
20th -26
9
APRIL 200
Burkina Faso
Africa
CAMEROON
Action Week was launched with a big ceremony of
hundreds of officials and civil society representatives on
the 21st April, to which the Minister of Basic Education
attended. There was also a Big Read concert on the
22nd April in Yaound, with over 2,000 participants.
CAPE VERDE
Action Week took place in Santa Catarina (City
Assomada). There were two days of music, speeches
and marches for one inclusive Education for All.
Teachers, students and civil society participated in
those events. The Mayor of Santa Catarina and all the
government representatives from Assomada, teachers
from Cape Verde, Angola and Portugal participated in
the march.
On the 22nd of April, during the day, the Ministry
of Education Vera Duarte and the Teachers Union
presented by Abraao Borges, First Minister of Cape
Verde gave a speech to teachers. In the evening people
from different part of the Santiago Island watched and
listened to students and teachers sing for Education in
Assomada.
Cape Verde
The national event took place on the 23rd of April. It

was a cultural celebration followed by speeches by
the President of the Teachers Union asking for all the
governors to provide more money for education. The
final speech was by the Mayor of Santa Catarina, Dr
Francisco Tavares. He focused on Inclusive education
and recommended that Governors take into account all
problems teachers face.
All the events received television and radio coverage.
The event was closed by the renowned local singer, Tito
Paris who lived in Portugal, who came specifically to
support Education for All.
DJIBOUTI
Spirits were high and there was much excitement for
Global Action Week in Djibouti being the first year
the country carried out the campaign. Events were
scheduled in ten national centres across the country
in partnership with national libraries. The national Big
Read event was held at Djiboutis National Stadium.
DEMOCRATIC REPUBLIC OF THE

CONGO (DRC)
Over 1,000 schools participated in the Big Read, in 11
provinces. In Kinshasa, the Big Read took place at the
Ministry of Foreign Affairs in the presence of Ministers.
On 26th April, more than five hundred learners
presented a file in support of the Big Read. Children
with disabilities, as part of Handicap International, gave
testimonies about the importance of literacy. The week
closed with a plenary session of parliament, where
testimonials were given by young learners and adults.
A little girl read Nelson Mandelas story from the Big
Read and the President of the National Assembly made
a commitment to address the problems of illiteracy.
DRC
Djibouti
Djibouti
DRC
The Big Read
21
Africa
ETHIOPIA
THE GAMBIA
Ethiopia celebrated Action Week nationally on April

27th, 2009 in Addis Ababa. In this national event the
new national adult education strategy was presented
by a representative from the Ministry of Education;
participants signed the Big Read document, and
discussions were held on the issues by all participants
and recommendations made. A research report on
Valuing Teachers was presented by VSO Ethiopia.
The event was attended by representatives from the
Ministry of Education, Regional Education Bureaus,
International Organizations, local CSOs, adult learners,
and the media.
The national highlight event took place at Gambia

College where stories and testimonies from Gambias
celebrities and learners were presented against a
backdrop of songs on the theme of adult literacy
written by trainee teachers.
This year, Action Week was celebrated in four regions

including Addis Ababa in which Regional Government,
education bureaus, CBOs, development partners and
local NGOs and others working on or supporting
education worked together to make demands for the
provision of Literacy and Life-long learning for Youth
and Adults. Major activities that were conducted
both nationally and at regional levels were included
Politicians/Officials going back to school, photographic
exhibitions, workshops and meetings that gathered
students, teachers and parents, panel discussions,
drama plays, songs, sport, street rallies, radio spots, TV
and Radio talk shows and even a circus show.
Ghanas Global Action Week was on the theme Literacy

for All, a challenge to national Development. The week
aimed to expose issues of illiteracy and its effect on
development to policy makers and the general public,
highlight policy gaps and recommend remedial action.
Research was conducted into the relevance of literacy
to national development: A case of neglect for youth
and adult literacy in Ghana.
A national meeting was held on 21st April to discuss
the findings of the research which among others
revealed that illiteracy was assuming a rural and gender
dimension in Ghana as a result of neglect for funding
of literacy programmes in Ghana. It was attended
by Traditional Authorities, The Ghana Education
Service, 200 pupils from both public and private
schools and 50 teachers. The climax of the week was
the Big Read where recently literate people, from the
The Gambia
Ethiopia
GHANA
th
20th -26
9
APRIL 200
National Functional Literacy programme read stories

and testimonies about how literacy had enhanced
their economic and social lives. They encouraged
government to continue investing more resources
into adult literacy programmes and commit more
attention to training the large numbers of untrained
literacy facilitators and teachers at the basic schools.
The national cooliation, GNECC, regional and municipal
education officials, media, teachers associations,
parents and pupils took part in Action Week.
GUINEA
Global Action Week was observed in Guinea from
the 25th March until the 6th May 2009. The official
launch was held at Koloma Ratoma in the town where
roundtable discussing education was broadcast
via satellite to government, development partners,
politicians, traders, and CSOs. Students and teachers
conducted educational activities in literacy centres.
Pictures, sketches, poems, and similar projects were
designed to bring local decision-makers, parents and
other stakeholders to raise awareness of Youth literacy,
adult education and lifelong learning in their locality.
The week closed on the 6th of May in the meeting
room of the Palace of the People by the Great Audience,
under the honorary chairmanship of His Excellency
Guinea
Africa
the Minister of the Permanent Secretary, CNDD and
most members of the government. The Minister
said his department was available to assist and
support the National Coalition in all actions aimed at
achieving the objectives of EFA in Guinea. He urged
the National Coalition to increase its advocacy on the
problem of illiteracy which is one of the main causes of
underdevelopment.
IVORY COAST
Global Action Week in the Ivory Coast was officially
launched on 19th June 2009 by a press briefing at the
National Commission for UNESCO. The Big Read event
was held on Wednesday the 24th June in the economic
capital Abidjan. The Minister of Education and other
members of the government, representatives of the
institutions of the Republic, mayors and governors
of districts, the Autonomous Literacy Service, adult
learners and civil society were all in attendance. On this
occasion, a plea was issued by the National Coalition
for the importance of literacy and life-long learning.
Adult learners expressed to the authorities how literacy
changed their lives through theatrical productions.
The representative of the Minister of Education

announced that adult literacy and youth and lifelong
learning remains a priority for the Department
of Education and the Government. Therefore,
an organisation in charge of literacy called the
Autonomous Literacy was created. The government
committed to availing more resources to this
organisation to mobilize the national community and
civil society so that the goal of literacy for all in the Ivory
Coast becomes a reality for 2015.
KENYA
In Kenya the theme was localized to Eradicate Illiteracy:
Realize Universal Primary Education. Global Action
Week was co-coordinated by the Elimu Yetu Coalition
with support from Concern Worldwide, World Vision
and the Ministry of Education. It began with a press
briefing on the 19th April, followed by the main event a
few days later. The function started with recognition of
all guests by the chairman of Elimu Yetu Coalition, Mr.
Andiwo Obondoh. Among those present included Ms.
Leah Rotich, Director of Basic Education, representing
the Permanent Secretary Ministry of Education, Hon.
David Koech, the Chairperson of the Parliamentary
Committee on Education, Ms. Joyce Kebathi, Director of
Adult and Continuing Education, Louise De Souza, The

Deputy British High Commissioner, Country Directors,
representatives of the Civil Society Organizations,
members of Elimu Yetu Coalition, teachers, children,
parents and adult learners. Skits, songs, and poems
were presented by Laini Saba Primary School and
KICOSHEP Primary School. They focused on promoting
education for all children and adults, through Basic
Primary Education and Adult and Continuing Education.
Story from Kenya
Mrs. Magdeline Gathoni started her

education at the age of 40 years.
She had missed on education during
her childhood. She enrolled for adult
education and undertook her Kenya
&HUWLFDWHIRU3ULPDU\(GXFDWLRQ
DQG.HQ\D&HUWLFDWHIRU6HFRQGDU\
(GXFDWLRQ6KHLVFXUUHQWO\
pursuing her university degree.
Ivory Coast
Kenya
Kenya
The Big Read
23
Africa
LESOTHO
The Big Read got off to a flying start with a national
press conference. The Big Read book was passed
around to civil society organisations and government
departments while students collected signatures.
These students had performed well on primary
leaving examinations, secondary certificate and COSC
examinations respectively. The coalition worked in
collaboration with national institutions that funded the
awards, such as banking institutions, media houses and
hotels. The students were invited with their parents.
There were also awards given to learners out of school
and to the schools that were doing well under difficult
circumstances. Awards were also given to schools and
learners who performed well in extramural activities
such as sports, athletics and traditional dances and
music.
Lesotho
One rural school with very little infrastructure, but

producing good results was used as an example to
motivate teachers, learners and the parents. The week
encouraged more learners to go to school and thus
reduce the high numbers of school drop-outs in the
country. The different media houses were invited to
capture the event, and it was featured in the news on
radio and television as well as in local newspapers.
Lesotho
LIBERIA
The 2009 Global Action Week was coordinated
by LETCOM in two of Liberias fifteen counties:
Montserrado County, which hosts the capital city
Monrovia, and Gbarpolu County in the far Northeastern part of the country. In both counties cross
sections of the communities actively participated in the
activities, in the parades and the indoor programs. A
set of pre-Action Week activities were held, including
radio talk shows, reprinting of the Big Read, meetings
with the Minister of Education and other stakeholders.
LETCOM lobbied the government to make an
additional allocation of 5% of the 2009/2010 fiscal
budget available to education. The Big Read was done
simultaneously in Monrovia and Bopolu, by students.
The theme for this year was, Adult and Youth Literacy
for Poverty Reduction in Liberia.
Liberia
Liberia
th
20th -26
9
APRIL 200
Africa
MALAWI
Malawi held Action Week activities both on district and
at national level from 19th 25th March. Logistical,
fundraising efforts, production of materials, banners,
invitations of VIPs, speeches, musicians and testimonials
were all part of the National Launch held in Mchinji
on 22nd April. Mchinji district was chosen because it
has the highest adult and youth illiteracy rates in the
country.
Malawi
Media advocacy activities included press releases,

jingles, airing two TV documentaries and the
production and distribution of t-shirts. The activities
were featured in two newspapers: The Nation and
The National Times and Pride magazine. The Coalition
also held a National Workshop on GCE which dovetailed with the launch of the Education Agenda on 5th
May. Invitations were extended to academics, donors,
grassroots organizations, government officials, political
aspirants, in addition to TV, radio and print media. The
timeliness of this particular activity in relation to the
national elections on 19th May was crucial in light of
the fact that political parties were given a platform to
respond to educational issues.
Malawi
MALI
The Minister of Basic Education, Literacy and National
Languages of Mali participated in the official launch
of Global Action Week activities aimed at promoting
reading and writing and raising awareness to education
professionals and the general public of the importance
of youth and adult literacy.
MAURITIUS
DCI-Mauritius together with its partner organizations
brought along learners of the BETA (Basic Education To
Adolescents) Programme and their parents to take part
in the Big Read on Saturday 25th April. Activities were
conducted where parents and guests followed the Big
Read and the progress of marginalized adolescents.
These were attended by national TV station and other
journalists.
Mauritius
Malawi
Malawi
The Big Read
25
Africa
MOZAMBIQUE
NIGERIA
SENEGAL
The national Action Week launch took place in Maputo

was attended by the Vice-Minister for Education and
the National Director of Literacy and Adult Education.
The team organized a live debate which was broadcast
on national television. There was strong representation
of the donor community, UNESCO, UNICEF, and other
partners. A large group of volunteer Adult Education
trainers and their students also came to make their
presence felt on the day.
The National Education for All Forum and the

presentation of 2009 Global Monitoring Report kicked
off the Global Action Week on the 20th April. It was
attended by critical stakeholders from State Ministries
of Education, State Universal Basic Education Board,
Civil Society Action Coalition on Education for All
(CSACEFA), ActionAid International Nigeria, Nigerian
Universal Basic Education Commission, UNESCO and the
Federal Ministry of Education. The forum was organised
by the UK Department for International Development
Education Sector Support Programme in Nigeria. The
Nigerian EFA coordinating office also assessed progress
made towards Education for All and reviewed the 2009
Global Monitoring Report as it relates to challenges
confronting Nigeria.
This year for Action Week, CCF-Senegal organized

activities under the theme, Literacy for Youth and
Adults: Training throughout Life. At the start of the
afternoon-held event, emphasis was placed on the
virtues of literacy in general and reading in particular.
Students, teachers, and parents gathered together to
hold a public reading session, followed by a question
and answer session. Afterwards, four students from
each school were elected as the best readers among
their peers.
One of the main activities was a presentation by Dr.

Agneta Lind, a leading expert on Lifelong learning and
Adult Education. Mozambique is in fact performing
well in its attempts to reduce illiteracy among adults
and youth but all present agreed that there were
still many challenges ahead - particularly in terms
of funding and quality. This was followed by a live
televised debate with representatives of MEPT, UNESCO
LIFE, the National Director for Lifelong Learning and
Adult Education and others.
Nigeria
Extract from Mozambique Story
Mozambique
Nigeria
Nigeria
th
20th -26
9
APRIL 200
Furthermore, in keeping with the theme, adults also

participated in the event by reading works in their
national languages of Serere and Wolof. Readers
were rewarded for their strong and articulate oral
reading skills. The event helped participants and the
schools become more aware of the importance of
being literate, and gave the audience a better taste
for reading. The Big Read session took place on 22nd
April and a roundtable on literacy and non-formal
education convened representatives from national
establishments, technical and financial partners, civil
society networks and organizations and members
of the media. Recommendations arising from these
discussions formed a memorandum that was sent to
the Government of Senegal.
Senegal
Africa
SIERRA LEONE
In particular, adult learners told their individual stories

on how literacy had changed their lives but also
displayed the literacy benchmarks and read them to
the minister in full view of radio and television teams.
This did not merely demonstrate reading abilities but
was meant to provide further evidence of the place of
adult literacy in a post conflict country like Sierra Leone
where the prospects for education is still stymied by
financing problems.
The Big Read event was the high point of this

years Action Week. This activity brought together
schools, adult learners, literacy service providers,
parliamentarians and policy makers in a forum that
attempted to showcase the state of adult literacy
in Sierra Leone. A documentary on educational
campaigns across Africa was shared to emphasize
the local efforts by education campaigners in Sierra
Leone. This was aimed at showing policy makers and
e
Sierra Leon
local campaigners the efforts of other countries in
order to deepen their knowledge and understanding
about the need for action on the global commitments
made regarding education by governments. This event
also provided the opportunity for adult learners to
demonstrate their reading skills in the presence of the
Deputy Minister of Education.
Sierra Leon
SOUTH AFRICA
Amidst football fever with the FIFA Confederations
Cup taking place in Johannesburg, hundreds of people
came together to campaign for the right to Education
For All. The South African Big Read was postponed
to June due to national elections in April. The chosen
date, June 16th corresponded with the national Youth
Day holiday where the entire country focused on the
needs of the youth, with education being on the top of
the list. The event launched the South African Big Read
book with stories from local celebrities such as Human
Rights Lawyer George Bizos, internationally acclaimed
BAFTA winner, Xoliswa Sithole and published authors,
renowned musicians, activists and writers among
others. It was held at Xarra Books in the cultural hub
of Newtown in Johannesburg, just across the Nelson
Mandela Bridge. The newly established South African
coalition, Public Participation in Education Network
(PPEN) working with GCE, got participants to sign the
call to action and distributed printed copies of the
book. A group of students drew pictures and wrote
stories about the importance of education and the
event was covered by television and print media.
South Africa
South Africa
The Big Read
27
Africa
SWAZILAND
In Swaziland the action week activities were carried
out in three phases: Recognition of World Book
and Copyright Day, a Reading Workshop, and the
Celebration of Education for All. The events took place
in fifteen libraries scattered across the Kingdom of
Swaziland. Under the supervision of SWANCEFA, Big
Read Books were distributed to fifteen educational
centres, and some people were assigned to read and
make sure that participants signed the form at the
back. With the assistance of the US Embassy, English
Language Fellow; Ms Christine Kendrick, the coalition
was able to carry out a 4 day reading workshop from
April 6-9, 2009.
Swaziland
The national event was organized by the Swaziland

Commission of UNESCO and SWANCEFA together with
SNAT and Sebenta. It took place in Gege a remote
constituency about 2hrs from Mbabane City. Sebenta,
which is an NGO focused on Adult Literacy, played a
prominent role. The NGO recently adopted children
as young as 6 years-old who had not been able to
access formal education. The Deputy Prime Minister
in his speech promised that a skills centre would be
built in Gege Constituency, and that the work would
commence within 3 months. SWANCEFA will follow up
to make sure that this happens and to check if those
children who graduated from the Sebenta class are
admitted into school.
TANZANIA
In Tanzania the coalition TENMET organized two major
events during action week. There was a national
debate under the theme Youth and adult Education:
Is it a Priority in Tanzania? The event which brought
together about 200 people from government, civil
society and academia was held in Mabibo, Dar es
Salaam. The highlight event was held at the national
Karimjee hall. The meeting which followed a public
rally attracted over 400 people including adult learners,
ministry of education officials, parents and civil society
organisations. Participants wore T shirts with Priority
should be given to adult education imprinted on them.
The group was treated to readings from the Local Big
Read, drama, song and traditional dances all in support
of the right to be literate.
Tanzania
Swaziland
th
20th -26
9
APRIL 200
Africa
TOGO
UGANDA
The various GAW activities were delayed till May

because of the unavailability of the Minister of Primary,
Secondary and Literacy before that date, but it was
worth the wait. The Great Play, held on May 11th
was chaired by the Minister of Primary, Secondary
and Literacy, and brought together more than 3,000
participants (officials, representatives of civil society,
media, students learners and literacy centres).
Several other activities were held throughout the
week beginning with the various meetings between
members of civil society active in education in Togo.
A press conference with all public and private media
in the capital helped to relay information about the
celebration throughout the country. There was also
participation by the President of the Coalition and
several members of the steering committee regarding
the issue on radio and television including the program
Midi Delight on National Television. A DVD was
produced at the end of the ceremony.
A Regional Sharing Meeting for stakeholders on

Training and Support of Adult Literacy Educators was
held on the 24th April, 2009 in Nebbi District. Adult
Literacy Educators and Learners read selected stories
from the Big Read. The major event is still to take place
in the presence of the First Lady of Uganda.
Togo
Zambia
ZAMBIA
The Big Read Action Week ambassador is an
international boxing star, who is a woman and who
has now decided to go back to school. Esther Phiri
is also the literacy ambassador in Zambia, where she
encourages people of all ages to go back to school.
On Thursday, May 21, 2009, Christian Childrens Fund
Zambia joined the rest of the world in commemorating
Global Action Week. The celebrations under the theme
Youth and Adult Literacy and lifelong Learning were
held at Kasalu Basic school in Mumbwa district.
Zambia
The event was officiated by the Ministry of Education

Director for Human Resource and Administration,
Mr. Andrew Phiri who stood in for the Permanent
Secretary in the Ministry of Education. Approximately
500 pupils and 20 teachers participated in the event.
This years commemoration event was characterized
by various activities such as The Reading Corner,
Match past, poems, drama/dance, testimonies from
community members, dialogue sessions and speeches
on the theme. To mark the beginning of the event,
three children from Kasalu Basic School read stories
to the crowd. Two children read in English while the
remaining one read a story in Tonga. This activity was
to show people why it is important for children to be
literate as they are the future leaders of tomorrow.
Questions asked by children to the

Zambian government:
Our schools have few teachers. Most
of them have gone away because
there are no houses for them. What
will the government do to solve this
problem?
At our school, some of my friends
learn from outside because the
classrooms are not enough. What
is being done to construct more
classrooms in the schools?
Most of our parents cant read
or write. What is the Ministry of
(GXFDWLRQGRLQJWRVXSSRUWOLWHUDF\
for our parents?
Our classrooms are in poor
conditions. We sit on the dusty
RRUZHKDYHQREODFNERDUGVDQG
not enough textbooks. What is our
government doing about this?
The Big Read
29
d
on
ura
Americas
Nicaragua
USA
Each country in the region spent the entire week raising awareness and
insisting that campaign demands be met through activities such as public
demonstrations and reading events, collecting signatures in support of
Education for All and presenting governments with testimonies of newly
literate people and how their lives had been changed by education.
Queen Rania of Jordan led the way in the USA, accompanied by Big Read
author and recently literate former child laborer from India, Devli Kumari, at
the launch, followed by a press conference. In Bolivia, a mobile van travelled
the country promoting the Big Read and carrying a giant notebook in which
they collected signatures of officers and persons who, at the same time,
gave testimonies of their most significant experiences in education. In Brazil
and Chile, public readings and demonstrations took place at local schools.
Fifteen Canadian authors contributed stories and videos to the Big Read
campaign, which were read and watched by over 14,000 students, teachers
and activists across the country. Nelson Mandelas speech from the Big Read
provoked debates and reflections on the right to education and literacy for
all in Peru.
The Big Read
31
Americas
ARGENTINA
BOLIVIA
BRAZIL
In Argentina, Action Week embraced the slogan literacy

to include and conducted a series of political and
cultural activities. The main objective was to sensitize
the education community and society at large about
the goals of Education for All (EFA). There was also an
effort through mobilization, to reinforce the demand
that the government fulfil the commitments made in
relation to education.
The Big Read was launched at night in the Plaza de

San Francisco where many educational establishments
across the country attended. There was also a poetry
contest held on the theme and a panel discussion on
The Right to Read.
The Brazilian Campaign for the Right to Education

held a Big Public Class in the National Parliament on
the 28th April with the theme Read and Write the
World. The class held in the National Congress, was
part of an initiative of the National Campaign for the
Right to Education, in partnership with the Education
and Culture Committee of the Chamber of Deputies
to discuss literacy rates and the Education of Youth
and Adults in Brazil. It was marked by the surrender
of a giant letter to the President of the Chamber of
Deputies. The document reiterates the targets set by
the NAP (National Plan of Education) as well as recalling
the goals adopted at the World Education Forum in
Dakar. The class was a public activity of Action Week,
which mobilized 100 thousand people from all states
of the Federation. Loud public readings of books,
newspapers, news of the day, and other stories took
place in the open at local schools, with the support of
the children from the Reading-Friendly Group.
The main activity took place on 24th April at the Book

Fair in Buenos Aires. Young people, adults, teachers,
representatives of social organizations, unions and
politicians were invited to meet and share views
and experiences. There were also meetings and
discussions with teachers and students in schools and
adult literacy centres, where participants could share
their experiences and testimonies, either written on
leaves, designed and painted on murals, through video
samples, plays and/ or writing competitions. Children
and adults who could not read or write were given
interviews, photographed and encouraged to return to
school.
During Global Action Week, a mobile van travelled the

country promoting the Big Read and carrying a giant
notebook in which they collected signatures of officers
and persons who, at the same time, gave testimonies
of their most significant experiences in education. The
van transported a group of young people who spread
the word about the importance of education, literacy
and lifelong learning. The final stop was at the Ministry
of Education, where the team gave the booklet with all
the stories and signatures collected to Minister Roberto
Aguilar. The official launching ceremony was held in
the atrium of the municipal government of La Paz,
where political and educational icons also signed the
book, including the Honorable Mayor of La Paz, Juan
del Granado Cosio.
Brazil
Bolivia
Argentina
Brazil
th
20th -26
9
APRIL 200
Americas
CANADA
Fifteen Canadian authors contributed stories and
videos to the Big Read campaign, which were read and
watched by over 14,000 students, teachers and activists
across the country. Several Big Read authors visited
schools to share their stories. The students then sent
in petitions calling upon the Canadian government
to do more to provide Education for All, and Member
of Parliament Mike Savage read a statement in the
House of Commons calling for Education for All.
Canadas GCEs 22 member organizations promoted the
campaign with their constituencies, and reached out to
Canadians via Facebook, YouTube, Taking It Global and
an online email petition organized with Make Poverty
History. There was also good media coverage in several
local and national publications.
In Montreal, the Institut de coopration pour
lducation des adultes (ICA) held a Big Read event
on 22nd April at which adult learners read their own
stories about literacy. In Ottawa, on Parliament Hill, the
annual Canadian Teachers Federation (CTF) Breakfast
on Parliament Hill featured a multi-media presentation
of Francophone, Anglophone and Inuit students from
across the country reading lines of a Big Read story
entitled Deleted by Canadian author Frank Edwards.
Canada
The early morning event gathered nearly 100 Members

of Parliament, Senators, representatives of NGOs and
Frank Edwards himself. The breakfast also featured
short videos of a Big Read event in the Caribbean and
Ghana.
CHILE
Action Week focused on a problem that is relevant
to Chile for the millions of young people and adults
that dont get to finish their schooling this affects
more than four million people in Chile. The purpose of
the week was to ensure that the government, private
companies and civil society accorded the attention it
deserved. The National Forum on Education prompted
a number of activities both in Santiago and outlying
regions, from the 25th March to 30th April. This
included the Open Book campaign which involved
collecting proposals and names of individuals who
contributed to the campaign and supported the
initiative to place this item on the agenda for public
opinion. The team organized demonstrations in public
squares and streets of the city which attracted the
attention of the public and the media. In this spirit, a
street theater company was launched at an event at the
Civic Theater and Plaza de Armas de Santiago.
Chile
COLOMBIA
Activities undertaken in 2009 in Colombias Action
Week involved intensifying the high level of political
discussion, presenting new proposals and initiatives,
and doing demonstrations in favour of measures
that promote free and universal education for all.
Action Week began with a launch of a campaign
for chargeability, Incidence and Free Education in
Colombia. Convened by the Colombian Coalition for
the Right to Education, the campaign developed a set
of movements for change in the constitution and laws
of the country, regarding the collection of school fees
for primary education. On the 22nd and 23rd April,
the Status and challenges of education throughout
life in Colombia program was introduced to different
people and organizations at the National University. The
program was hosted by 13 institutions and included
panels on training the trainer, civic education and
literacy as well as testimonials from people like the
French feminist psychologist, Florence Thomas. Other
activities included a campaign on the Right to Quality
Sexual Education organized by the Foundation CEPECS.
During three days, five educational institutions in
Bogot promoted sex education for children, youth and
teachers.
Colombia
The Big Read
33
Americas
COSTA RICA
CUBA
This year the coalition created a document demanding

the right to read and collected supporting signatures.
It was delivered to the Education Minister Leonardo
Garnier, with a list of demands to improve the quality
of education in Costa Rica. The delivery was done by
a group of children. The Open Books, Open Doors
activity was held at the Board of Benemrito of the
Legislative Assembly (Parliament) on 21st April where
national media was invited. Seated at the main table
were: Virginia Murillo, Executive President DNI, Deputy
Mario Nunez, President of the Commission for Children
and Adolescents in the Legislature, Leonardo Garnier,
Minister of Education and a teenager, representing
children and adolescents participating in the Action
Week. More than 500 groups of children, adolescents
and adults participated in Action Week. The final
Big Read event took place in schools, colleges and
universities and within civil society groups. The
estimated number of people who read the stories in the
Big Read Book stands between 23,000 and 25,000.
UNESCO and its partners drew attention to the efforts

of the distinguished 19th century Cuban intellectual,
Jos Marti to promote reading and writing among
children and adolescents. The 120th anniversary of
Martis renowned La Edad de Oro was celebrated with
a ceremony, a national writing contest for students and
a performance by La Colmenita, a childrens theatre
group and UNICEF Goodwill Ambassador. UNESCO also
produced a public service announcement for television
emphasizing the importance of reading among youth
and children and a video on Martis works comprised
of interviews of Cuban children and intellectuals and
was distributed to schools, libraries, and education and
cultural institutions.
Ecuador
th
20th -26
9
APRIL 200
DOMINICA
Weeklong activities started on 20th April at the
Woodford Hill Primary School. A panel discussion
was held and was broadcast live on the national
radio station. There were over 200 people in the
audience representing churches, schools, parent
teachers association, village councils and other nongovernmental groups.
The Big Read was held on Tuesday 21st April and

on Wednesday, members of the community and
teachers engaged in painting a word wall next to each
classroom. A big march was held in the village of
Woodford Hill. Action Week culminated with a seminar
on Adult Literacy and ways to gain interests in reading.
ECUADOR
CCF Ecuador, in alliance with Federations and
Associations, implemented programmatic strategies
to minimize one of the root causes of poverty: parents
low education level. Action Week activities highlighted
where low education has impeded access to better
jobs and income, and the need to improve education
quality and generate friendly environments in public
schools. Students & citizens marched in a Literacy
Rally, community dancers performed and a literacy
conference was held where testimonies were given on
lives changed by education.
GUATEMALA
Action Week in Guatemala was a great success! Events
started in the north, in the department of Petn,
Sayaxche municipality in the La Ceiba Community on
16th April led by womens organizations. On 22nd
April there was a morning forum for discussion on the
progress of education, with the participation of villagers
and residents of the departments of San Marcos,
Suchitepequez, and Retalhuleu. In the afternoon
it was time for an exhibition and cultural activities
related to the Big Read promoted by the national
umbrella organization of people from marginal areas of
Guatemala, a member of the Association of Education
for All. In Guatemala City, opposite the National Palace
of Culture, CEAAL gave the opening remarks of the
programme, and an outstanding young student played
the marimba. Some young students of the Cooperative
Institute for Holy Face Zone 6, performed songs
alluding to the event and delivered a message.
Americas
It also included the active participation of young
people of the Cooperative Institute for Ciudad Quetzal,
who began their presentation with a bazooka, then
performed a play to finish. The closing activity was
organized by the Cooperative Institute for Ciudad
Quetzal, who made an extra movement around the
central park motivating young people to continue with
present demand for the Right to Education.
Guatemala
Honduras
HAITI
HONDURAS
Action Week was launched on Tuesday, 21st April in

Port-au-Prince in the presence of students, teachers
and parents. On the next day teachers from more than
50 schools took part in the Big Read in 5 geographical
departments and signed documents to ask the leaders
for a chance to Education for all.
During Global Action Week, the Coordinating

Committee for Educational Networking (COMCORDE)
held activities at central and decentralized levels
in schools of different departments. The theme for
Action Week was The Right to Read and Write, and
each activity aimed to highlight the importance
of learning to read and write in peoples lives. The
opening ceremony, held on Tuesday, 21st April in
Central Park in Tegucigalpa, was attended by 25 NGOs,
other members of COMCORDE, senior government
officials, teachers, students and general public totalling
more than 150 people. This event was enlivened by
a Marimba performance composed by children and
was supplemented by stands located throughout the
park, which disseminated books, pamphlets, and gave
speeches.
Haiti
Honduras
More than a thousand students attend storytelling

activities at the Mall Multiplaza of Tegucigalpa. There
was also a successful press conference at the COHEP
(Honduran Council of Private Enterprise) before
the week closed with a one-hour slot on Channel 8
with testimonies, stories, and interviews around the
campaign.
Honduras
Honduras
The Big Read
35
Americas
MEXICO
NICARAGUA
Campaigners made a compilation of testimonies of

people whose lives have been affected by not knowing
how to read and write. These stories were integrated
into the Big Read stories. With its reading program
called Read-a-Thon, San Patricios students, parents,
and teachers read 67,381 books until the end of March
in order to promote the love of reading and to create a
lifelong habit in students which will also enable them to
be critical and independent thinkers.
Raising awareness about the importance of learning to

read and write was the crux of the activities promoted
by the Forum for Education and Human Development
of the Initiative for Nicaragua. The organisation was
praised by the Minister of Education, Professor Miguel
de Castilla, for its success with Global Action Week
2009. He said; Thanks to the atmosphere generated by
Global Action Week in Nicaragua, its communications
and media rounds, has increased the number of
persons enrolled in this phase of literacy. The main
activity involved literate and illiterate citizens, teachers,
educators, and people committed to education
handwriting personal testimonies about the meaning
of access to written culture. Afterwards, the testimonies
were delivered and read aloud to the departmental
and municipal delegations of the Ministry of Education
and to the Facilitation Points of literacy throughout the
country.
The Comit Regional Norte de Cooperacin worked with

the UNESCO Associated Schools, to organise several
visits to schools to promote youth and adult literacy
and lifelong learning as they were invited to participate
in the Global Action Week. Some enthusiastic young
students, namely Dory MacDonal, Alejandro Gmez,
Csar Ramrez, Adrin Lozano, Marcela Silveyra, Angela
Palos and Roberto Gonzlez achieved great successes by
motivating more children to take part.
Mexico
PARAGUAY
The ASPnet schools in Paraguay organized a Big
Read session and music and dance performances on
22nd April in the main square of the city of Asuncin
that was attended by local authorities, community
members, students, teachers and principals from ASPnet
schools. Winners of a national literacy competition that
encouraged ASPnet students to submit drawings and
Paraguay
Nicaragua
th
20th -26
9
APRIL 200
writings on the importance of literacy skills were also

announced during this event.
PERU
The activities of the Peruvian Campaign for the Right
to Education started three weeks prior to Global Action
Week with the reading of the national version of the
Big Read in nearly four thousand schools and literacy
circles and involved 121,577 participants. The testimony
of the Quechua Congresswoman, Hilaria Supa, about
how being literate changed her life. Nelson Mandelas
speech provoked more debates and reflections on
the right to education and literacy for all. In Lima, the
capital, individual hearings were held a week ahead
with Congressmen, high functionaries of the Ministry
of Education, the Ministry of Economy and Finance,
the National Education Council and the Ombudsmans
Office, whose representatives were sympathetic to
demands to better the conditions necessary for optimal
development of reading skills in children, teenagers
and adults. Following the decentralization process
of public education in the country, the mobilization
of the Peruvian Campaigns 28 associates in 13 subnational regions, including Lima, was outstanding. Four
regional governments called all schools to join the Big
Read and in rural and urban districts they organized
parades, debates on radio programs and public hearings
attended by district, provincial and regional authorities.
Peru
Americas
SURINAME
In Suriname the Big Read was launched on 6th
February, with a discussion between children. The
topic of the discussion was: What would you do if you
could not read or write? Eighteen children between
the ages of 10-14 participated in the discussion that
was presented by the U.N. MDG ambassadors. In the
period before Global Action Week several important
Surinamers were interviewed on the importance of
literacy for national newspapers. During the week a
cross-generation discussion including youth and senior
citizens focused on the importance of communication.
The week closed with a final event on Saturday
organized with different activities, all emphasizing the
importance of literacy and lifelong learning.
URUGUAY
This year, Action Week was considered a milestone to
pave the way for the International Conference on Adult
Education (CONFINTEA VI).
Suriname
Several mobilization and sensitization activities

like literary contests, surveys and interviews were
conducted across the country to demonstrate that
youth and adult education is a fundamental human
right. Another breakthrough in the fight for the right
to education was the recognition of the educational
interests of Action Week by a resolution of the Ministry
of Education and Culture. According to the message
from the International Council of Adult Education
(ICAE), which called the event in conjunction with the
Network of Popular Education Between Women of Latin
America and the Caribbean (REPEM), the purpose of the
weeks activities was to support, encourage, promote
and create awareness of education as a basic human
right and essential in the struggle for human dignity,
freedom and the fight against poverty. The main
activity carried out was the Second National Forum on
Education for young people and adults, organized by
the National Preparatory Committee of the CONFINTEA
VI. The event, held at the Ministry of Education and
Culture, received the educator Rosa Maria Torres and
Ecuadorian economist and educator Brazilian Sergio
Haddad, as lecturers.
USA
USA
On 21st April Queen Rania of Jordan joined

other leading education advocates, including
Congresswoman Nita Lowey, Senior Advisor to the
President Gayle Smith, Counselor to the Secretary of the
Treasury Gene Sperling, National Education Association
Vice President Lily Eskelsen and American Federation of
Teachers Vice President, Francine Lawrence to launch
the Big Read. These advocates were joined by over
100 key policy and political leaders for a roundtable
discussion entitled A Smart Response to Challenging
Times: Educating Our way to a Better Future, followed
by a press conference which achieved widespread
coverage including broadcasts on CNN, Reuters, NPR
and many others.
Helping nations around the world educate their
children sows the seeds for economic opportunity
abroad and diminishes the risks of violence and
instability. It also demonstrates the goodwill of the

American people. As Chair of the Appropriations State
and Foreign Operations Subcommittee, I will continue
my work to bolster resources for basic education
and ensure coordination among our diplomatic and
development agencies, said The Honorable Nita M.
Lowey.
Queen Rania was also joined by two child advocates,
Devli Kumari, a recently literate former child laborer
from India and Jessica Murkowitz, an eighth grade
student from Seattle, plus dozens of local students to
sign the Big Read. With support from ONE, NEA, AFT,
Results, GAA and many other partners, over 50,000
Americans from all 50 states joined the call and signed
the Big Read petition to President Obama, calling on
him to keep his promise to ensure that all children
have access to a quality basic education by making
a US contribution of $2 billion to a Global Fund for
Education. Advocates from over a dozen states then
delivered the Big Read petition to President Obama and
White House staff in advance of the G8 meetings on
June 16th, the day of the African Child.
VENEZUELA
Action Week presented the opportunity to read and
struggle for literacy. The central theme of the fight
was the right to read. Organizations from different
Venezuelan unions alongside ESCAP, Fe y Alegra, the
National Federation of Parents, Banco del Libro and
others to form the Big Reading Group.
Public figures, athletes, artists, politicians, social activists
and retired teachers read stories in their local area.
Public libraries were used as forums for advocacy and
cultural activities, while visits and lectures were held
at schools. Global Action Week coincided with the
development of the Second National Congress on
Education, whose members, from both the academic
and corporate world, articulated some of its activities
with the campaign, which came to a climax at the
national event on 23rd April.
The Big Read
37
is
ak
tan
Asia & PaFLF
9
IL 2009
th -26th
th APR
APRIL 200
20
20th -26
$VLD 3DFLF
Sri Lanka
Taiwan
Overall, Asia stands ahead of some other developing regions in terms of

Education for All. Many countries have achieved universal primary education
(UPE), but progress is uneven throughout the region. Enrolment in pre-primary
education remains too low to prepare the regions children adequately for later
success in education. Some 9.5 million children are out of school and nearly
113 million adults in the region still do not enjoy the right to literacy.
The mass mobilization and cooperation of people is what stood out during
Global Action Week in Asia. Overcoming limited resources, coalitions, teachers,
civil society and organizations were able to bring the plight of illiteracy
to the forefront through media, public events and direct interaction with
government. A total of 4.47 million people were mobilized to take action in
the week long campaign in Bangladesh. Nepal focused on the educational
needs of people living in remote areas, while the Philippines held a nationwide
simultaneous reading, where thousands of people read stories from the Big
Read. The Taiwanese coalition used the stories from global celebrities to
design curriculums as teaching materials. In India, Bollywood stars joined
GCE President Kailash Satyarthi in launching the Big Read, and echoed his
sentiments that For many people in this world education is another word for
freedom from slavery.
The Big Read
39
Asia & PaFLF

AFGHANISTAN
BANGLADESH
BHUTAN
Action Week started on 20th April by placing banners,

posters, stickers and distributing leaflets in the 25
provinces of the country. There were television and
radio broadcasts of the campaign messages covering
the entire country and a press conference to announce
Action Week. Big gatherings took place in 25 provinces
at more than 100 schools. Nelson Mandelas story
was translated into local languages and distributed
to all participants to read and then read loudly at all
gatherings.
Despite the sweltering heat, millions participated in the

week long Global Action Week programs held across
Bangladesh. A total of 101 organizations including
the Directorate of Primary Education mobilized 4.47
million people to take action. A huge mobilization
which culminated in a reading event served as the
highlight of the campaign. An education fair provided
platforms to various stakeholders on education such as
civil society organizations, international NGOs, and the
Ministry of Education. The Education Minister and other
parliamentarians joined the various events. TV Talk
shows were organized on major channels and national
consultations were organized with policy makers and
Teachers Unions.
This Year the UNESCO Clubs of Jakar Higher Secondary

School and Wangdicholing Lower Secondary School
went for a mass walk in all strategic locations of Bhutan
with flags and banners bearing educational messages.
From the 20th to the 25th of April, students read stories
on literacy in schools and on the last day, the 26th,
members gathered in the town attended by Dzongkhag
(district) officials. The officiating Dzongda Mr. Y.K
Pradhan urged the public to support programme to
realise the importance of education and Education for
All (EFA). Many people gathered at the town parking
area and the club members got signatures from the
public who were present in support of education for
all. In order not to miss any single person in Bumthang
the members walked towards Bathpalathang,
Jampalhakang, Wangdicholing and the city centre,
talking to businesspeople, taxi drivers, tourists, day
workers and even travellers. The main objective of
the mass walk was to disseminate information with
the following key messages: 1) that literacy is a basic
right and the key to reducing poverty, 2) urging the
dropouts to continue their education and explaining
the advantages of being literate vs. illiterate, 3) making
people realize how fortunate the Bhutanese people
are to receive a free education, and to make use of the
resources and learning institutions like Non Formal
Education (NFE). The club members also visited Jambay
lhakhang and offered one thousand butter lamps for
world peace and Education for All.
Afghanistan
Bangladesh
Bhutan
9
IL 2009
th -26th
th APR
APRIL 200
20
20th -26
Asia 3DFLF
CAMBODIA
INDIA
Action Week was exciting in Cambodia this year as they

were able to mobilize more people than ever before!
The events took place in seven provinces and in one
city (Phnom Penh), there were more than 800 people in
attendance, including a famous film star and comedian
who were both invited to convey the message of the
Big Read. Media coverage was also exceptional. The
Big Read events attracted the attention of two radio
stations, two television stations and three newspapers,
all of them among the most popular in the country. The
key message for each event was on lobbying for more
resources to education.
Bollywood joined children and adults in the Big

Read with the slogan: Open Books to Open Doors
of Development. In New Delhi, on 27th April 2009,
Bollywood stars Mahima Chowdhary and singer
Jasbir Singh Jassi joined Devli, a former child bonded
labourer and thousands of other children and adults to
share stories of education during the Big Read. Devli,
the 11 year old star attraction had returned after the
international launch of the Big Read with Her Majesty
Queen Rania in Washington DC and told her story;
Education changed my life and I believe that if every
child is given the opportunity to study they can become
officers, and get jobs like all of you present.
Cambodia
I feel pain in my heart when I see children working in

the dhabas and other places. I have helped to enroll 20
children in government schools in my village therefore
I am sure that if we all work together we can send every
child to school. Kailash Satyarthi, President of GCE was
also present and said For many people in this world
education is another word for freedom from slavery for
children like Devli and many others who were rescued.
India reproduced 3,000 copies of the Big Read which
were shared in 13 states in Hindi and English.
INDONESIA
The E-net for Justice and non government

organizations in East Java held audience with the
education government leader in the Pasuruan district
about the quality of education and addressing literacy
for youth and adults, especially women. In Jakarta,
E-net for Justice, and other civil society organizations
lobbied the General Director of non-formal education
for the support to alternative education for women
in Indonesia and life skills for the youth. During the
week, a display of posters was used to highlight the
need for Lifelong Learning and to promote Youth and
Adult Literacy at provincial levels. Through the slogans,
the leaders and educational authorities both at the
national and provincial levels were reminded of their
responsibility to make citizens literate. Furthermore, a
print and electronic media campaign was conducted
on quality education for everyone. The highlight event
was held on the 26th April in Surabaya East Java where
E-net for Justice and some NGOs conducted activities
on the Boulevard in Surabaya City and in front of the
leader of East Java provinces office.
India
Indonesia
Indonesia
The Big Read
41
Asia & PaFLF

JAPAN
LAOS
MALAYSIA
19,683 children from 153 primary and junior secondary

schools joined the Action Week to address the global
literacy issue with the posters, materials and teachers
guides prepared by the Japan NGO Network for
Education (JNNE). Children learned how difficult life
is if you cannot read and write and discussed what
they could do to solve the problem. After Action Week
children representatives met the Parliamentary ViceMinister for Foreign Affairs responsible for Japanese
foreign aid. They requested that he increase aid for
basic education, particularly for adult literacy and
support teachers by submitting the letters to the
Prime Minister. The Vice-Minister, Minorikawa told the
children that Japan is making an effort to expand its
support to teachers.
The Big Read was held on 24th April at the National

Cultural Hall in the Capital, Vientiane. Copies of the Big
Read were distributed half an hour before the festivities
began. The objectives of the event were as follows: to
sensitize the government, international organizations
and the general population to have a better
understanding about formal and non formal education,
to promote literacy and to encourage a reading culture.
Visitors, including children, parents, teachers and the
general public participated in activities such as storytelling, and a drawing and painting competition. There
was a story writing competition for which the winners
received gifts. There were 2,000 people in attendance.
The ceremony was officially opened by the Director of
the non Formal Education Department in the Ministry
of Education, Dr. Sngthong Nolinetha.
UNESCO worked with schools to host the Big Read on

22nd April at a national event in Johor. It began with a
speech by a committee member regarding the project,
followed by a story from the Big Read, and a call to
action. The theme was Education for all; Open Books
Open Doors. Later UNESCO members distributed a
story from the Big Read. Students were required to read
the story, then requested to write down their name and
a message. The papers were then compiled and sent
to the Malaysian Ministry of Education. The Malaysian
team believes that everyone should get education in
Malaysia as well as all around the world. This project
involved the participation of about 600 students and 65
staff members.
KYRGYZSTAN
Laos
Malaysia
Laos
Malaysia
Action Week was celebrated in Kyrgyzstan through

various activities. In order to make the campaign
accessible to more people, all the materials were
translated into state and Russian languages. About 600
computer generated flyers and posters were printed
evenly in two languages. Meetings were organized in
six regions with political workers, governors and local
district leaders. They visited schools in their territories
and actively participated in the Big Read.
Japan
9
IL 2009
th -26th
th APR
APRIL 200
20
20th -26
Asia 3DFLF
NEPAL
This year, the GCE Nepal coalition organized a one-day
interaction workshop with member organizations and
government officials to explore literacy in Nepal. Papers
were presented by a representative from the Ministry of
Education on Non-Formal Education about upcoming
changes and plans to non-formal education and by
a member of the National Youth Policy Drafting Task
Force. The relevant sections of the new National Youth
Policy that addresses youth literacy, plays a large role
in ensuring equal opportunities for all Nepali people,
including those who have been excluded from school
in the past. This paper presentation highlighted how
literacy was addressed in the policy and the reform
agenda, along with key recommendations for education
revision. Additionally, presentations were made by
three field experts related to the status of youth literacy
in Nepal and the perspectives of special beneficiary
Pakistan
groups. This included stories and case studies from

marginalized caste groups from the southern Terai
region and ethnic groups living in remote geographic
regions of the country. Overall Global Action Week in
Nepal was a successful opportunity to bring together
government officials, civil society organizations,
teachers union members, and media personalities to
look more closely at the policy plans and current reality
of literacy in Nepal.
PAKISTAN
Banners highlighting the role of education for a
developed and peaceful nation were placed all over
Islamabad to celebrate Big Read on 22nd April. The
Pakistan Coalition for Education held a seminar in
Islamabad to mark the Global Action Week and to
highlight the theme for the year, Adult Literacy. The
purpose of the seminar was to address issues related
to youth and adult literacy, and to raise the demand for

comprehensive policies and effective implementation,
so that every individual can get quality education as a
basic human right.
The function was attended by teachers, educationists
and members of civil society. Mr. Harris Khalique, Chief
Executive, Strengthening Participatory Organization,
which houses the PCE Secretariat, and Ms Zehra
Arshad, PCE Coordinator, welcomed the guests giving
an overview on the issues. Speeches were given by
Centre for Peace and Development Initiatives, UNESCO
and UNICEF, among others and the role of the media
in education was discussed. The seminar closed with
a list of recommendations. During the seminar a long
banner was prepared by children and other participants
by putting their hand prints with messages related to
the theme. Similar events were held in 45 districts of
Pakistan.
Pakistan
Pakistan
The Big Read
43
Asia & PaFLF

PHILIPPINES
school youth and students. Local celebrities, members

of local government and the Department of Education
joined in the Big Read. A candle-lighting ceremony
wrapped up the day, expressing solidarity to all the
Big Readers in the Philippines.
Education Minister, Susil Premajayantha was invited

among other government officials to be part of
the Big Read activities in order to draw attention
to literacy among the youth and adults. During
the week, a display of posters was set up with the
aim of highlighting the need for Lifelong Learning
to promote Youth and Adult Literacy at provincial
levels. The Civil Society Organizations affiliated to

CED took the lead in organizing poster parades with
the assistance of selected schools in the respective
provinces. Through the slogans, the leaders and
educational authorities both at the national and
provincial levels were reminded of their responsibility
to make citizens literate. A simultaneous media
campaign was conducted through print and electronic
media concentrating on the idea that, if no prompt
action was taken to address illiteracy of youth and
adults, the globally agreed education goal of quality
education for all would not be reached by 2015. The
campaign also focused on drawing the attention of
politicians to the fact that an iota of action is more
welcome than a bunch of empty promises.
Philippines
Sri Lanka
Sri Lanka
Philippines
Sri Lanka
Sri Lanka
Teachers, students, parents and the youth kicked

off the month-long campaign on Youth and Adult
Literacy and Lifelong Learning in schools located
at different parts of the country on 24th March.
Thousands simultaneously read stories written by
Nelson Mandela, Paulo Coelho, Dakota Richards and
other celebrities and later discussed the importance of
literacy and lifelong learning. Simultaneous Big Read
events were held in Luzon, Visayas and Mindanao
where more than 1000 people were mobilized on April
22nd to call for the youths right to quality and free
education. In Quezon City, members of the coalition
shared an eight-point agenda for policy advocacy
on education before an audience of children, out of
9
IL 2009
th -26th
th APR
APRIL 200
20
20th -26
SRI LANKA
Asia 3DFLF
TAIWAN
Approximately four thousand people from 25
regions of Taiwan participated in Global Action
Week. The national Coalition used the stories
from global celebrities to design curriculums as
teaching materials. There was a Creative English
Story Writing Competition to draw public attention
and to encourage as many people to participate in
the campaign as possible. There were three stories
which received the top prize. The winning story
was performed by its writers, a group of 13 year old
junior high school students, on the Official Back to
School day. Legislators, the President of the National
Teachers Association, Mr. Wu Chung-Tai and the
President of Taipei Teachers Association, Mrs. Hsieh
Man-Li, volunteered to support Global Action Week.
By attending the Official Back to School activity,
they acted as positive role models to people willing
to devote themselves to the work of improving the
Taiwan
quality of education and implementing the goal of

Education for All; moreover, they taught students to
learn the importance of lifelong education and literacy
for both youths and adults.
THAILAND
To celebrate Global Action Week, civil organizations
sponsored a Big Read road show with the starting
gate in Chiang Rai. A mobile unit reached out to
communities and collected learning experiences,
stories and suggestions which were then presented to
the government. The Education Mobile van travelled
to different parts of the country from 23rd-30th April
to dramatize the need to reach out to different sectors
of society, especially the unreached and marginalized.
Activities engaging the indigenous communities in
Chang Rai and Chiang Mai and labour migrant groups
in Bangkok and the surrounding suburbs highlighted
the week-long campaign.
Taiwan
VIETNAM
More than 400 people took part in the national
highlight event which was organized in Bac Ninh
province with the presence of the Education Deputy
Minister on 23rd April. The event was widely broadcast
on several major TV channels, such as Vietnam
Television VTV1, VTV3: Hanoi Television: HTV1; VTC,
and a number of print and online media. Prior to this,
a series of events was organized at local levels, among
these was an essay writing competition launched by
MOET together with the coalition for Global Action
Week on the value of literacy to adults and youth. The
competition attracted more than 60,000 entries across
the country with the youngest coming from first grade
students and the oldest from an 86-year old man.
Vietnam
Vietnam
The Big Read
45
Ire
lan
Europe
9
IL 200
th APRIL
20099
th -26th
th APRIL 200
th
20
-26 APR
20
20th-26
Europe
Portugal
Macedonia
Whether the campaign focused on demanding that more money be made

available to support education in poorer countries or demanding Education
for All at home, the countries in the region who participated in Global Action
Week did so with creativity and determination. Themes ranged from No child
without paper and pencil in Greece to 2015: Education for All: A lesson for Italy
during the G8. In the UK, children read stories from the Big Read, and were
inspired to write their own and submitted them to the Prime Minister. Several
countries got local celebrities, sports stars and authors involved, like childrens
writer Roddy Doyle from Ireland.
Students between the ages 10-14 re-energised the Armenian traditional
family readings by organizing the Big Read in their families. Solidarite Laique
organized the Big Read event at Cafe Signes, a restaurant in Paris run by the
speech and hearing impaired. In Denmark, 187,000 students read the specially
prepared Reading Rocket. All 187,000 students were encouraged to write
a speech for the Prime Minister, helping him convince the worlds leaders
to ensure education for all children. Children got the opportunity to hang
notes and wishes regarding education on the symbolic tree of knowledge in
Georgia. In Austria, the Big Read was translated into Braille and read by blind
students.
The Big Read
47
Europe
ALBANIA
AUSTRIA
In Tirana on 24thApril over 30,000 children and

writers from across Albania participated in the Big
Read, thanks to an agreement between the Albanian
Coalition for Childrens Education and the Ministry of
Education of Albania. The main event took place in the
capital of Albania, Tirana, in a major public event, with
the participation of more than 300 children, young
people, famous childrens writers and representatives
of Government and civil society alike. The main hall
of Tirana International Hotel was changed into a large
reading hall and exhibition, where children from all
over the country showed their dedication to reading,
recitation, singing and painting.
The Big Read was read at the Department of Education

on 22nd April, with an opening statement from the
head of the Department of Education and Reading,
Heidi Stroymeyer and others including the actress Chris
Lohner joining in. Austrian pupils were also included in
the unique education event: Nimet Ergn (high school
student at the Haydngymnasium Vienna) read a story
by Paulo Coelho. Furthermore, a modern radio spot
with rap elements about Louis Braille (inventor of the
Braille script) was presented and produced by blind
pupils. The key message of the Big Read in Austria was
that education has to include persons with disabilities.
The right of education has to be granted to everyone,
irrespective of gender, origin, ethnicity or religion and
everybody has to perceive the implementation of this
human right as their social and global responsibility.
ARMENIA
The Big Read was translated into Armenian and sent
to government and non-governmental organizations,
local schools, libraries and writers throughout Armenia.
Over 10 000 people participated in the Big Read from
all regions of the country. Students between the ages
10-14 re-energised the Armenian traditional family
readings by organizing the Big Read in their families.
The Minister of Culture, Mrs. Hasmik Poghosian called
on the Armenian population, cultural institutions and
libraries, encouraging them to actively participate in
the Big Read. The Minister declared her support for
the campaign to respond actively to the Big Read as
a tool to abolish illiteracy and to encourage a positive
environment for the dissemination of books and
literature.
Seven schools from Brussels and surrounding areas

participated in the Big Read in French and Dutch.
100 signatures were collected for the petition. A
seminar was held on 24th April where the status of
basic education in Africa was presented by UNESCO.
An expert of the Bernard van Leer Foundation (NL)
emphasized the importance of Early Childhood Care
and Education (Point 1 of the Dakar Framework) and the
procedures developed by Transparency International
to enhance citizens control of education budgetary
allocations in Africa. The national Big Read event
was held on Wednesday, 22nd April at the Institute
Communal Professional Horticole (ICPHS) Uccle, in
partnership with Dynamo International. Young people,
Austria
Albania
BELGIUM
9
IL 200
th APRIL
20099
th -26th
th APRIL 200
th
20
-26 APR
20
20th-26
accompanied by their teachers, came and listened

to a brief presentation on literacy, and were made to
empathize with children without access to the quality
education. Secondly, a sign with no meaning was
projected on the wall to demonstrate what a person
feels who cannot read.
DENMARK
187,000 Danish school students read the Danish version
of The Big Read called The Reading Rocket that is
produced every year in Denmark. The number covers
half of all schools in Denmark! Students read stories
about childrens lives in Africa and how education
has a huge impact on their life and is a human right.
Furthermore, IBIS developed an educational homepage
where students read factual information about African
countries and learned about the importance of
education for all children by watching brand new film
portraits of the African children who they had already
read about in the Reading Rocket. All 187,000 students
were encouraged to write a speech for the Prime
Minister in Denmark helping him convince the worlds
leaders to ensure education for all children. On 22nd
April a public event took place in Parliament Square
in Copenhagen, where the Danish Prime Minister and
Development Minister of Denmark came to listen,
respond and receive the students speeches. The event
was called Politician for a day.
Denmark
Europe
FINLAND
In Finland Save the Children released a joint statement
with other NGOs to the Minister for Foreign Trade and
Development, expressing concern about the decrease
of aid allocated to education. The government was
urged to prioritize the Education for All goals and give
priority to the needs of conflict-affected fragile states.
Committed funds had dropped from a 10 percent share
of ODA in 2002-2004 to 4.5 percent in 2007.
FRANCE
Solidarite Laique organized the Big Read event on
22nd April at Cafe Signes, a restaurant in Paris run by
the speech and hearing impaired. Many high profile
personalities attended this event. Laure Adler, an
author and journalist, Bjorn Larsson, author of the
French Big Read short story and Nicholas Burnett from
UNESCO were present. At the UNESCO Headquarters,
Action Week coincided with the 181st session of the
UNESCO Executive Board and the World Book and
Copyright Day on 23rd April. Copies of the Big Read
were distributed to the Executive Board members,
many of whom signed the Book to support the
campaign. Two events, the Big Read and a round table
on literate environments took place with Executive
Board members and other partners, which was a great
success. The session of the Big Read was opened by
Mr. Koichiro Matsuura, the UNESCO Director-General
(DG), and participated by the winners of the UNESCO
International Literacy Prizes.
sums up the empowering nature of literacy. Literacy is

a basic right, the foundation for lifelong learning, and
a fundamental condition for participating in todays
knowledge societies. It is a prerequisite for personal
independence, and has widespread social, political,
economic and cultural benefits.
GEORGIA
The Georgian Campaign, ESFTUG launched a
competition to recognize journalists who write about
literacy and quality education. On 22nd April the
Big Read was held in front of the first Gymnasium of
Georgia. All invited guests made notes on what needs
to be done regarding education and delivered the
notes to the President of Georgia. Publishing Houses
held book exhibitions and later visited orphanages,
providing the children with new books. The message
of the exhibitions was Open the book for the future.
Symbolically, a tree of knowledge was planted in the
square of the park and children delightfully hung their
messages and wish notes on the tree.
GERMANY
In Hamburg there was a public reading of the giant
book (3m x 3m) with pupils and celebrities. In
Berlin they held a reading in a special board for the
development of the German parliament. A class of
pupils read from the giant book then handed over the
messages and requirements to the attendant members
of parliament.
In his speech, Mr. Matsuura said; The slogan of this

years campaign, Open Books, Open Doors, aptly
France
GREECE
170 schools of all grade levels throughout Greece
participated in various Global Action Week events
that took place from 6th to 12th April. With the help
of ActionAid, The Big Read Book included a story
written especially for the Greek edition by Lena Divani,
a famous Greek novelist and 25 testimonies of adult
learners from Second Chance Schools. 10,300 students
signed the petition addressed to Mr. Merkourios
Karafotias, the Head of Hellenic Aid-General Directorate
for the International Development Cooperation. The
petition focused on the funding of the Fast Track
Initiative (FTI) in order to provide efficient aid for
primary education projects in low-income countries,
something that Greece has never financed before.
Many schools organized their own local events and
projects spreading the word to their community
members about issues concerning everybodys right to
education. One of the highlights was a play organized
by four elementary schools from the province of Ahaia.
Among the schools was the School of Patra, a school for
pupils with hearing impairments. 85 children from the
four schools collaborated to perform an exquisite play
that focused on the causes of illiteracy and the right
to education, drawing more than 15,000 spectators
including families, teachers, community members
and local authorities to the performance of No child
without paper and pencil.
Germany
Georgia
The Big Read
49
Europe
IRELAND
The Irish Coalition for the Global Campaign for
Education circulated Big Read material to every
secondary school and invited the teachers of the
lower secondary course, Civic, Social and Political
Education, to encourage students to organize local
events to highlight the fact that millions of children
worldwide are missing out on education. Teachers of
children in upper primary schools also wrote stories to
support the Big Read idea. The national event consisted
of a symbolic Big Read of stories prepared by Irish
students aged from 10 to 16 years and the reading of
a story from the GCE Big Read book by internationally
acclaimed Irish writer, Roddy Doyle. A number of adult
representatives from the immigrant communities in
Ireland also attended the event, including people who
had joined adult literacy classes. The event was hosted
by Irish Aid, the Government agency for overseas aid
and development.
ITALY
During Global Action Week around 1,500 students (from
6 to 11 years old) participated at the Big Read. They
read the national and international stories, and held
debates on the theme of education, created elaborate
drawings and, inspired by the book, wrote their own
compositions. The national highlight event took place
on 15th April in the form of a Round Table entitled
2015: Education for All: A lesson for Italy during the
G8 at the Chamber of Deputies in Rome. During the
event, some African writers and actors read and acted
out parts of the African stories highlighting the right
to education in Africa. Many high profile personalities
Ireland
were in attendance: Pina Picierno, member of the

Commission of Education of the Chamber of Deputies;
Renzo Rosso, Italian Ministry of Foreign Affairs and
Leila Loupis, Education for All Global Monitoring
Report Team, UNESCO. The event aimed to highlight
the role and the opportunities that Italy has and could
have in prioritizing education as a G8 country, and the
process undertaken by the Italian GCE to encourage the
national government to carry its own responsibilities
for achieving the EFA goals. A new Facebook cause was
created specifically for the Italian Coalition and a new
website www.cge-italia.org was launched. The CGE IT also presented the Big Read with the international
stories, translated into Italian, and seven short Italian
stories written by Rita Levi Montalcini (Italian Deputy
and Nobel Prize Winner for Medicine in 1986), Dacia
Maraini (writer), Patrizia Toia (European Deputy), Paola
Turci (singer), Maddalena Crippa (theater actress), Fabio
Geda (writer) and Vito Rubino (writer). The theater
company, Piero Gabrielli, also presented two short
performances based on two stories written by Gianni
Rodari.
LATVIA
More than 10,000 participants took part in the largest
street demonstration since Independence. The crowd
consisted of schools, teachers, researchers, parents
organizations, and other NGOs.
LUXEMBOURG
Five schools in Luxembourg participated in the Big
Read in French and each participant signed the book.
In addition, a debate took place at the University of
Luxembourg where the status of basic education
in Africa was presented by Mr. Ousmane Sy, former
minister of Mali, reference person concerning questions
about decentralization and good governance in
Africa and honorary member of the board of IDAY
International. Mr. SYs intervention was completed
by Mr. Charles Goerens, former Minister of the Club of
the Sahel. The event was organized with the support
of the Circle of African Students at the University of
Luxembourg. A final printed version of the Big Read
book was sent to the Government Officials.
MACEDONIA
Over 100 children from schools from six different
cities in Macedonia, teachers, parents and local public
figures took part in the Action Week march as a sign of
solidarity with every child in the world that does not
go to school. The Big Read stories were translated into
Macedonian and Albanian and uploaded onto www.
childrensembassy.org.mk for everyone to access and be
able to add their own.
Luxembourg
Italy
Macedonia
9
IL 200
th APRIL
20099
th -26th
th APRIL 200
th
20
-26 APR
20
20th-26
Europe
MALTA
Open Books, Opens Doors was the slogan that
guided St Benedict College Safi Primary through its
celebration of Action Week held on the school premises.
The Primary school joined the worldwide advocacy
campaign organized by the Global Campaign for
Education in supporting children, youth and adult
literacy and lifelong learning. The reading initiatives
held during this week at school were intended to send
a strong signal about the importance of literacy and a
literate environment. The celebrations were attended
by officials from UNESCO. The key message on the right
to education for all was addressed by raising awareness
that literacy is a basic right. Various literacy events
addressed all pupils, teachers, parents and workers at
school. Year 6 pupils read out childrens stories to the
kindergarten pupils and their parents. The Big Read
sessions were implemented by the junior classes while
the senior students read excerpts from a collection
of short stories written by one of the local prominent
authors. Children were also engaged in other writing
activities that promote literacy.
MONTENEGRO
Montenegro announced the literary competition for the
selection of three best stories for cash prizes. On 28th
April a jury selected the winning stories and winners
were announced by the Trade Union of Education of
Montenegro. The stories were published in a special
publication devoted to Action Week, which was a huge
success. The three winning stories were The Silent
Malta
Don (named after the famous novel from Sholokhov),

The Mother of Language and The Open Book. There
was also a national campaign to collect books to be
delivered to rural schools, where students did not have
access to libraries. The team is hoping that this action
will serve as a stimulus for further funding for much
needed books.
A quote from one of the winning stories: Too often we
complain we dont know this or that and not sure what
to do. But, we are clever and we could learn all that.
I could say that until the last day on this planet I will
not stop learning and developing my mind. Therefore,
educate yourselves, because its never too late to
become an educated man and realize how much the
book and education can change the world.
THE NETHERLANDS
In a co-organised meeting with the Amsterdam World
Book Capital, the Dutch Big Read (Boek van Belang)
was officially handed over by Princess Laurentien to
the Minister for European Affairs Frans Timmermans.
They both gave dedicated speeches with regards to
the importance of the ability to read and write. The
Storybook contains 49 contributions by well-known
Dutch people about reading and writing, including the
Minister of Education, a number of writers, sportsmen
and TV personalities. A film was developed that shows
the journey of the book throughout the country and
will be made available on YouTube. In co-operation
with the University of Applied Sciences in Amsterdam,
learning materials have been developed that enables
teachers to use the Boek van Belang in the classroom.

Over 550 students of Dutch Teacher Training Institutes
ordered the learning materials and over 600 libraries
have received the storybook.
NORWAY
The Norwegian GCE and VOFO, Adult learners
Organization held an event at the House of Literature
on the International Day of the Book, 23rd April in Oslo.
Various officials participated and the SOS Childrens
Village presented their work on adult learning. The Big
Read Book was given out as gifts to participants. The
programme was conducted by the President of The
Norwegian Commision to UNESCO and addressed by
the President of the Union of Education Norway and
GCE Board member, Helga Hjetland. The speeches
were then delivered to the ministry of education to be
answered by the Minister of Education or his Deputy
Minister. SOS Childrens Village presented their work
regarding adult learning globally. The OECD project of
adult learning called PIAAC was prepared by a research
institute in Norway, who were invited to present their
work.
Montenegro
Netherlands
The Big Read
51
Europe
POLAND
PORTUGAL
On 22nd April at 12 oclock in the Ministry of National

Education in Poland in Katarzyna Hall, the Minister
of Education read an extract from her favourite book
to a group of 60 children aged 10-12 from different
schools in Warsaw. The group comprised of some
children with poor eyesight and several children from
an emergency shelter. The event was organised by
the Polish Teachers Union (ZNP) in cooperation with
the Ministry of National Education and All of Poland
Reads to Children Foundation. The participants of the
meeting were asked to sign the declaration for the
struggle against illiteracy. At the local level, there were
several meetings organised by schools who invited local
personalities to read extracts of their favourite books.
Children received commemorative books from the
government department. The campaign emphasized
childrens needs and increased public awareness of the
costly equipment necessary to allow visually impaired
children to read.
Over 7,000 people took part in Action Week throughout

the country. Add to that the impact of the media, the
coalition estimates the number of people who heard
stories from the Big Read to be over 110,000. They
published versions of the book to spark discussions
on Education for All, which two of the participating
organizations used to prepare teachers guides. The
Ministry of Education is leading a movement to
improve reading skills, specifically at secondary level
and was very active in asking all the district schools
to participate in The Big Read. The Big Read event on
29th April was also a success. The Portuguese coalition
gave the floor to students ranging from 8 to 70 years
old. Additionally, actress Beatriz Batarda made a
statement on education and writer Isabel Stilwell, who
wrote a story for the Big Read, read the story of Ed (by
Dakota Blue Richards) in Portuguese to both children
and adults. There was a very special moment when
a blind girl, who had graduated from University with
merit, read a story from the Big Read in Braille, and
then shared her educational experience. She told the
audience about the discrimination she often felt, and
the difficulties she had over the years, leaving them
with a powerful testimony of hope and strength. She
was excited to share her story and to call for more
support in order to include more people with different
disabilities in these kinds of initiatives. There were
more readings done by government officials and an
exhibition of drawings, videos and entries by students.
The coalition held many different events such as

discussions on illiteracy-related problems and thematic
poster and photography exhibitions. Furthermore,
schools organised collections of books under the
banner of Share your books, drama workshops, and
numerous artistic, poetic and literary competitions.
Elder students had the opportunity to learn how to
increase their reading speed at special workshops
and could read books to children in kindergarten.
Some schools linked the event with the celebration
of the World Book and Copyright Day which fell on
23rd April or with the World Earth Day on 22nd April.
Local newspapers and local TV stations gave detailed
coverage of the overall campaign.
In Romania, the coalition for Education coordinated by

Save the Children, mobilised over 100,000 children in
approximately 550 schools from all over the country
in joining the campaign and the Big Read. Important
trend setters in Romanian society theatre actors,
international athletic champions, media directors
and producers, civil society militants, and journalists
joined the campaign and helped pass its message
to governmental authorities. Gabriela Szabo (track
and field athlete, three-time world champion and
Olympic gold winner), Maia Morgenstern ( national and
international actress), Horia Roman Patapievici (Head
of the Romanian Cultural Institute), Aurora Simionescu
(25-year old astrophysicist that discovered a missing
piece of Universe) and 7 other major Romanian
personalities, shared their own stories, testimonials and
pledges on education, becoming the authors of the
national version of the Big Book.
Schools involved in the campaign invited local
authorities and personalities to listen to childrens
stories and to read the Big Read. There were debates
held in schools prior to Action Week emphasizing the
importance of literacy. Save the Children also organized
various activities across the country including a big
event at the Central University Library in Bucharest.
SLOVENIA
Global Action Week opened with the viewing of a short
film by students and teachers, followed by a discussion
on the importance of education. The students read
stories from the Big Read: younger pupils, (ages 6 - 11)
chose the story about Ed and his friend Cassidy written
by Dakota Blue Richards, while older pupils (ages 12
-15) read the story written by Devli Kumari.
Romania
Poland
Portugal
ROMANIA
9
IL 200
th APRIL
20099
th -26th
th APRIL 200
th
20
-26 APR
20
20th-26
Europe
SPAIN
SWEDEN
UK
An exciting national Big Read event took place where

students, women who are learning to read and write,
writers, politicians, and other big names were in
attendance. Footage and audio clips of different people
reading some Big Read stories were collected. The
countrys Vice President, writers, Rosa Montero, Eduardo
Galeano, Maria Vargas Llosa, and Jos Saramago were
among over one thousand people who collaborated
in preparing a book of stories in support of the right to
education for all.
More than 43 cities, libraries, universities, theatres
and spaces related to education and culture hosted
the Big Read, in which more than 700 schools asked
about 100 representatives from around the Spanish
territory to meet their commitments and work to make
Education for All a reality by 2015. Secretary of State
for International Cooperation, Soraya Rodriguez, who
signed the formal requests of the campaign to support
education said: The government pledged last year to
spend 8% of Official Development Assistance to basic
education this year, renewing our commitment, we
demonstrate our effort to achieve that percentage
and ensure access to education in poorer countries.
Elvira Velasco, member of the Senate, not only signed
the requests, but also announced in the Senates
Cooperation Committee the presentation of a motion
that includes the Global Campaign for Education
demands.
The Swedish coalition focused on lobbying and

advocacy for literacy during Action Week this year. A
letter was sent to the Minister of Development Cooperation and the Minister of Education requesting a
dialogue on Education for All and the involvement of
civil society in the process. Several debate articles were
published, among them one together with UNESCO
and UNDP. One of the most famous Swedish authors,
Henning Mankell, wrote about the importance of
literacy as a way of combating poverty and HIV and as a
necessity to becoming a confident citizen.
One million students and teachers took part in the Big

Read to remind world leaders to keep their promise
on education for all. Pupils in schools all over the UK
joined millions in 100 countries around the globe on
Wednesday 22nd April for a huge Big Read event.
School children held read & write-a-thons to remind
the Prime Minister, Gordon Brown and other world
leaders to keep their promise that every child in the
world should have received a primary education by
2015. After reading inspiring words from influential
people, including Nelson Mandela, Michael Morpurgo
and Dakota Blue Richards on the theme of literacy,
children then wrote their own stories, speeches and
poems to read out at school-wide read & write-a-thons
to MPs, teachers, parents and journalists. Pupils then
used the power of their words by sending their work to
the Prime Minister. Around the country VIPs took part in
the Big Read. In Brighton the young star of the Golden
Compass (Lyra Belacqua), Dakota Blue Richards; in
Newcastle the Minister for International Development,
Ivan Lewis, in Portsmouth children authors, Ali Sparkes
and Sean Beech as well as two FC football players
participated. Several MPs also attended the Big Read
events. An inspiring short film was made and placed on
the website www.sendmyfriend.org
Slovenia
Switzerland
SWITZERLAND
In Switzerland, there were a number of exciting
activities. A Swiss book, containing testimonies
from 13 children and adults who now have access to
education through non-formal channels, was conceived
and distributed to public and private institutions,
partners of the coalitions network. The testimonies
show the importance of education and how it can
change life. One interview was of a Swiss well-known
politician, Brigitta Gadient.
In Geneva, the LEcole de lEurope organised a
celebration on 24th April. The Mayor of Geneva,
Manuel Tornare, the General Secretary of the Education
Department of Geneva, Marianne Frischknecht, and
parents attended the event. Children presented
short plays, poems and songs about education. The
Pestalozzi Childrens Foundation organised a party on
5th May in the Pestalozzi village of Trogen, celebrating
Education for All. Six pupils from different cultures
presented texts on the Big Read. Signatures were also
collected for a petition. A press conference held on
23rd April in Bern, stressed the need for Switzerland
to increase its financial support to Education in
development cooperation. The response was so good
that articles on the GCE have been sent out to Swiss
teachers magazines BildungSchweiz and LEducateur.
Action week was organized by the Swiss Network of
Partners for Education.
UKRAINE
In Ukraine 53,000 students, teachers, parents and
members of local groups took part in the Big Read.
Schools, libraries and museums took part in the Big
Read. The total number of schools involved was
138 schools, representing approximately 100,000
participants. The schools received the Big Read books
and made copies of them to distribute to every class,
the children read the stories, discussed the problems of
education in Ukraine and all over the world, then wrote
their names in support of those who could not. The
students also wrote their opinions and drew pictures in
support of education on posters with the Big Read logo,
then these wallpapers with pictures and posters were
put on the walls, demanding from the directors of the
school to pay attention to what the children demanded.
The Big Read was translated into Spanish, Russian,
Ukranian, English, German and French.
The Big Read
53
So
la
ali
nd
M. East & N. Africa
th
th
th -26
20
20th-26
20099
IL 200
APR
APRIL
M. East & N. Africa
Egypt
Middle East
& North Africa
There are stark variations between countries in the Arab States. Whereas
enrolment has increased over the last decade, girls still account for
the majority of missing school children. In 2006, 61% of out-of-school
children in the region were girls.
Jordan
From Oman to Tehran, Global Action Week was filled with activities
such as writing competitions, media campaigns and art festivals. Over
1 million students and 40,000 members of the educational cadre took
part in launching the national campaign in Palestinian Territories in all 22
districts. Students in Lebanon made a mural highlighting the importance
of literacy, Tunisian teachers invited politicians to view a video of
kids deprived of education. The Iraqi coalition enforced strict security
procedures due to bombings in Baghdad, but were still able to organize
festivals across the country.
The Big Read
55
M. East & N. Africa

EGYPT
IRAQ
ISRAEL
Egypt decided to spread the word about GCE and the

purpose of the organisation to familiarize people with
the campaign. They held eight activities in different
parts of the country targeting schools, universities and
NGOs.
Working in Baghdad held many challenges due to

car bombings and suicide bombings particularly
in public places. The team had to instill very strict
security procedures, but did not let that stop them from
campaigning to improve the state of education that is
so desperately needed in Iraq. Volunteers took to the
streets, organizing festivals across the country to launch
Global Action Week 2009. The activities included
plays, a photo exhibition, a poetry, song and drawing
competition. The childrens drawings were exhibited
in the street of Hububi where a number of schools,
government agencies and students stood for the right
to education for all. Copies of the book were printed
and distributed by the army at checkpoints. One of the
stories is that of Alis mother, an illiterate rural woman
who spent most of her life working on the farm and
raising her children. After the death of her husband
who was a policeman, she had difficulty claiming his
pension because she could not read the forms. She
enlisted in an adult learning program and in six months
could read and write and continues to study with her
children.
Campaigners in Israel promoted the issue of improving

the status of education in East Jerusalem. They initiated
meetings with the Israeli Knesset (Parliament) members
to garner support for improved education conditions.
They also organized a massive media campaign to
highlight the activities.
IRAN
UNESCO Tehran Cluster Office together with its partners
and a group of 200 school children and teachers in
Tehran launched the start of Global Action Week. This
celebration was attended by 200 young students,
teaching staff and officials from the Ministry of
Education, as well as representatives from universities.
About 5,000 Education Week Posters were circulated for
better visibility of this global anniversary. The agenda
for the public meeting included informative and
thematic speeches enlightening the students about
EFAs main concepts & goals; disseminating information
leaflets, a light reception and Iranian traditional music
performance by Maheno Cultural Group. Two weeks
of intensive training in cooperation with IIEP was
held on Education Planning from 19th -30th April. A
consultative meeting with the Commission of Education
and Research of Iran Parliament took place on 21st April
and the Global Monitoring Report 2009 was launched
in Farsi. This opportunity was also reflected in detail &
nationwide through a governmental newspaper called
Iran Daily.
Egypt
th
th
th -26
20
20th-26
20099
IL 200
APR
APRIL
Iraq
JORDAN
In preparation for Global Action Week 2009, the
local coalition took a different approach and trained
adolescents as advocates, preparing them to play
active roles in their schools and societies in order to
raise awareness of the negative impact illiteracy and
dropping out of school has on an individuals future.
Schools conducted art and writing competitions
culminating in a national art festival on 26th April under
the patronage of The Honourable Mayor of Irbid, Ali
Al-Fayez.
LEBANON
This year around 17,000 children participated in
activities to promote this years theme - The Big Read:
Youth and Adult Literacy and Lifelong Learning.
Children as young as five years old submitted
stories to national campaigners for the National Big
Read event. Other activities included conducting
illiteracy workshops with employees and parents in
reading and computer skills, composing songs and
poems, interviews, drawings and doing models for
the logo of the week, making murals about literacy,
awareness campaigns and panel discussions about the
importance of reading and literacy. Plays depicting
the right to education for everyone (similar to Cassidys
story from the Big Read book) were performed, and
beautifully written stories were compiled in a book
and given during the final celebration to the Minister
of Education, Mrs. Bahia Al-Hariri. The celebration
was under her patronage, as well as Dr. Othman, the
regional representative of UNESCO Office in Beirut,
and the General Director of Al-Mabarrat Association.
The UNESCO Office in Beirut and UNESCO Associated
M. East & N. Africa

Schools honoured Al-Mabarrat Association for its role in
endorsing the Education for All goals.
OMAN
Al-Mutanabbi, an ASPnet secondary school in Oman,
organized a reading session and an activity during
which students shared thoughts, poems and drawings
about what education means to them.
PALESTINIAN TERRITORIES
Over 1 million students and 40,000 members of the
Palestinian educational cadre including directors,
supervisors, counsellors and teachers participated in
the launching of the national campaign for education.
Ceremonies varied in the 22 directorates of the West
Bank and Gaza but in all emphasis was on Adult Literacy
and Life Long Learning. In 2,150 public, private and
UNRWA schools, morning announcements were made
and readings from the Big Read Book took place during
morning classes. Schools conducted cultural, art and
theatre activities all related to the theme and slogan
of the campaign for the rest of the Action Week. In
addition to this, the national coalition for a safe school
environment in cooperation with the Ministry of
Education and UNRWA held large fairs in all of the 22
directorates during the Action Week from 21st-27th
April. Thousands of politicians, activists, organizations,
artists, educators, parents councils and community
members joined the activities.
The representative of the Palestinian presidency
promised to help GCE Palestine to achieve its goals.
The events were broadcast on Aljazeera. In the Hebron
Directorate, one of the students talked about his
experience:
Palestine
I am honoured and happy to stand before all of you

today as one of literacy centres students. I am now
able to write and read these words which express my
happiness, especially since I was not able to read and
write anything. I could not read the newspapers or
any of my childrens books. I did not have the ability
to teach my children or to answer their questions. It
was difficult when my children brought any letter from
their school or teachers for me that I couldnt read or
understand, but now I am happy because I can connect
with the world, with my children and my society. I can
read my bills now and no one can cheat me anymore.
Today I would like to express my appreciation to the
Ministry of Education and to everyone who helped me
change my life.
SOMALIA
The Big Read started with a media campaign on schools
becoming violence free zones and a call to aan ku
biirno inta aqrida [lets join readers]. Hundreds of
Universities and primary schools were mobilized to take
part. The national highlight event was themed under
the slogan Open Books, Open Doors, Schools Must Be
Violence-Free Zones. More than 2,200 attendants took
part in the Big Read event to end exclusion; to put a
price on girls education; and to make schools violencefree zones and over 300 schools registered for the Big
Read. Some politicians and members of government
officials were also part of event.
Somaliland
SOMALILAND
Schools and educational centres focused on dramarelated activities for the youth and adult awareness
by collecting literacy success stories and compiling
data of the number of people who cannot read and
write. The events were held in Hargeisa, Borama,
Berbera and Burao districts in Somaliland, from April
20th -26th 2009. Children presented poems, plays and
songs around the theme Youth and Adult Literacy
and Lifelong Learning. Somaliland is in a post conflict
reconstruction phase. Education is one of the socialeconomic sectors being redeveloped after years of
deterioration. It is recognized as a fundamental tool
that will not only facilitate long term economic gains,
but build the necessary human resource to achieve this
goal. Speaking during the Big Read event on 26th April,
the Minister of Education, who was the guest of honour,
echoed the governments commitment in ensuring
that all children in Somaliland are able to get quality
education. He emphasized that this years message
- encouraging youth and adult literacy and lifelong
learning was very welcome, and that the government
was strengthening its support to schools to ensure that
teachers and students have the appropriate teaching
and learning materials. A procession comprising of
school children from 6 schools including adult learning
centres and government dignitaries led by the Minister
of Education and the Director General for Education,
and other guests walked to Freedom square to mark the
climax and the official end of Global Action Week
TUNISIA
Organised by Tunisian teachers of English, the Big Read
main event was held on 24th April. Political figures
were invited to the classrooms and students read the
Story of the Pencil, by Paulo Coelho. During the lesson
students were shown videos about The Big Read and
made aware that millions of kids are still deprived
of one of the most important rights, the right to be
educated. As a way to express their sympathy with the
underprivileged kids who are victimized by illiteracy
due to wars and poverty, the students drew posters,
wrote slogans and enacted short skits in order to take
part in the struggle against illiteracy.
The Big Read
57
Who Took Part?

Thanks to all the children, parents, teachers, schools, representatives of NGOs, Unions and communities
that worked so hard to make the Big Read the phenomenal success that it was. Below is a list of education
coalitions and organizations that took part in Action Week. Every effort has been made to include the lead
organization in each country but sometimes this information has not been made available and GCE will
not be held accountable for errors in these lists.
Afghanistan: Movement for Support of Quality
Education in Afghanistan. Coordination of
Humanitarian Assistance (CHA), Saba Media
Organization (SMO), Afghan Management and
Marketing Consultants (AMMC), COAR, STARS,
Organization for Human resource Development
(OHRD), GCCF, CPAU, PACE- A, LIFE, NLC, UNESCO,
NSDP, WFP, NFUAJ, JICA, UNICEF, IRC, AFAFAE, UNHABITAT
Albania: Childrens Human Rights Centre of Albania
(CRCA), Trade Union Federation of Education and
Science of Albania (FSASH), Independent Trade
Union of Education of Albania (SPASH) Information
and Research Centre for Childrens Rights in Albania
(IRCCRA), Albanian Childrens Rights Network (ACRN)
www.crca.org.al
Angola: The Angolan Civil Society Education for
All Network 2015 (Rede EPT - Angola) SINPROF,
Intermon Oxfam, ICCO, Oxfam GB, Open Society, Dvv
International and IBIS
Argentina: CTERA Confederacin de Trabajadores
de la Educacin de la Repblica Argentina, Fundacin
SES Sustentabilidad, Educacin y Solidaridad. CIPPEC
Centro de Implementacin de Polticas Pblicas para
la Equidad y el Crecimiento, ETIS Equipo de Trabajo
e Investigacin Social, Fey Alegra, LPP Laboratorio
de Polticas Pblicas, Save the Children, CASACIDN
Comit Arg. de Seguimiento y Aplicacin de la
Convencin
Intern. sobre los Derechos del Nio, Fundacin
Escolares, Marcha Global contra el Trabajo Infantilde
Argentina, Ce.Pa.De.Hu. Centro de Participacin para la
Paz y los Derechos Humanos, Red GESOL, IE Programa
EPT/VIH SIDA, CTA Chaco, Marcha Global contra el
Trabajo Infantil de Capilla del Monte, Casa Joven de
Capilla del Monte, Campaa Argentina por el Derecho
a la Educacin (CADE)www.derechoseducacion.org.ar
Armenia: Armenian Constitutional Right-Protective
Centre (ACRPC) NGO, UN DPI, Ministry of Culture,
Ministry of Education and Science, Writers Union,
World Vision, National Library, Junior Achievement
NGO, Civil Society Institute NGO, Regional libraries,
Human Rights libraries, Human Rights teachers,
journalists, volunteers.
www.acrpc.am
Bangladesh: Campaign for Popular Education
(CAMPE) Association For Community Development
(ACD), Aparajeyo Bangladesh, Action In
Development (AID), ActionAid Bangladesh, Ain O
Shalish Kendra (ASK), Alliance for Co-Operation and
Legal Aid Bangladesh (ACLAB), Alsafa Samaj Kallayan

Sangstha (ASKS), Ashroy Foundation, Asroy (Shelter),
Association for Land Reform and Development
(ALRD), Association for Sanitation and Economic
Development (ASED), Association for Socio Economic
Development (ASED), Association of Voluntary Action
for Society (AVAS), Balipara Nari kalayan Samity (BNKS),
Bandhan Samaj Unnayan Sangstha (BSUS), Bangladesh
Mohila Parishad, Bureau of Non-formal Education
(BNFE), Bangladesh Girls Guide Association (BGGA),
Bangladesh Graduate Primary Teacher Association,
Bangladesh Indigenous Peoples Forum (BIPF),
Bangladesh Mohila Samity, Bangladesh Association for
Community Education (BACE), Bangladesh National
Women Lawyers Association (BNWLA), Bangladesh
Primary Teachers Association, Bangladesh Protibandhi
Kallyan Somity (BPKS), Bangladesh Debate Fedaration
(BDF), Bangladesh Rural Advancement Committee
(BRAC), Bangladesh Shishu Adhikar Forum (BSAF),
Bangladesh Society for the Enforcement of Human
Rights (BSEHR), Bangladesh Teachers Association (BTA),
Bangladesh Teachers Federation (BTF), Bangladesh
Unnayan Parishad (BUP), Bangladesh Womens
Health Coalition (BWHC), Barendra Development
Organization (BDO), Bikalpa Unnayan Karmasuchi
(BUK), BRAC University of Education and Development
(BU-IED), BURO Bangladesh, Campaign for Good
Governance (SUPRO), Campaign for Popular
Education (CAMPE), Caritas Bangladesh, CATALYST,
Centre for Mass Education in Science (CMES), Center
for Services and Information on Disability (CSID),
Centre for Disability and Development (CDD),
Centre For Community Development Assistance
(CCDA), Child Development Forum (CDF), Coalition
for the Urban Poor (CUP), Coastal Association for
Social Transformation Trust (COAST), Community for
Association Rural Development (COARD), Concern
World Wide, Community Development Association
(CDA), Cooperative American Relief Everywhere (CARE
), Bangladesh, D. Net Desh Media, Dhoritri Foundation
for Information Education, Democracy Watch, Disabled
Development Organization (DDO), Dhaka Bashi ,
Directorate of Primary Education, Dhaka Ahsania
Mission (DAM), Education Development and Services
(EDAS), Eco-Social Development Organization (ESDO),
environment & Social Development Organization
(ESDO), Europa International School, Friends In Village
Development Bangladesh, Fareea Lara Foundation
(FLF), Federation of NGOs in Bangladesh (FNB),
Forum of Environmental Journalists, Bangladesh
(FEJB), Gram Unnayan Dhara (GUD), Gana Kalyan
Kendra, Gono Kalyan Sangstha (GKS), Gana Kalyan
20099
IL 200
th APRIL
th -26th
-26 APR
20th
20
Kendra (GKK), Gono Unnayan Prochesta (GUP), Gono

shasthaya Kendra (GK), Gram Bikesh Kendra, rameen
Development Society (GDS), Green Bangladesh,
Green Hill, HIV/AIDS and STD Alliance Bangladesh
(HASAB) Human Rights Development Project-Satkhira
(HRDP), Hard to Reach, Hill Development Organization
(HDO), Hunger Free World (HFW), In Search of Light
(ISOL), Institute of Development Affairs (IDEA),
Institute of Education and Research (IER), Integrated
Social Welfare Association (ISWA), Integrated Social
Development Effort (ISDE), International Labour Office
(ILO), Jahangirnagar University, Jui Society, Jebon
Karmoimukhi Shagstha (JKS), Karmojibi Nari, KAROK
Samajik Unnayan Karmosuchi, MAC- Bangladesh
Manab Unnayan Kendra (MUK), Mothers Development
Society (MDS), Narail Ashar Alo Foundation (NAAF),
National Development Programme (NDP), Nari
Maitree, National Federation of Youth Organizations in
Bangladesh (NFYOB), National Forum of Organizations
Working with the Disabled (NFOWD), NGO Coalition
on CEDAW and Beijing Process (NCBP), NGO Forum
for Drinking Water Supply & Sanitation, Nijera
Shikhi, Organization for Rural Advancement (ORA),
OTIKROM, Page Development Centre, Palli KarmaShahayak Sangstha (PKSS), Plan Bangladesh, Pally
Sahitya Sangstha (PASS), Participatory Research and
development Society (PRDS), Polli Mongal Kendra
(PMK), PIACT Bangladesh, Peoples Oriented Program
Implementation (POPI), Peoples Development
Foundation (PDF), Peoples Integer Progressive
Association For Social Activities (PIPASA), Prodipan,
PROSHIKA Manobik Unnayan Kendra, Protibandi
Unnayan Sangstha (PUS), PROTYASHA, RACINE,
Rakhaing Development Foundation, Rangamati Hill
District Development Associates (RDA), Rangpur
Dinajpur Rural Service (RDRS), Rupantor Somaj
Seba Sangstha, Resource Integration And Social
Development Association (RISDA - Bangladesh), Surhid
Sangha (SURHID), SAMATA, SANGJOG, Sujon, SATHI,
Shoishab Bangladesh, Save the Children Australia,
Save the Children Sweden-Denmark, Save the
Children UK, Save the Children USA, SETU, Sangathita
Gramunnoan Karmosuchee (SANGRAM), SHAKKHOR
Environment and Education Development Society,
Shariatpur Development Society (SDS), Shaw Unnayan,
SHIMANTIK, SHORONEY, Sight Severs International
, Sirajganj Flood Forum (SFF), Solidarity Sramajibi
Unnayan Sangstha (SUS), Srijon, Steps Toward
Development (STD), Surovi, SWANIRVAR Bangladesh,
SWID Bangladesh, Transparency International Bangladesh (TIB), The Hunger Project, Thangamara
Mahila Sabuj Shangha (TMSS), Udayan Sabalambi
Sangstha (USS), Underprivileged Childrens Education

Program (UCEP)-Bangladesh, UNESCO, UNICEF
Bangladesh, Unnayan Dhara Trust, Unnayan Sahojogi
Sangstha (USS), Unnayan Shahojogy Team (UST),
Village Education Resource Center (VERC), Voluntary
Paribar Kalyan Association (VPKA), Women for Women,
Womens Federation for World Peace Bangladesh
(WFWP Bangladesh), World Concern Bangladesh,
World Vision of Bangladesh, Young Power in Social
Action (YPSA), Youth Concern Bangladesh, Youth
Group, Zabarang Kalayan Samity
Belgium: IDAY
Benin: (CBO-EPT) Coalition Beninoise des
Organizations pour leducation pour Tous
Bolivia: Bolivian Education Forum (FEB), CEAAL,
CEBIAE Bolivia, CIDIC, the University of San Andrs, and
other institutions of the educational field
Bosnia & Herzegovina: The Independent Trade
Union of Primary Schools Education of Bosnia and
Herzegovinan (ITUPEWBH)
Brazil: Brazilian Campaign for the Right to Education,
National Union of Education Workers (CNTE), Abring
Foundation for Children and Adolescents Rights, Acao
Educativa (Sao Paulo), Centre for Defense of Children
and Adolescents in the State of Ceara, Luiz Freire
Culture Centre (Pernambuco), Inter-Forum Movement
for Childhood Education in Brazil, Landless Workers
Movement, Brazilian Womens Network, Parliamentary
Support Group for Children and Adolescents, Paulo
Montenegro Institute, UNICEF, Save the Children UK
(Brazil section) UNESCO, World Organization for Pre
Primary Education. www.campanhaeducacao.net
Burkina Faso: CCEB, GRADE-FRB, ANTBA, LIPEL,
CNAPEP, Aide et Action, SYNATEB, FAWE, SNEA B, PLAN
Burkina, ABPAM, REJECED, SNESS, AREB, SATEB, SNEP,
APAC
Burundi: Coalition Burundaise pour lEducation Pour
Tous, Syndicat des Travailleurs de lEnseignement
du Burundi (STEB), Observatoire de lAction
Gouvernementale (OAG), Association des
Pscychopedagogues pour la Promotion de lEducation
au Burundi (APPEB), Cadre de Concertation des
Intervenant en faveur de la Jeunesse en Difficults
(CCIJD), Fondation STAMM, FAWE Burundi, ActionAid,
UNESCO, Action contre la Pauvrete (ACP), AJUCET,
Association des Femmes Chef de Familles (AFCF),
Collectif des Associations Feminines et ONG
du Burundi (CAFOB), Ligue des Droit de l ;Holle
ITEKA, Ligue des droits de lHomme SONERA, Care
International, Ministre de lEducation Nationale
Cambodia: NGO Education partnership (NEP),

Disability Action Council (DAC), APCA, AeA, NH,
WVC, KY, CT, KT, MS, WDA, SCN, SCA, AA, CIAI, VSO,
Wathannakpheap, Care, Hagar, CSF, WE, UPWD,
Khemara, INWA, VI, KYCC, PKO, Oxfam, DICFE
Cameroon: Cameroon Education For All Network
(CEFAN), DELICE, FAWECAM, Cameroon Teachers
Trade Union, Defense For Children International,
Union or Parent Teachers Association, Link UpCharity
Foundation, ACESF-CA, ASSEJA, GRETAF, People
Earthwide, Public Concern, Step Ministry, Global
March Cameroon, Syndicat National des Instituteurs
de lEnseignement de Base, .AUPAES, Syndicat
National de lEnseignement Primaire et Maternel,
WESDE, Fdration Camerounaise des Syndicat de
lEnseignement, Kids Education CONCERN, Syndicat
National des Enseignants du Cameroun, FAFED, AAEH,
APEC, AFHADEV, United Action For Children, DCICameroon, FECACLUBSUNESCO, COCADE
Canada: Canadian GCE: CODE, CARE, UNICEF, McGill,
VSO, Education York University, CCIC, Save the Children,
Results, University of Ottawa, Canadian Teachers
Federation (CTF-FCE), Oxfam, Fondation GrinLajoie, ICHRDD, WUSC, AKFC, Canadian Federation
of University Women (CFUW), OISE University of TO,
University of Alberta, Holocene, Centrale des Syndicats
du Qubec ( CSQ)
www.campaignforeducationcanada.org
Cape Verde: FECAP, Sindicatos, Direcao Nacional da
SOS, Alunos do EBI, CCSL, ADIC, ADVIC, Acrides Centro
Infantil
Chad: Forum des Educatrices Tchadiennes (FAWE/
TCHAD), Le Syndicat des Enseignants du Tchad
(SET), CAASFA, La Coordination Nationale EPT, La
Commission Nationale pour lUNESCO au Tchad, La
Fdration Nationale des Parents dElves (FENAPET),
Le Centre Brakoss, Union des Radios Prives du Tchad
(URPT)
Chile: Corporacin OPCIN, Foro Nacional Educacin
de Calidad Para Todos-Chile, Colegio de Profesores
de Chile, Asociacin Chilena de Municipalidades,
Programa Interdisciplinario De Investigaciones
en Educacin (PIIE), Foro Latinoamericano de
Polticas Educativas, Divisin de Organizaciones
Sociales (D.O.S.), Consejo de Educacin de Adultos
de Amrica Latina Chile, Asociacin Chilena pro
Naciones Unidas (ACHNU), Asociacin Nacional de
Profesores Normalistas, Unin Nacional de Padres de
Colegios Catlicos (UNAPAC y CEFU), Corporacin
de Educadores Profesionales Cristianos Evanglicos
de Chile, Centro de Iniciativas para el Desarrollo,
Facultad de Educacin de la Universidad Alberto
Hurtado, Instituto de Investigacin y Desarrollo
Educativo Universidad de Talca, Foro Regional de Bo
Bo, Ministerio de Educacin Chile, Corporacin
Municipal de Conchal (CORESAM), Universidad de
Santiago (USACH), Comisin Nacional de Cooperacin
con UNESCO, Observatorio Chileno de Polticas
Educativas (OPECH), Familias Mundi, Comit Nacional
de Educacin Evanglica, Fe y Alegra Chile, Federacin
de Mujeres Profesionales, Comisin Bicentenario,

Aldeas Infantiles SOS Chile, Fundacin Chilectra
activa, Educar Chile, Agencia Los Quiltros, Oficina
Regional de Educacin de la UNESCO para Amrica
Latina y el Caribe, Universidad Andrs Bello www.
educacionparatodos.cl and www.opcion.cl
Colombia: Red de Educacin Popular entre Mujere
REPEM, Fundacin para la Educacin Integral FUNDEIN,
Fundacin de Desarrollo Comunitario FUNDECOM,
Corporacin Viva la Ciudadana, Foro Mundial por
la Educacin Colombia, Federacin Colombiana
de Educadores FECODE, Fundacin de Apoyo
Comunitario FUNDAC, Liceo Femenino Mercedes
Nario, Instituto Pedaggico Arturo Ramrez Montfar
Universidad Nacional de Colombia, Grupo de Apoyo
Pedaggico - GAP, Escuela Rural el Verjn, Bogot D.C.,
Escuela de mis paps, Sopo Cundinamarca, Centro de
estudios para la Educacin y la Mujer - CEM
Costa Rica: Defensa de Nias y Nios-Internacional,
DNI, Coordinadora de Organizaciones Sociales para
la Defensa y Promocin de los Derechos de las
Personas Menores de Edad (COSECODENI), Ministerio
de Educacin Pblica, Educacin Internacional,
Mesa de Educacin de la Red de Control Ciudadano
( organizaciones), UNIPRIN (coalition of 50
organizations),
Cyprus: Cyprus Turkish Teachers Trade Union (KTOS)
Denmark: IBIS,
www.ibis.dk/abc, www.ibis.dk/verdeniskole
Dominican Republic: Foro Socioeducativo, Repblica
Dominicana- Accin para la Educacin Bsica
EDUCA, Aide et Action, Asociacin Fe y Alegra,
Colectivo Nacional del Consejo de Educacin de
Adultos para Amrica Latina- SEAAL, Centro Cultural
POVEDA, Asociacin de Padres y Madres de la Salle
APASALLE, Facultad Latinoamericana de Ciencias
Sociales FLACSO, FUNDASEP, Instituto Tecnolgico
de Santo Domingo-INTEC, St. Patrick School, Misin
Educativa Lasallista, Dominico Americano, Pontificia
Universidad Catlica Madre y Maestra- PUCMM,
Colegios Salesianos FMA, Plan Internacional,
Rep. Dom., Fundacin OSCUS Valero, Asociacin
Dominicana de Profesores-ADP, Devtech, Federacion
de Mujeres Campesinas de Monte Plata, CEDEE
Democratic Rebublic of Congo: Coordination
Nationale CNEPT / RDC, Ass. des Parents et Elves
Protestants, Coordination des Ecoles Catholiques,
Ass. Nat. des Ecoles Prives Agres, Coordination
des Ecoles Protestantes, Conseil Nat. des ONGD
(CNONGD), Coordination des Ecoles Kimbanguistes,
CEPACO, Coordination des Ecoles Salutistes, Ass des
Femmes Kimbanguistes (AFKI), Coordination des
Ecoles / Eglise Lumire, Association des Femmes
Salutistes, Eglise Orthodoxe, SYNCAS, Syndicat des
Enseignants du Congo , SYNAPAT, Syndicat des Engts/
Ecoles Catholiques, AFPENA, Ass. des Parents et Elves
(ANAPECO), GS SUSILA DHARMA, Ass. des Parents et
Elves Catholiques, CS KANDA
Djibouti: F.A.D.E DJIBOUTI COALITION F.A.D.E, ASSO
HODAN, DIKHIL, ARTA, ALI SABIEH, TADJOURAH,

OBOCK, CDC Q5, ASSO PK, ADCP, MINISTERE ECOLE
East Timor: Christian Childrens Fund
Ecuador: Contrato Social por la Educacin (Social
contract for education), Town Council of Chunchi,
Ayuda en Accin- Ecuador, Care, CENAISE, Plan,
Save the Children, TDH, UNESCO-OREALC, UNICEF,
Andina Simon Bolivar University, Azuay University,
Cuenca University, Visin Mundial and VVOB, Contrato
Social por la Educacin, Instituto de Investigacion,
Educacion y Promocion Popular del Ecuador, Ayuda en
Accin, Participacion Ciudadana, Centro Nacional de
Investigaciones, Sociales y Educativas, Plan Ecuador,
Consejo de Educacin de Adultos de Amrica Latina
(CEAAL-Ecuador), Programa del Muchacho Trabajador,
Defensa de los Nios Internacional, Proyecto
Soy, Educavida, Red de educacin popular entre
mujeres, REPEM, Foro por la Niez, Save the Children,
Fundacin Esquel, Tierra de hombres, Foro por la
Nueva Educacin de Imbabura, UNICEF, AVINA, Fondo
Catlico para los Nios, Visin Mundial, Social Contract
for Education www.contratosocialecuador.org.ec
El Salvador: El Salvador Committee of the Global
Campaign for Education Concertacin Educativa de
El Salvador( Red de ONGs), FEDEC( Federacin de
colegios Catlicos), DIGNAS( movimiento de mujeres),
CIAZO( fundacin de educacin popular), Unin de
comunidades Rurales(UCRES), CREDHO, Coordinadora
de comunidades rurales parea el desarrollo (CCR),
Fundacin salvadorea para la promocin social
(FUNSALPRODESE), Asociacin de Educadores
Populares (ADES), Instituto de formacin y recursos
pedaggicos (INFORP), Red de Mujeres docentes,
National Committee of Education for All
Egypt: Egypt National Colation, Together association
for Development, Maser El Maharowsa Association,
Roaya Association for Development , Salama Mousa
Association , Egyptian Association for Education, Cairo
Institute for Human Rights Studies
Ethiopia: Oxfam-GB, PACT Ethiopia, ActionAid
Ethiopia, Concern Ethiopia, Poverty Action Network
Ethiopia, Plan Ethiopia, Christian Childrens Fund,
UNESCO, Voluntary Service Oversees, Save the Children
Alliance, Pastalozzi Childrens Foundation, Education
Expertise Center and Global Campaign for Education
head office
Finland: Finland Teachers Union (OAJ)
France: Solidarit Laque and its members,
Coordination SUD, Aide et Action, UNESCO,
Gabon: The teachers union, the Syndicat des
Enseignants de lEducation Nationale (SENA) is the
coordinating organization of the Gabonese National
Coalition in the Campaign for Education (CONSEG)
which is also composed of the Fdration Syndicale
des Enseignants de lEducation Nationale (FESEENA)
and the parents association FENAPEG
(The) Gambia: Gambia Teachers Union (GTU), Agency
for Development of Women & Children (ADWAC),
Pro-Poor Advocacy Group (PRO-PAG), Action Aid
International/The Gambia (AAITG), Child Protection

Alliance (CPA), Voluntary Organization Overseas (VSO),
Forum for African Women Educationist (FAWEGAM)
Gambia Chapter, Sight Savers International (SSI),
Youth Ambassadors for Peace, National UNESCO
Commission (NATCOM), Youth a With Vision, UNICEF ,
Satang Institute for Management & Advocacy (SIMMA),
Christian Children Fund (CCF), World View/The
Gambia (WVTG), General Secretariat for Arabic Islamic
Education, Young People in The Media
Georgia: ESFTUG, NDI, IREX, Goethe Institute in
Georgia, British Council, DWW International, SOS
Germany: GCE Germany: CARE, Gewerkschaft
Erziehung und Wissenschaft (GEW), Kindernothilfe,
Oxfam, Plan, Save the Children, Welthungerhilfe, World
University Service (WUS), World Vision.
www.bildungskampagne.org
Ghana: Ghana National Education Campaign
Coalition, Ghana National association of Teachers
(GNAT) VSO, Action Aid, Christian Council of Ghana,
Oxfam GB, National Union of Ghana Students,
ISODEC, UNESCO, Ghana National Association of
Teachers, Commonwealth Education Fund, Trade
Union Congress, MURAG, Ministry of Education,
Science and Sports, World Vision International, Ghana
Education Service, Care International, IBIS, Ghana
Broadcasting Corporation, Plan International, World
Service of Canada, TEWU, Ghana Federation of the
Disabled, GAPVOD, Coalition on Child Rights, CHRAJ,
National Commission for Civic Education, NNED, Send
Foundation
Greece: ActionAid Hellas, Greek Ministry of Foreign
Affairs, UNESCOs Partners Schools
Guatemala: Comisin Nacional Permanente de
Reforma Educativa- CNPRE-, Asociacin de Maestros
de Educacin Rural AMERG, Coordinadora Nacional
de Pobladores y reas Marginales CONAPANG,
Proyecto de Desarrollo Santiago PRODESSA,
Asociacin de Mujeres de Santa Maria Xalapan Jalapa,
Centro de Investigacin y Educacin Popular CIEP,
Actionaid-Guatemala
Guinea: The Fdration Syndicale Professionnelle
de lEducation (FPSE) and the Syndicat Libre des
Enseignants et Chercheurs de Guine (SLECG) are
members of the Guinean National Coalition
Honduras: COMCORDE -Ayuda en Accin,
COIPRODEN-PRENATAL, Aldeas SOS, Catholic Relief
Services, Alfasic, CIARH, Associacin ANDAR, Fe
y Alegria, Asociacin Nuevo Amanecer, FEREMA,
CEPROD, FOPRIDEH, CARE, Fundacin FICOHSA,
Christian Childrens Fund de Honduras, Instituto Juana
Leclerck, COMPARTIR, INFRACNOVIC, Coneanfo, KNH
de Honduras, Movimondo, Proyecto Manuelito, Plan de
Honduras, Save the Children, PREPACE, Visin Mundial,
Programa Amigos Unidos
India: NCE India -Global March against Child
Labour, Wada Na Todo Abhhiyan ActionAid, Merry
International, Participatory Research in Asia (PRIA),
Teachers Welfare Congress, Christian Childrens Fund,
The Big Read
59
All India Association for Higher Education ( AIFACHE)

All India Federation of Public schools Organization,
Democracy Connects, Jamghat Society Catholic Relief
Services, Ashray Abhiyan, Gandhi Peace Foundation,
CARE India, Prayas.
Indonesia: UNESCO, Institut Pembaharuan Desa (IPD)
North Sumatera, LSPPA Yogjakarta, YASVA Bengkulu
Sumatera, YIS Solo Central Java, LP2M West Sumatera,
KPS2K East Java, CCDE Aceh Sumatera, PILAR
Perempuan Manado North Celebes, Kapal Perempuan
Jakarta, SWAPAR Manado North Celebes, PPSW Jakarta,
Forum perempuan West Borneo, ASPPUK Jakarta,
Studio 42 West Sumatera, GERAK Bogor West Java,
ELPAM East Borneo, BACA Bogor West Java, Green
forum Central Borneo, KERLIP Bandung West Java,
Annisa Foundation West Nusa Tenggara
Iraq: Iraqi National Caolaition: Human Defenders Org,
Women Center for Human Rights, Sada Center for
Human Rights, Basra Center for Human Rights, Sana
Org for child and women rights, Basrah Society for
research and media on women, Iraqi Center for Human
Rights and Democracy, Save South Youth.
Ireland: ActionAid Ireland, Aidlink, Association of
Secondary Schools in Ireland, Concern Worldwide, Irish
Congress of Trade Unions, National Youth Council of
Ireland, Oxfam Ireland, Sightsavers International, Irish
National Teachers Organization, Teachers Union of
Ireland, Union of Secondary Students in Ireland
www.campaignforeducation.ie
Ivory Coast: Coordination Nationale des ONGation
et associations Partenaires de lEPT (CNOP EPT),
Syndicat National de lEnseignment Primaire Public
de Cte dIvoire (SNEPPCI)Harmonie Dveloppement
(HARMODEV), Ecole et Succs Pour Tous (ESPT),
Flamme de Vie (FLAMVIE), Carrefour de Rflexion et
dActions pour lEducation des Filles et des Femmes
(CRAEFCI), Actions des Professionnels de la Presse
pour les Droits de lEnfant (A2PDE), Coordination des
Clubs et Associations UNESCO Universitaires de Cte
dIvoire (CAUCI), Le Grenier de Bondoukou, Rseau
des ONG et Promoteurs dAlphabtisation (REOPA),
Mask dAgboville, Enseignants dIci et dAilleurs
(EIA), Femmes Progrs Dveloppement, CAMUA,
RAHMATOULLAH, Groupement des Enseignants et
Encadreuses Elves en Difficults (GEEED), Fondation
le Monde des Jumeaux, Actions Contre la Pauvret
en Cte dIvoire (ACOPCI), Comit de Gestion Scolaire
(COGES), Education Pour Tous, Agriculture Biologique,
Environnement (ETABIEN), Fifteen local committees of
the Red Cross of Ivory Coast
Italy: Federazione CISL SCUOLA ROMA, Coalizione
Italiana della Campagna Globale per lEducazione, Save
the Children.
Japan: Action against Child Exploitation (ACE), Free
the Children Japan, Japan NGO Network for Education
(JNNE), the Japan Teachers Union (JTU), Oxfam Japan
Jordan: Jordan National Coalition in the name of Arab
Network for Human Rights and Citizenship Education
(ANHRE), Change Academy For Democratic Studies &
Development, The Higher Council for Family Affairs
which includes the adolescents committee that

will involve around 20 schools all over Jordan, Haya
Cultural Center, Jordan society for Women training
and building capacity, Al-Malha charity society, Family
Development Association, Jordan society for training
and rehabilitation of handicapped Women, Sanabel
Al-Khair Society, Ministry of Education and the project
of illiteracy alleviation in Middle Badia\
Kenya: Elimu Yetu Coalition, commonwealth
Education Fund, Efforts of the Poor in Development
(EPID), Dajara Civic Initiative Forum, Kenya National
Union of Teachers, Pamoja, ANNPCAN, Abednego
Youth Group, Kenya Union of Post Primary Education
Teachers, Nyanza Youth Coalition, African Canadian
Continuing Education Society, UJAMAA Centre,
Al-Tawoon Youth Organization, Kenya National
Association of Parents, Literacy for All, Kenya Alliance
for the Advancement of Childrens Rights, Community
Education Economic Development Assistance, Kenya
Education Journalists Association (KEJA), ActionAid
International Kenya, Kibera Slub Education Program
(KISEP)
Kyrgyzstan: The Trade Union of Education and
Science Workers of Kyrgyzstan (TUESWK)
Laos: CWS, GAVE/VFI, Japan, CRWRC, World Concern,
Friends International, ICS-Asia, World Education, NFUAJ,
Consortium, Plan International, Action for Lao Children,
Action Aid, SVA, SCN, PADECT, Room to Read, World
Vision, UNICEF, JICA, GAVE. Department of Non-Formal
Education, MoE, Aide et Action Laos
Lebanon: UNESCO, Al-Mabarrat Association, Private
Schools Association
Lesotho: Campaign for Education Forum,
Lesotho Save the Children (LSC), Ha mantilatilane
Rescue Centre , National Association of the Deaf
Lesotho(NADL), Re Baratile, Lesotho Girl Guides
Association (LGGA), Ratanang Ha Seoli, Basali Itekeng
Womens Society, Bona Bana, Lesotho Association of
Non Formal Education (LANFE), Tsoaranang le Tiee,
Non Governmental Organizations on the Rights
of a Child(NGOC), Okang Bakuli Support Group,
Lesotho Association of Teachers (LAT, Community
and Development for Peace Promotion Movement
(CDPPM), Lesotho Society of Mentally Handicapped
Persons (LSMH), Nchafalo Community Group, Lesotho
National Federation for the Disabled (LNFOD), Lesotho
Congress for Democratic Union (LECODU), Nkhauhele
Child Care and Dev Programme, Hlalefang Makaota
Support Group
Liberia: LETCOM, National Teachers Association of
Liberia (NTAL),
Luxembourg: Unity Foundation, UNICEF, Handicap
international, Bridderlech deelen, SOS Village enfants
monde, Caritas, EDUAF, SOS Sahel, CSI
Macedonia: Sonchogledi, NGO Dendo Vas, NGO
Trust -Kumanovo, Association for the Protection of the
Rights of the Child, NGO Peace.
www.childrensembassy.org.mk
Malawi: Civil Society Coalition for Quality Basic
20099
IL 200
th APRIL
th -26th
-26 APR
20th
20
Education (CSCQBE), Teachers Union of Malawi (TUM),

Action Aid /CEF, Save the Children, Participatory Rural
Development Organization (PRDO), Centre for Children
and Youth affairs (CEYCA), Voluntary service Overseas
(VSO), Private Schools Association of Malawi, (PRISAM),
Forum for African Women Educationists in Malawi
(FAWEMA), Deeper Life Christian Ministries
Malaysia: National Union of the Teaching Profession
(NUPT)
Mali: GREFFA, ATDS, ADENORD, NG Azahr, AEDS,
EFAD, ADESAH, Fdration des Associations de
parents, TASAGHT, NATA, GARI, ARDIL, AMADE, CAFO
(Coordination des ONG Feminines ), Confdration
syndicale des travailleurs du Mali(CSTM), Directions
regionales de la promotion des femmes de lenfant et
de la famille, Federation Nationale des enseignants
du Mali, Academie dEnseignements, Union Nationale
des retraites de l Education et de la culture (UNEREC),
Coordination des ONG
Mauritania: Syndicat National des Enseignants
de Mauritanie (SNEM, DEFA, SOS Pairs Educateurs,
Association Les Enfants Dabord, INEDI, Associations
des scouts et guides de Mauritanie
Mauritius: DCI, Halley Movement, YES Mauritius
Network, Child Safety Foundation, Mauritius Youth
Volunteer, 6.Hope for Adolescents, Halley ChapterRodrigues
Mexico: Fondo para Nios de Mxico, AC., Universidad
Pedaggica Nacional- Ensenada y Junta Auxiliar La
Resureccin Puebla
Morocco: The Syndicat National de lEnseignement
(SNE-FDT)
Mozambique: Education for All Movement (MEPT),
Movimento de Educao para Todos, ADEMO, ADPP,
CCM, CEF, CONCERN, Danida, ESAM, FAWEMO, FDC,
IBIS, ICK, Irish Embassy, Islamic Council, KULIMA, LDC,
Mahlahle, Magariro, MEC - Ministry of Education
and Culture, ONP/SNP, Oxfam, PROGRESSO, Save the
Children, Socieda de Aberta, Rede da Criana (The
Childrens Network), Royal Dutch Embassy, TRIMODER,
UDEBA, UNESCO, UNICEF, VSO
Namibia: Namibia National Teachers Union (NANTU),
HIV/AIDS Management Unit, Regional AIDS Committee
on Education, Catholic Aids Action, Namibia Network
for Teachers, UNESCO, Ministry of Education
Nepal: ActionAid, Concern for Children and
Environment (CONCERN), Child Workers in Nepal
Global March South Asia (CWIN-Nepal), Education
Journalists Group (EJG), Educate The Children (ETC),
Global Action Nepal, Innovative Forum For Community
Development (IFCD), ILO, Nepals National Teachers
Association (NNTA), Plan Nepal, Save the ChildrenNorway, Save the Children-US, Seto Gurans, UNDP,
UNESCO, UNICEF, USC-Nepal, VSO-Nepal, WFP, World
Education
(The) Netherlands: National GCE coalition: Oxfam
Novib, Edukans, the General Education Union (AOb),
CNV Education, Plan Netherlands and Save the
Children
www.globalcampaignforeducation.nl
Nicaragua: Foro de Educacin y Desarrollo Humano
de la Iniciativa por Nicaragua (FEDH IPN), IBIS,
Coordinadora Civil (CC), Ayuda en Accin, Federacin
de organizaciones que trabajan con la niez y la
adolescencia (CODENI), UNESCO, Instituto para el
Desarrollo y la Democracia IPADE, Save The Children,
Movimiento Pedaggico, UNICEF, Fundacin Popol
Na, Dos Generaciones, Universidad Autnoma de
Nicaragua (Recinto Managua), Ministerio de Educacin
Cultura y Deporte, CEAAL, Forum for Education and
Human Development of Nicaraguan Initiative
Niger: Rseau des Organizations du Secteur Educatif
du Niger(ROSEN), Comit organisateur, Oxfam GB,
OXFAM Novib, Comit organisateur, Aide et Action,
Global March Niger, JICA, ANPE/E, CONCERN, REPTNI,
Plan Niger, RESAPEC, SNV, SNAENF, UNICEF, SYNAJECS,
UNESCO, ROASFEN/EPT, and teachers unions : SNEN,
SNEB, SYNAFEN, SYNTEN, SYNATREB, SYNAJECS
Nigeria: Civil Society Action Coalition on Education
for All (CSACEFA), Nigeria Union of Teachers (NUT)
CEREHAD , IBADAN , ECS, LAGOS, CEPALLIN, UMUAHIA,
CMI, FCT, YEHDI, KANO, DOMA, GOMBE, PROJECT
AGAPE, LAFIA, CHILD LIFE, PORT HARCOURT
Norway: Save the Children Norway, MIRA(migrant
women), PLAN Norway, VOX(public adult learners
center), SOS-Childrens village, Les (association for
promoting of reading), The Norwegian Commission
to UNESCO, UNICEF Norway, The Norwegian union for
school employees, The students organization, Union of
Education Norway, Norwegian Refugee Council, VOFO
Adult Learners. Association
Pakistan: Pakistan Coalition For Education PCE ),
Parents Teachers Associations, Media Associations,
Students from Literacy Centers, Education
Departments, Pakistan Government School Teachers
Association (APGSTA), National Commission for Human
Development (NCHD), Pakistan National Commission
for UNESCO (PNCU), Childrens Library Complex (CLC),
and Pakistan Private Schools Welfare Association
(APPSWA) . PCE acknowledges the support of every
single person to make this event successful across
Pakistan
Palestinian Territories: Teacher Creativity Centre,
Early Childhood Resource Centre, Union of Private
Schools, Tamer Institute for Community Education,
Al-Haq Law in the Service of Man, Union of
Agricultural Work Committees, Early Childhood
Resource Center, Right to Play, International Bond
for Palestinian Youth, Educational Network Center,
Journalism without borders, Palestinian Agricultural
Relief Committees, Woman Center for Legal Aid and
Counseling, BZU-Center for Continuous Education,
Palestinian Medical Relief Society, Center of Martyr
Zeiad Elamer, Palestinian Hydrology Group for Water
& Environment Resources Development, Farah TV,
Defense for Children International-Palestine Section,
Center for alternative information, Hurrayyat, Cultural
Forum in Qalqilia
Papua New Guinea: PNG Education Advocacy
Network, Peace Foundation Melanesia, Adventist

Development Relief Agency, YWCA, PNG Trust, Bible
Translation Association, National Literacy Awareness
Secretariat, PEAN
Paraguay: Coalicin nacional: Foro por el Derecho a
la Educacin Paraguay
Peru: Campaa Peruana por el Derecho a la Educacin
(CPDE), Coalition. ADISUR, Asociacin Educativa
Cenepa, Avancemos Per, Ayuda en Accin, Centro
Andino de Educacin y Promocin Jos Mara
Arguedas (CADEP), CEAAL, Centro de Estudios y
Promocin Comunal del Oriente (CEPCO), Centro de
Cultura Popular Labor, Pasco, CESIP, CIPDES - Centro de
Investigacin y Promocin del desarrollo Sostenible,
Comisin Nacional Peruana de la UNESCO, Centro de
Transferencia Tecnolgica para Universitarios (CTTU),
Asociacin de Desarrollo de Capacidades Locales
(DECAL), EDUCA, ESCAES - Escuela Campesina de
Educacin y Salud, FORO EDUCATIVO, Fundacin
STROMME, IDEL Instituto de Desarrollo Local, Instituto
de Estudios Sociales Amazonas, Plan International, Per
en Accin, PRODIA - Proyecto de Desarrollo Integral
Andino, Save the Children, TACIF, TAREA, TIERRA DE
NIAS, UNESCO, UNICEF, VISAD, World Vision, Yanacana
Huasy
Philippines: E-Net Philippines, Transport
Association in the Philippines, Education for Life
Foundation, Oxfam GB, Alliance of Concerned
Teachers Philippines, World Vision, Philippine Rural
Reconstruction Movement, Kilusan Para sa Bagong
Milenyo (Movement for the New Millenium), PiglasKababaihan, Sarilaya, Popular Education for Peoples
Empowerment, Woman Health, .Arugaan, Unlad
Kabayan, World Vision, Peoples Initiative for Learning
and Community Development, Development Action
for Grassroots Learning, Management Organization
for Development and Empowerment, Spread the
Knowledge Klubi Association, Coalition for a Better
Education, Civil Society Network for Education Reforms
(E-Net Philippines), Peoples Initiative for Learning and
Community Development (PILCD)
Portugal: Fundao Gonalo da Silveira, Associao
Portuguesa das Naes Unidas, Escola Superior de
Educao de Viana do Castelo, Desafio Miqueias, Oikos,
Escravas do Sagrado Corao de Jesus, Escola Superior
de Educao do Porto, Cidados do Mundo, CNASTI,
AEFJN Portugal, Fundao Champagnat, Associao
Objectivo 2015 (apoio), Instituto Marqus Vale Flor,
Centro Norte-Sul (apoio), AIDGLOBAL, Associao PAR,
UNICEF
www.ese.ipvc.pt/geed
Ukraine:
Romania: GCE Romania: Save the Children Romania,
Ministry of Education, Research and Innovation; School
Inspectorate of Bucharest; Centre for Educational
Resources and Assistance Bucharest; Institute for
Educational Sciences; ILO-IPEC; Free Trade Union
Federation in Education Romania; Centre for Education
and Professional Development Step by Step; The
Education 2000+ Centre; Ovidiu Rom Association
and Roma Centre for Social Intervention and Studies

Romani Criss. Media partners: Dilema Veche,
EurActiv, Tabu, HotNews and Cotidianul.
Rwanda: SNEP, St. Andr, ECAM, , CARE, SNV, VSO,
ActionAid, Workers Union & Teachers, World Relief,
AMUR, AFRICARE, ASOLATE, club Maman sportive, HRD,
AVEGA, FACT, & LOV Rwanda, Universities: KIST, NUR,
KHI, KIE, ULK, UNLAK, FAWE Rwanda, SNEC, AAIR, KURET
World Vision, ACT, WELLSPRING, AEE, CONCERN
Senegal: Coalition Nationale Ept Rseau qui
coordonne lactivit au Sngal, Aide Action,
Coordination Nationale des Oprateurs en
Alphabtisation du Sngal, Action Aid/ Sngal,
Congad, PLAN, Saes, Save the Children Sude, Aers,
Unesco, Uden, UNICEF, Sudes, Ministre de lEducation,
Fenapes, Asdec, Enda 3 d, Enfance et Paix, Ois, FAWE
Sierra Leone: EFASL, Community Empowerment For
Rural Development (CEFORD), PADI, Women Forum,
Sierra Leone Nurses Association (SLNA, Advocacy
Movement Network (Ament), FAWE, Sierra Leone
Teachers Union (SLTU), Civil Society Movement
(CSM), Action Aid International Sierra Leone, Network
Movement for Justice and Development (NMJD),
CCSHRA- SL, Campaign for Good Governance (CGG),
Bo District Education Network (BODEN), Kahailun
District Education Network (KLDEN, Western Area
Budget advocacy Network (WABAEN), PADECO
Slovenia: Primary school involved in these projects:
ECO school, Health school project, Slovenian protector
of human rights, Ministry of Education and Sport,
Media (newspapers mostly), Network of schools
Unesco ASP Net (Slovenian)
Solomon Islands: Coalition On Education Solomon
Islands, (COESI) Literacy Network of Solomon Islands.
ASPBAE, Human Rights Network, Literacy Association
of Solomon Islands, Solomon Islands National Teachers
Association, Development Services Exchange, Literacy
Network, Solomon Islands National Council of Women,
Vois Blo Mere Solomons, Perch Christian School, Holy
Cross Literacy School, Mothers Union Literacy School,
All Saints Literacy School
Somalia: The MIC Foundation, Munazzamart Al-Dawa
Al-Islamiyya Somalia Mission, East Africa University,
Soyal Peace Building and Youth, Centre for Child Rights
Mogadishu, Formal Primary Education Network
(FPENS), Kisima Social Development Organization,
Somali Operational Research Team,
www.themicfoundation.org
Somaliland: NRC, Save the Children, DRC, Oxfam,
Education Development Centre (EDC), ADRA, Life
International, World Vision
South Africa: Public Participation in Education
Network
www.ppen.org.za
Spain: Alboan, Ayuda en Accin, COVIDE- AMVE,
Educacin Sin Fronteras, Entreculturas, Federacin
de Enseanza de Comisiones Obreras (FE- CCOO),
Federacin Espaola de Religiosos de la Enseanza
(FERE- CECA), Federacin de Trabajadores de la
Enseanza Unin General deTrabajadores (FETEUGT), Fundacin Cultura de Paz, Intered, Intermn
Oxfam, Jvenes del Tercer Mundo, Sindicatos de
Trabajadoras y Trabajadores de la Enseanza (STES-i)
www.cme-espana.org
Sri-Lanka: Coalition for Educational
Development(CED) and all its partners in Western,
Central, Southern, Eastern, North-Western, Northern,
Uva, North Central and Sabaragamuwa Provinces.
All Ceylon Union of Teachers (ACUT), All Ceylon
Union of Teachers(Government) (ACUT-G), Ceylon
Tamil Teachers Union (CTTU), Sri Lanka Independent
Teachers Union (SLITU), Union of Sri Lanka Teachers
Solidarity (USLTS)
Suriname: Stichting Projecten Christelijk Onderwijs
Suriname (SPCOS), Education Network in Suriname,
Federation of Teachers Union, Teacher Training College
(SPI), Primary School (Richanel Slooteschool), UNMDG
Youth Ambassadors
Sudan: The Sudanese Network for education, The
Sudanese forum for education, Association Teachers
Union, Education Workers Union, Plan Sudan, SC
Swaziland: Swaziland National Association of
Teachers, Swaziland Reading Association, Swaziland
Librarians Association, Sebenta Adult Education
Centre, Swaziland National Youth Council
Sweden: Oxfam GB, Lrarfrbundet, Save the Children.
Tanzania: Tanzania Education Network (TEN/MET)
-Bagamoyo Education Development Foundation
(BEDF), Plan International Tanzania, Oxfam GB,
Information Centre on Disability (ICD), Aide et Action
Tanzania, HakiElimu, Tanzania Teachers Union (TTU), E
and D Readership Agency, FAWE Tanzania, Dogodogo
Centre for Street Children
Taiwan: National Teachers Association (NTA)
Togo: FESEN, CPNGEMA (MARITIME), CSTT, FODES,
FESET, COADEP (PLATEAUX), FTCU, RESEAUDEC, Global
March, RESEKA, REPTO, FASPAREL, AIDE ET, ACTION,
FOFCATO, PLAN, UNAPEP, CARE , FENASYET, FAWE,
GRAVAT, UNESCO, UNICEF, Oxfam GB, World Vision,
Allianz Mission
Uganda: FENU, CCF, USDC, IRC, ICR, AAIU, NGO Forum,
MADEN, Uganda Nation Teachers Union (UNATU)
United Kingdom: United Kingdom: ActionAid UK,
Africa Educational Trust, Association of Teachers
and Lecturers, Book Aid International, Campaign
for Female Education, Children in Crisis, Christian
Aid, Comic Relief, Deaf Child Worldwide, Education
Action International, Educational Institute of Scotland,
Handicap International UK, Leonard Cheshire Disability,
Link Community Development, National Association
of Schoolmasters Union of Women Teachers, National
Union of Teachers, Oxfam GB, Plan UK, Save the
Children UK, Scottish Secondary Teachers Association,
Sightsavers International, Ulster Teachers Union, UK
National Commission for UNESCO, Voluntary Service
Overseas and World Vision UK
www.sendmyfriend.org
Uruguay: ICAE, REPEM, Ministerio de Educacin y

Cultura, Liceo N 2 Artigas, Centro Educativo Integrado
Sequeira, Escuelas N 112 y N 87 (Melo), Liceo N 2 de
Colonia del Sacramento, Frijol Mgico, Colegio Padre
Po, REMSO Liceo N 3 Artigas Instituto de Promocin
Socio-Econmica (IPRU) UNESCO Montevideo Instituto
de Desarrollo Econmico y Social (INDES) Centros
MEC Ministerio de Desarrollo Social (MIDES) Instituto
Terciario de Cerro Largo Escuela 319 de Montevideo
Young Day School Universidad Abierta de la Tercera
Edad (UNI3)
USA: Center for Universal Education, ONE Campaign,
Results, Global Aids Alliance, National Education
Association, CARE, Basic Education Coalition
Venezuela: Fundacin Ensayos para el Aprendizaje
Permanente (FEPAP), Grupo Social Cesap, Vicara
de Derechos Humanos, Asociacin Venezolana
de Educacin Catlica (AVEC), Fundacin para la
Excelencia Educativa, Fe y Alegra, Universidad Central
de Venezuela (Doctorado en Educacin), Obra
Social del Colegio San Ignacio, Asamblea Nacional
de Educacin, Programa Venezolano de EducacinAccin en Derechos Humanos (Provea), Fundacin
Paso a Paso, CECODAP, Ctedra de laPaz Monseor
Romero, Centro de Investigaciones Culturales y
Educativas (CICE), Fetraenseanza, Asociacin
Venezolana de Mujeres, Institution de Capacitacin
Profesional Resolana, Somos Ciudadanos, Federacin
Venezolana de Maestros (FVM), Colectivo CEAAL
Venezuela, Fundacin La Salle, Fundamigos La Salle
Tienda Honda, Federacin Nacional de Asociaciones
de Padres y Representantes (Fenasopadres, Red
de Padres y Representantes, Pastoral Social de
Cabimas, Federacin de Asociaciones de Profesores
Universitarios de Venezuela (FAPUV), Asociacin
Nacional (Venezuela) de Organizaciones de la
Sociedad Civil (Sinergia), Comit Olmpico Venezolano,
Colegio El Pen, Colegio Guaramur, Colegio
Montecarmelo
Vietnam: Action Aid, Aid et Action, ChildFund, Church
World Service, Global Advance Programme, Oxfam,
UCNEV, UNESCO, UNICEF, Viet Nam Belgium Education
Project, World Vision and Ministry of Education and
Training of Education and Training
Zambia: Zambia National Education Network (ZANEC)
Mulumbo ECCEDF, BETUZ, Childcare & Adoption
Society, ZNUT, Children in Need Network, Fountain of
Hope, Peoples Action Forum, Edusport Foundation,
DAPP Childrens Town, Ta-Azimai Foundation,
Hatsfo, NASODIC, Initiative for Sustainable Rural
Livelihood, Family Life Movement of Zambia, National
Youth Constitution Assembly, Boy Empowerment
International, PANUKA, CAMFED, FAWEZA, Zambia
Open Community Schools
The Big Read
61
Who else makes up GCE?

GCEs Members:
GCE is run by its member organizations which

are made up of national education for all
coalitions and international NGOs, child rights
and teacher union groups. These members
are consulted regularly to determine the
direction of GCE and meet face to face once
every three years at the World Assembly.
The last World Assembly was held in January
2008 in Sao Paulo, Brazil.
International Member
Organisations:
Plan International
Public Services International (PSI)
REPEM
Save the Children Alliance
SightSavers International
The Consultative Group on Early Childhood
Care and Development
VSO International
World Alliance of Girl Guides and Girl Scouts
WorldVision International
National Member Coalitions
ActionAid International
ANCEFA
ASPBAE
ANHRE
CAMFED
CLADE
CARE
CEAAL
ChildFund International
Comic Relief
Education International
FAPE
FAWE
Fe y Alegria
Fundacin Ayuda en Accin
Global March Against Child Labour
IBIS
IDAY
Inclusion International
Light for the World Christoffel Development
Organization
NetAid
OEB/ CEDEAO
Oxfam International
Pamoja Africa Reflect Network
Albania: ACCE
Angola: AAEA
Argentina: CADE
Armenia: GCE Armenian National Coalition
Bangladesh: CAMPE
Benin: CBO-EPT
Bolivia: FEB
Brazil: CDE
Burkina Faso: CCEB
Cambodia: NGO Education Partnership
Cameroon: CEFAN
Canada: Canadian GCE Alliance
Chile: Foro Nacional Educacin de Calidad
para Todos
Colombia: Coalicin Colombiana por el
Derecho a la Educacin
Costa Rica: Mesa de Educacin de la Red de
Control Ciudadano
Denmark: The Danish NGO Education
Network
El Salvador: CIAZO
France: Solidarit-Laque
Gabon: CONSEG
Gambia: EFA Campaign Network
Germany: GCE
Ghana: GNECC
Guatemala: Colectivo de Educacin para

Todas y Todos
Honduras: COMCORDE
India: NCE
Indonesia: E-Net for Justice
Ireland: GCE
Israel: DCI
Italy: Campagna Globale per lEducazione
Japan: JNNE
Kenya: Elimu Yetu Coalition
Lesotho: CEF
Liberia: EFA
Malawi: CSCQBE
Mauritius: DCI
Mxico: ICE
Mozambique: MEPT
Nepal: GCE
Netherlands: GCE
Nicaragua: Foro de Educacin y Desarrollo
Humano de la Iniciativa por Nicaragua
Niger: ASO EPT Niger
Nigeria: CSACEFA
Norway: GCE
Pakistan: PCE
Peru: Campaa Peruana por el Derecho a la
Educacin
Philippines: E-Net Philippines
Portugal: PCGCE
Romania: RCE
Senegal: COSYDEP
Sierra Leone: EFA-SL Coalition
Solomon Islands: Literacy Association of
Solomon Islands
South Africa: PENN
Spain: CECME
Sri Lanka: CED
Sweden: Lrarfrbundet
Switzerland: Rseau Suisse des partenaires
pour lEducation
Tanzania: TEN/MET
Togo: CNT/CME
Uganda: FENU
UK: GCE Group
USA: GCE US
Vietnam GCE Coalition
Zambia: ZANEC
Zimbabwe: Education Coalition
GCE Board
The Board is made up of regional
representatives who meet regularly to
determine the campaigns regular working
agenda:
President: Kailash Satyarthi (Global Against
Child Labour)
Vice President: Camilla Croso (Campaa
Latinoamericana por el Derecho a la
Educacin)
Chair: Assibi Napoe (Education International,
Africa)
Vice Chair: Maria Khan (ASPBAE)
Board Members:
David Archer (ActionAid)
Daniel Cara (Brazilian Campaign for the Right
to Education)
Edicio G. dela Torre (E-Net Philippines)
Elie Jouen (Global March Against Child
Labour)
Gorgui Sow (ANCEFA)
Helga Hjetland (Union of Education, Norway)
Imad Sabi (Oxfam Novib)
Matarr Baldeh (EFA Campaign Network)
Monique Fouilhoux (Education International)
Members of the GCE Secretariat who

worked on the Big Book:
Muleya Mwananyanda, Alex Kent,
Michele Dixon
Disclaimer: This book is a celebration and collaboration of just some of the activities and action that have taken place in 2009. We tried our best to check all the information in the Big
Book. But with a movement as big at the Global Campaign for Education it is not always easy to keep track of everyone involved and all the details of everything that happens. We are
sorry if something you organised or your organization was not mentioned. GCE cannot be held responsible for omissions, but we would like to get it right, so please keep in touch with
us in future via your National Coalition.
As each national campaign is truly unique, and reflects the needs and priorities in that country, the opinions of each national campaign, are not necessarily those of the GCE and the Board.
20099
IL 200
th APRIL
th -26th
-26 APR
20th
20
Get Involved!
You can stay involved and find out the latest
thats happening with GCE by signing up to
receive our regular e-updates on the GCE
website: www.campaignforeducation.org
If you have time to spare and want to get more
involved in national campaigning, contact
the relevant organization as above, or via our
website: www.campaignforeducation.org
If you work for an international organization or
there is no education coalition in your country,
please contact us on
info@campaignforeducation.org.

PO Box 521733, Saxonwold, Johannesburg, 2132, South Africa
Tel: +27 11 447 4111
Fax: +27 11 447 4138
www.campaignforeducation.org
Layout and Design by www.limeblue.co.za.

Campaign Graphics by www.limeblue.co.za.
The Big Read
63
M. East & N. Africa
2009
th
th
th -26
20
20th-26
20099
IL 200
APR
APRIL
09
il 20
th Apr
th 26
20 -

The Big Book 2009

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Big Book 2009

Uploaded by

Copyright:

Available Formats

2009

Global Campaign for Education

Global Campaign for Education

Global Action Week

2009 Action Week Theme

2009 Action Week Demands

Ongoing Campaign 2008 - 2009

Next year 2010: 1GOAL

Campaigning Across the World:

Asia & Pacific

Middle East & North Africa

Who took part?

Welcome to the Big Book 2009!

The call for a literate world must now be

The Big Read

CONFINTEA: International Conference on Adult

Early Childhood Care and Education

Education for All

Fast Track Initiative

Global Action Week

Global Campaign for Education

Gender Parity Index.

Gross Intake Rate

Gross Enrolment Ratio.

Gross Domestic Product

Global Monitoring Report

Gross National Product

International Financial Institutions

International Monetary Fund

International Standard Classification of

Net Enrolment Ratio

official development assistance

organization of economic cooperation

Voluntary Services Overseas

World Economic Forum

World Social Forum

6 Global Campaign for Education

The Global Campaign for

with Mozambique, Ethiopia, Mali, Senegal, Rwanda and

Global Action Week 2009

Every April GCE organizes a week of campaigning on

1. Make constitutional provisions that stipulate that

What should richer countries and the

GAW 2009 Campaign demands

The Big Read

Extracts from stories in the Big Read

The millions of our

Ive been looking for

In that first decade of

I became a teacher and I

In the morning I started

8 Global Campaign for Education

Im writing about you,

I still remember that

I grew up in the west of

I was really a very lucky

Dakota Blue Richards

Ed the Stick Insect is a

She looked at me with a great

My name is Tomas Porec.

I started working at the

In class, when we read a

The ability to read