4. The ultimate goal affirmed by the World Declaration on Education for All is to meet the basic learning needs of all children, youth, and adults. The long-term effort to attain that goal can be maintained more effectively if intermediate goals are established and progress toward these goals is measured. Appropriate authorities at the national and subnational levels may establish such intermediate goals, taking into account the objectives of the Declaration as well as overall national development goals and priorities.

5. Intermediate goals can usefully be formulated as specific targets within national and subnational plans for educational development. Such targets usually (i) specify expected attainments and outcomes in reference to terminal performance specifications within an appropriate time-frame, (ii) specify priority categories (e.g., the poor, the disabled), and (iii) are formulated in terms such that progress toward them can be observed and measured. These targets represent a "floor" (but not a "ceiling") for the continued development of education programmes and services.

6. Time-bound targets convey a sense of urgency and serve as a reference against which indices of implementation and accomplishment can be compared. As societal conditions change, plans and targets can be reviewed and updated. Where basic education efforts must be focussed to meet the needs of specific social groups or population categories, linking targets to such priority categories of learners can help to maintain the attention of planners, practitioners and evaluators on meeting the needs of these learners. Observable and measurable targets assist in the objective evaluation of progress.

7. Targets need not be based solely on current trends and resources. Initial targets can reflect a realistic appraisal of the possibilities presented by the Declaration to mobilize additional human, organisational, and financial capacities within a cooperative commitment to human development. Countries with low literacy and school enrolment rates, and very limited national resources, will need to make hard choices in establishing national targets within a realistic time-frame.

8. Countries may wish to set their own targets for the 1990s in terms of the following proposed dimensions:

1. Expansion of early childhood care and developmental activities? including family and community interventions, especially for poor, disadvantaged and disabled children;

2. Universal access to, and completion of, primary education (or whatever higher level of education is considered as "basic") by the year 2000;

3. Improvement in learning achievement such that an agreed percentage of an appropriate age cohort (e.g., 80 percent of 14 year-olds) attains or surpasses a defined level of necessary learning achievement;

4. Reduction of the adult illiteracy rate (the appropriate age group to be determined in each country) to, say, one-half its 1990 level by the year 2000, with sufficient emphasis on female literacy to significantly reduce the current disparity between male and female illiteracy rates;

5. Expansion of provisions of basic education and training in other essential skills required by youth and adults, with programme effectiveness assessed in terms of behavioural changes and impacts on health, employment and productivity;

6. Increased acquisition by individuals and families of the knowledge, skills and values required for better living and sound and sustainable development, made available through all education channels including the mass media, other forms of modern and traditional communication, and social action, with effectiveness assessed in terms of behavioural change.

9. Levels of performance in the above should be established, when possible. These should be consistent with the focus of basic education both on universalization of access and on learning acquisition, as joint and inseparable concerns. In all cases, the performance targets should include equity by gender. However, setting levels of performance and of the proportions of participants who are expected to reach these levels in specific basic education programmes must be an autonomous task of individual countries.