The Effectiveness of Policy and Practice for "Universal Primary Education" Within Education for All

2012 ◽  
pp. 41-60
Author(s):  
Fida H Chang
Keyword(s):  
Primary Education ◽  
Education For All ◽  
Universal Primary Education ◽  
Policy And Practice

Policies and Practices that Foster Education for All: Implications for Economically Poor Nations

2020 ◽  
Author(s):  
Richard Rose ◽  
Ratika Malkani
Keyword(s):  
Primary Education ◽  
Policy Development ◽  
International Agreements ◽  
Education For All ◽  
Universal Primary Education ◽  
Significant Progress ◽  
Equity In Education ◽  
The World ◽  
School Progress ◽  
The Relationship

International agreements that aim to achieve universal primary education for all children, regardless of need or ability, have ensured that governments around the world have considered policy development to support greater equity in education. Many of the world’s more economically advantaged countries have made significant progress to ensure that all children have opportunities to attend school. Progress has also been evident in countries which are less advantaged, though often this has been inhibited because of a lack of resources and expertise. The relationship between policy, provision, and practice in education is complex, and in responding to international agreements, governments have needed to take account of their own cultural and socio-economic circumstances. While many administrations have adopted models developed in other countries, the need to take account of existing practices and to build upon local expertise is apparent.

Progress of IBSA Countries Towards Universal Primary Education: A Comparative Analysis

2021 ◽  
pp. 206-219
Author(s):  
Sarabjit Kaur
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Emerging Economies ◽  
National Policy ◽  
Education For All ◽  
Universal Primary Education ◽  
International Policy ◽  
Global Trends ◽  
Development Goals ◽  
The Impact

Free and compulsory primary education remains a priority area in the international policy perspective, starting from the Universal Declaration of Human Rights, 1948 to the formulation of Sustainable Development Goals in 2015. Under the impact of globalization, an impressive expansion in the access to primary education has been observed in recent decades and the global trends in enrolment rates across the developing world have attested this fact. However, many developing countries, such as India, Brazil and South Africa (IBSA), are still struggling with the goal of quality primary education for all. The IBSA countries are emerging economies and very proactive in addressing past inequalities prevalent in their countries. With the cooperation of international organizations, national policy planning and other initiatives, these countries have performed quite well in the educational attainment. But even today, these countries have not achieved the goal of quality primary education for all. This paper reviews the attainment of free and compulsory primary education in these countries, along with the challenges faced in the achievement of universal primary education. These challenges may hinder the progress of these countries towards the achievement of Sustainable Development Goal.

scholarly journals Impact of Teacher Development Programmes on Teachers’ Attitudes towards MDG2: the Case of Abeokuta South Local Government

2013 ◽  
Vol 4 (1) ◽  
pp. 63-72
Author(s):  
RO Oduwaiye ◽  
S Oyeniran ◽  
OO David
Keyword(s):  
Professional Development ◽  
Local Government ◽  
Teacher Development ◽  
Primary Education ◽  
Millennium Development Goal ◽  
Universal Primary Education ◽  
Policy And Practice ◽  
Development Goal ◽  
Teachers Attitudes

Millennium Development Goal (MDG) 2 focuses on attainment of universal primary education (UPE). Taking cognizance of the fact that attainment of the goal depends heavily on the attitudes and work of teachers involved in the delivery of primary education, this study delved into these teachers’ attitudes towards the goal as shaped by their involvement in professional development programmes, taking the case of Abeokuta South Local Government. The findings were that teacher development programmes improve teachers’ capacity and disposition towards attainment of MDG2. Pertinent  recommendations for theory, policy and practice grounded on thisfinding are propounded. Keywords · Teacher development programmes · Primary education · MDGs

scholarly journals Shifting Aims of Aid to Education

2011 ◽  
Vol 40 (3) ◽  
Author(s):  
Christian DaSilva
Keyword(s):  
Primary Education ◽  
Lessons Learned ◽  
Education For All ◽  
Universal Primary Education ◽  
Education Systems ◽  
African Countries ◽  
Education Agenda ◽  
Future Orientations

This paper examines the profound and steady influence of aid and aid modalities on the education agenda in Africa and argues that, ultimately, the broader intent of Education for All as advocated at Jomtien and Dakar was narrowed to an almost singular focus on Universal Primary Education. This narrowing phenomenon is attributed to donor obsession with targets and comes at the expense of true ownership while compromising quality and upstream linkages in the education systems of Tanzania and other African countries. The paper concludes with some of the lessons learned and possible future orientations of aid to education for development. Cet article examine l’influence profonde et constante de l’aide et de ses modalités dans l’agenda éducatif en Afrique et soutient qu’en définitive, l’objectif plus général de l’Éducation pour Tous telle que préconisée à Jomtien et à Dakar a été réduit à une quasi-singulière concentration sur l’Éducation Primaire Universelle. Ce rétrécissant phénomène est attribué à l’obsession des bailleurs de fond avec des objectifs et survient au détriment d’une véritable appropriation, tout en compromettant la qualité et les liens réalisés en amont dans les systèmes éducatifs en Tanzanie et d’autres pays africains. Cet article conclue en soulignant quelques-unes des leçons apprises et les possibles orientations futures de l’aide à l’éducation pour le développement.

Universal Primary Education for All Towards Millennium Development Goal 2

2009 ◽  
Vol 11 (2) ◽  
pp. 405-418 ◽  
Author(s):  
Md. Obaidur Rahman ◽  
Mohammad Tanvirul Islam
Keyword(s):  
Primary Education ◽  
Education For All ◽  
Universal Primary Education ◽  
Control Mechanisms ◽  
Universal System ◽  
Core Content ◽  
The Right ◽  
Lack Of Commitment ◽  
Equity Of Access ◽  
Basic Learning

Bangladesh, in theory and law, advocates equity of access to largely uniform, mass-oriented and universal system of education. This objective remains unfulfilled owing to the lack of commitment of all concerned to reach the goal of Education for All. Although the aggregate performance indicators (e.g. gross enrollment rate) for the primary education sub-sector has been relatively satisfactory in 2000s compared to the situations in 1990s. Beset with numerous problems, the education system is at once discriminatory and inconsistent. The standard of education is on the decline. The absence of effective quality control mechanisms and non-standardisation of the core content of basic learning materials make the education scenario even less satisfactory. More then half of the population in Bangladesh is denied the right to education. In this backdrop, this article critically examines government commitments for universal primary education for all by 2015 and the present situation of primary education sub sector. This article focused on the problem, challenges and policy issues to achieve the second goal of MDGs.

Sign in / Sign up

Export Citation Format

Share Document