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.

The European Union’s Policy towards its Eastern Neighbours: The Crisis in Ukraine

2018 ◽  
Author(s):  
Tatsiana Shaban
Keyword(s):  
Crisis Management ◽  
Policy Development ◽  
Interesting Case ◽  
European Neighbourhood Policy ◽  
Significant Progress ◽  
Challenges And Opportunities ◽  
External Governance ◽  
Institutional Challenges ◽  
The Relationship ◽  
The Eu

The European Union’s neighbourhood is complex and still far from being stable. In Ukraine, significant progress has occurred in many areas of transition; however, much work remains to be done, especially in the field of regional development and governance where many legacies of the Soviet model remain. At the crossroads between East and West, Ukraine presents an interesting case of policy development as an expression of European Union (EU) external governance. This paper asks the question: why was the relationship between the EU and Ukraine fairly unsuccessful at promoting stability in the region and in Ukraine? What was missing in the European Neighbourhood Policy (ENP) in Ukraine that rendered the EU unable to prevent a conflict on the ground? By identifying security, territorial, and institutional challenges and opportunities the EU has faced in Ukraine, this paper underlines the most important factors accounting for the performance of its external governance and crisis management in Ukraine.   Full text available at: https://doi.org/10.22215/rera.v12i2.1310

scholarly journals The analysis of semantic fields “diplomacy”, “foreign policy” in the english and russian languages

2021 ◽  
pp. e021057
Author(s):  
Liliya Radikovna Sakaeva ◽  
Yahin Marat Ajdarovich ◽  
Liliya Vyazirovna Bazarova
Keyword(s):  
Foreign Policy ◽  
International Agreements ◽  
Semantic Field ◽  
Independent System ◽  
Interstate Relations ◽  
Semantic Fields ◽  
The World ◽  
Heads Of State ◽  
Relationship Of ◽  
The Relationship

The concepts of diplomacy and foreign policy are directly connected. Continuing events on the world stage and the interaction of political figures (heads of state and diplomatic workers) lead to the formation of a common international situation. The current general international situation has a significant effect on the foreign policy of countries. Diplomacy is a key tool for the successful conduct of the foreign policy of each active participating state. Foreign policy significantly affects the independent system of law governing interstate relations, while diplomacy helps to formulate general international rules for this system. In this respect, the relationship of the concepts under consideration is clearly expressed. In the course of the study there are lexical units of the semantic field “diplomacy” and “foreign policy” were selected from Russian and English dictionaries with political and diplomatic designations; there was studied and verified the material in the form of diplomatic documents, protocols and international agreements.

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 Inclusion and equity in education: Making sense of global challenges

Prospects ◽  
2020 ◽  
Vol 49 (3-4) ◽  
pp. 123-134
Author(s):  
Mel Ainscow
Keyword(s):  
Inclusive Education ◽  
Quality Of Education ◽  
Education For All ◽  
Special Issue ◽  
Equity In Education ◽  
National Education ◽  
Making Sense ◽  
National Education System ◽  
The World

AbstractThis article provides an introductory commentary to the papers in this Prospects special issue on inclusive education. In so doing, it stresses the need to be cautious as we read accounts of inclusive education from other parts of the world: whilst lessons can undoubtedly be learned from the accounts in this special issue, they must be adopted with care. There is no doubt that evidence of various kinds can help in identifying the barriers facing some learners and the resources that can be used to overcome these difficulties. However, efforts to promote inclusion and equity within education systems should be based on an analysis of particular contexts. To that end, this article outlines a research-based framework that can be used to carry out such contextual analyses. The article concludes by arguing that an emphasis on inclusion and equity can potentially improve the quality of education for all young people within a national education system.

scholarly journals The European Union’s Policy towards its Eastern Neighbours: The Crisis in Ukraine

2018 ◽  
Vol 12 (2) ◽  
Author(s):  
Tatsiana Shaban
Keyword(s):  
Crisis Management ◽  
Policy Development ◽  
Interesting Case ◽  
European Neighbourhood Policy ◽  
Significant Progress ◽  
Challenges And Opportunities ◽  
External Governance ◽  
Institutional Challenges ◽  
The Relationship ◽  
The Eu

The European Union’s neighbourhood is complex and still far from being stable. In Ukraine, significant progress has occurred in many areas of transition; however, much work remains to be done, especially in the field of regional development and governance where many legacies of the Soviet model remain. At the crossroads between East and West, Ukraine presents an interesting case of policy development as an expression of European Union (EU) external governance. This paper asks the question: why was the relationship between the EU and Ukraine fairly unsuccessful at promoting stability in the region and in Ukraine? What was missing in the European Neighbourhood Policy (ENP) in Ukraine that rendered the EU unable to prevent a conflict on the ground? By identifying security, territorial, and institutional challenges and opportunities the EU has faced in Ukraine, this paper underlines the most important factors accounting for the performance of its external governance and crisis management in Ukraine.

scholarly journals The History of Special Education

2017 ◽  
Vol 23 (1-2) ◽  
pp. 209-227
Author(s):  
Carina Rossa
Keyword(s):  
Cultural Context ◽  
Physical Disabilities ◽  
Education For All ◽  
Poor People ◽  
Common Denominator ◽  
Special Educational Needs ◽  
History Of Special Education ◽  
The World ◽  
History Of ◽  
The Relationship

Abstract Practices of exclusion towards deviance based on prejudices or ideologies have been present in every age and in every cultural context, often taking the stigmatization process. Recently UNESCO in 2015 released its latest report indicating that despite the efforts of governments, civil society and the international communities, the Education for All was not yet a reality in the world. The poor, people with mental or physical disabilities, children with learning disabilities “are not in a position” to grow and develop as the others. In particular as regards students with Special Educational Needs, to still a challenge to find a teaching that is “common denominator” for all students without leaving anyone out is still a “inclusive” rather than a “special” that favours the relationship within whole class and relationships outside it.

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.

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