scholarly journals INDICADORES EDUCATIVOS. HACIA UN ESTADO DEL ARTE

2009 ◽  
Author(s):  
Mónica Meza Mejía
Keyword(s):  
Education For All ◽  
The World ◽  
School Financing ◽  
Education Indicators ◽  
Financing Education ◽  
Perspective Analysis ◽  
Monitoring Report

Con este libro, que edita el Instituto de Investigaciones Sociales de la Universidad Autónoma de México, Rosa María Camarena ha reunido, sistematizado y comentado una gran variedad de indicadores educativos contenidos en cerca de medio centenar de publicaciones, elaboradas tanto por organismos multilaterales como por organismos nacionales de distintos países, en los años recientes. Algunas publicaciones consultadas por la autora son: Education at Glance, Teachers for Tomorrow’s School, Financing Education. Investments and Returns, Education Trends in Perspective. Analysis of the World Education Indicators, Education For All Monitoring Report, The Condition of Education, Panorama Educativo de México, Cifras Clave de Europa, Indicadores Estatales de la Educación, Compendio Mundial de la Educacióny Repères et Réferences Estatistiques.

scholarly journals ANALISIS YURIDIS HAK DAN KEWAJIBAN WARGA NEGARA ATAS PENDIDIKAN MENURUT UNDANG-UNDANG NOMOR 20 TAHUN 2003 TENTANG SISTEM PENDIDIKAN NASIONAL

2020 ◽  
Vol 1 (1) ◽  
pp. 84-92
Author(s):  
Sara Tambun ◽  
Goncalwes Sirait ◽  
Janpatar Simamora
Keyword(s):  
The State ◽  
Education For All ◽  
Education Development ◽  
Development Index ◽  
The World ◽  
Experience Education ◽  
Role Of Parents ◽  
Global Monitoring Report ◽  
Monitoring Report

Education is an important issue and issue that the nation and the state of Indonesian are facing this time. Besides being important, being able to experience education is also a right for everyone. Lack of education in Indonesia can be seen in the Date Release of the Education For All (EFA) Global Monitoring Report 2011: Education Development Index wich UNESCO. Indonesia in year 2011 is 0,934 value is what puts Indonesia at posision 69 of 127 countries in the world. the causes could be the result of this lack of special attention to the aducation of the country to a greater extent in areas that really need  the attention of both the regional and the central goverments and not escape from the role of parents and families in not obstructing an increased education.

“Now is not like before. The world has changed.”

2018 ◽  
pp. 29-57
Author(s):  
Heather D. Switzer
Keyword(s):  
Historical Context ◽  
Colonial Period ◽  
Education For All ◽  
Social Imaginary ◽  
Economic Insecurity ◽  
Postcolonial State ◽  
The World

“Maasai Education in Cultural and Historical Context,” focuses on how ideas about “being Maasai” and “being educated,” beginning in the colonial period and extending into the formation of the postcolonial state, are dynamic. Schoolgirls, mothers, and teachers see education as a powerful antidote to historically produced ethnic otherness, marginalization, and endemic economic insecurity. Schoolgirls, mothers, and teachers explained that as “the world has changed,” so have Maasai attitudes about education. This chapter historicizes and therefore politicizes contemporary Maasai attitudes about education in the case-study communities, within and against still salient ideas in the Kenyan social imaginary about Maasai as people who “hate” education, by showing how Maasai have come to see themselves as people who “love” education for all children, including girls.

Turkey's Higher Education Potential for Human Capital of Eurasian Region

2018 ◽  
pp. 201-224
Author(s):  
Mehmet Durnalı ◽  
Şenol Orakcı ◽  
Orhan Özkan
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Education System ◽  
General Situation ◽  
Basic Information ◽  
Internationalization Process ◽  
Higher Education System ◽  
The World ◽  
Education Indicators ◽  
Eurasian Region

The main aim of this chapter is not only to examine and discuss Turkey's recent higher education potential, and its framework for human capital in the context of economic and geopolitical standpoints of Eurasia, but also to provide a clear picture and lasting impact on a significant scale of this potential in a systematic and holistic way at a glance. This main aim includes the following sub-goals, which outline the framework of the research, examine the internationalization process of higher education system of Turkey, provide a specific picture about the general situation of higher education not only in Turkey but also the world by using basic current higher education indicators in numbers, graphs, and tables, provide a basic information on the concept of internationalization of higher education as well as the reasons behind. Qualitative method is conducted so as to accomplish these goals. The data of certain official institutions were used, the charts created based on these numbers in order to visualize the concept of the study and to make it more comprehensible and concrete.

Sociocultural Factors and the Global Goals of Education for All

2020 ◽  
Author(s):  
Eric A. Hurley
Keyword(s):  
Culturally Responsive ◽  
Basic Education ◽  
Universal Access ◽  
Good News ◽  
Sociocultural Factors ◽  
Education For All ◽  
Educational Systems ◽  
The World ◽  
Worthy Goal ◽  
Social And Cultural Factors

All over the world, nations have spent much of the last 20 years scrambling to increase and improve access to basic education. Globally, the number of people without access to a basic education has fallen significantly in the years since the goals of Education For All (EFA) were announced in 2000 at the World Education Forum in Dakar, Senegal, and extended at Incheon, South Korea, in 2016. This is ostensibly very good news. While universal access to a basic education is certainly a worthy goal, one can raise significant questions about the orientation of these efforts and the manner in which they are being pursued. For example, very little attention seems to have been paid to what the schools are or will be like, or to how the nations and people they must serve may be different from those for whom they were designed. To understand the inevitable problems that flow from this potential mismatch, it is useful to examine education in nations that have achieved more or less universal access to basic education. Many of the educational, social, economic, and social justice disparities that plague those nations are today understood as natural effects of the educational infrastructures in operation. Examination of recent empirical research and practice that attends to the importance of social and cultural factors in education may allow nations that are currently building or scaling up access to head off some predictable and difficult problems before they become endemic and calcified on a national scale. Nations who seize the opportunity to build asset-based and culturally responsive pedagogies into their educational systems early on may, in time, provide the rest of the world with much needed leadership on these issues.

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.

scholarly journals The World Bank’s Education For All Phase II in Haiti Case Study

2016 ◽  
Vol 1 (2) ◽  
pp. 10-27 ◽  
Author(s):  
Andres Chavez Eras ◽  
Nyoka Joseph ◽  
Leonardo Franco ◽  
Phineas Leng ◽  
Garvey Pierre
Keyword(s):  
Phase Ii ◽  
Education For All ◽  
The World

Este estudio se enfoca en las metas establecidas en el programa Education For All Phase II y en el trabajo que el Banco Mundial ha realizado para poder alcanzar las metas para Haiti. Esta investigación analizara Calidad en la Educación, El fortalecimiento Institucional y de Gobierno, y las Nuevas Tendencias en Educación Internacional y Desarrollo.

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