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1.
South Asia, with a quarter of the world’s population, has at least a quarter of the world’s children who should be in primary school but are not. As a region, South Asia will almost certainly fall short of achieving the second EFA goal by 2015: full access to, and completion of, primary education. What can be done now to improve the prospects of achieving the goal as soon after 2015 as possible and to lay a solid foundation for doing so?  相似文献   

2.
With the net enrollment ratio in primary education in Nepal at 94%, most children are in the school system, but the system fails to ensure that all enrolled children will continue in school cycle and complete primary education of acceptable quality. Given the system’s poor internal efficiency, Nepal is not likely to achieve the MDG and EFA goals of universal primary education by 2015. This article examines the status of universal primary education in Nepal in the light of legal provisions, enrollment and completion trends, and the quality, and management, of education, including financing. It highlights progress made, issues encountered, and some key lessons learned during the past decade. It examines the efforts to make primary education inclusive in terms of social and gender equity. The review of progress toward Education for All underscores that fulfilling the right to education in terms of adequate quality of services and learning outcomes requires sustained efforts and commitment from the government and local community in several priority action areas related to policies, achieving quality with equity, and educational management.  相似文献   

3.
A study of Mexican immigrant mothers of young children in the AVANCE-Dallas early childhood intervention program demonstrates that low-educational parents often exhibit ambitious attitudes about educational achievement for their children. Though they lack an extensive academic background, which places their children at risk for low education, their positive attitude manifested in daily pro-educational behaviors overcomes their low education level because they both motivate their children to pursue academic success and participate in their children’s learning. The best way to capitalize on immigrant parents’ educational drive for their children is to partner with them—either through an intervention program or through early childhood educators’ interaction with parents—by showing them how their participation in their children’s learning through concrete activities (such as regular mother–child conversation, daily reading, and playtime activities that teach developmental skills) may increase their chances of achieving academic success.  相似文献   

4.
This article racializes educational change by examining literature on the history of educational approaches to diversity in the United States and Ontario, Canada to demonstrate how their respective national myths for engaging with diversity—the melting pot and mosaic—have impacted their educational policies and practices over three definable eras of educational change. The educational policies and practices of the two countries are evaluated in relation to four significant and—within the existing literature—widely used political and educational strategies for responding to racial and ethnocultural diversity in schools. The paper cautions that the current era of curriculum standardization and high stakes assessments that reflects a melting pot approach to education reinstitutes and reinforces an inequitable vertical mosaic structure of schooling experiences and outcomes for diverse student populations. It urges policy makers to consider how the current movement toward post-standardization, which reflects a mosaic approach, is presently influencing educational policy and practice in international contexts and achieving more just and effective learning outcomes for diverse student groups.
Allison SkerrettEmail:
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5.
Whereas the MDG was a simple schooling goal the Sustainable Development Goals (SDGs) have a number of targets for learning. Target 4.1 specifies not just that all children complete primary and secondary school but that this schooling leads to “relevant and effective learning outcomes” and Indicator 4.1.1 tracks progress goal using the proportion of children reaching “minimum proficiency” at early (grade 2/3), intermediate (primary complete) and late (end if lower secondary) stages of basic education with the aim that "all youth…achieve literacy and numeracy" (Target 4.6). We use the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that assess all children in a given age range, whether in school or not, on simple measures of learning in math, reading (local language), and English, to quantify how much achieving within country equality between the richest 20 percent and the poorest 40 percent in (a) grade attainment and (b) learning achievement by grade would contribute to an SDG-like global equity goal of universal numeracy and literacy for all children by age 12−13. We have three empirical findings. First, except in Kenya equalizing grade attainment between children from rich and poor households would lead to only modest progress in achieving universal numeracy, closing only between 8% (India) and 25 % (Pakistan) of the existing gap to universal literacy. Second, equalizing the learning profiles, that is, closing the gap in learning for children in the same grade between those from the poorest 40 percent of households and the richest 20 percent, would close between 16 % (Pakistan and Uganda) and 34 % (India) of the gap to universal numeracy, and between 13 % (Uganda) and 44 % (India) of the gap to universal literacy. Third, even with complete equality in grade attainment and learning achievement with children from the richest 20 percent children from poorer households still be far from the equity goal of universal numeracy and literacy, as even children from the richest 20 percent of households are far from universal mastery of basic reading and math by ages 12−13. In the currently low performing countries achieving universal literacy and numeracy to reach even a minimal proficiency of global equity goal will require more than just closing the rich-poor learning gap, it will take progress in learning for all.  相似文献   

6.
With the move towards achieving universal primary education, focus is increasingly shifting towards early childhood development. Within this, debates are apparent between those who view education at this stage holistically, with concern that it should not be directly linked with primary schooling, and those who view it more explicitly as contributing towards achieving universal primary completion by ensuring that children will be appropriately prepared for studying at this level. Moreover, it is apparent that views of different stakeholders vary. Evidence from Malawi indicates that national policies are closely linked with the international agenda, with a focus on holistic approaches. However, parents view pre-schooling in a narrower way, as an important step towards preparing their children for studying successfully at the primary level. Rather than considering this as parental ‘misunderstanding’, we argue that this perspective shows a greater awareness of local realities and is, therefore, more likely to support an escape from poverty.  相似文献   

7.
Lack of access to basic education leads to diminished individual and national capabilities, therewith furthering cycles of poverty. An equitable education system meeting basic learning needs represents not only a human right, but also a means for reducing poverty, promoting productivity, and sustaining development. The Government of China – the most populous developing nation, the majority of whose citizens live in rural areas – has been committed to universalizing nine-year compulsory education among school-aged children and eliminating illiteracy among youths and adults aged 15–45. This study examines lessons learned from China’s efforts in these areas. It also reports on current challenges and trends in a new national initiative for achieving high-quality universal basic education by the year 2007.  相似文献   

8.
A world-class university in China? The case of Tsinghua   总被引：1，自引：0，他引：1  
Yang  Rui  Welch  Anthony 《Higher Education》2012,63(5):645-666
Higher education, an integral part of China’s nation-building project, is a critical element in China’s strategic policy initiative of building national strength through science and education. One way to achieve this goal is to develop a higher education system of international stature. Perhaps more than any other country, through national programs such as 211 and 985, China has been explicit in selecting its best universities for intensive investment, with the expressed aim of making them world-class within coming decades, and contributing more to overall R&D and scientific development. Analysing how these top-tier universities in China are reaching for the gold standard, and using Tsinghua University as an example, this article examines the role of higher education in China’s rise and how Chinese universities are responding to the drive for innovation, against a background of globalisation and internationalisation. It analyses the experience of Tsinghua, a Chinese flagship university, sometimes dubbed ‘China’s MIT’, through an in-depth case study in an international context, seeking to answer the question of how far Tinsghua embodies the qualities of a world-class university.  相似文献   

9.
In light of the Danish government's goal of 95% of every cohort achieving higher education by 2015, we investigate educational mobility in Denmark. Following 800,000 Danes and their parents, we found that children of parents with only basic education had a three-times-higher risk of achieving only basic education, compared with the children of well-educated parents. These social differences in educational achievements were found despite free education and generous governmental grants and loans. We found general upgrading of a population's educational level to be a tardy process which implies breaking the bonds of negative social inheritance to increase intergenerational social mobility in the society; thus, the government's 95% goal is unlikely to be achieved by 2015.  相似文献   

10.
In this essay, I explore how two groups of undergraduates — Americans and Australians — participate in the reformulation of the “global imagination” through their experiences of studying abroad. Specifically, I question the assumption that the global imagination constitutes one shared, common experience that is the same across nations. In contrast, I demonstrate that though American and Australian students are certainly among the elite in global terms, their shared economic position does not necessarily correspond to a common global imagination. Instead, they have markedly different notions of both national and global identities. American students’ strong national identity often prevents them from exploring the possibilities of global affiliation. Australian students’ relatively weak national identity allows for a robust global sense of place, but is sometimes constrained by a limited tolerance for racial and ethnic diversity. In conclusion, I argue that the global imagination has not one, but numerous manifestations, which have the potential to both enable and constrain the enhancement of justice and democracy in a global context.  相似文献   

11.
At existing rates of progress, fragile states represent those countries most at-risk of failing to achieve universal primary education. It is estimated that around a third of the world's out of school children live in countries where the state faces severe development challenges instigated and perpetuated by weak institutional capacity, poor governance, political instability, or the legacy effects of past conflict. Typically, fragile states have the most difficulty in mobilising domestic resources to finance national education strategies and, consequently, rely heavily on other sources of educational investment. This paper examines the provision of development aid within a group of 52 low-income countries, and concludes that despite the international commitment to universal primary education, the prevailing attitude of selectively allocating aid to ‘good performers’ has led to education in fragile states being sidelined by the development community.  相似文献   

12.
Global and national agendas to achieve universal primary education and improve the ‘quality’ of school provision in developing countries have identified the need to reform classroom pedagogy. Since the 1990s, child-centred ideas in particular have been utilised in teacher-training programmes and school reforms across many parts of Africa and Asia with the intention of creating more child-friendly, democratic learning environments. Analysing episodes from classroom observations conducted in a rural Indian primary school, this paper reveals the tensions experienced by one teacher in handing over greater classroom control to pupils. It provides insight into the complex processes of pedagogic interaction, and sheds light on some of the possibilities and conditions for achieving child-centred pedagogic change in such development contexts.  相似文献   

13.
Amartya Sen 《Prospects》2010,40(3):311-320
With his Nobel Prize award money, Amartya Sen set up the Pratichi Trust which carries out research, advocacy and experimental projects in basic education, primary health care, and women’s development in West Bengal and Bangladesh. Professor Sen himself took active interest in this work—helping set the agenda, looking at the evidence from research, and engaging in advocacy. The present article is based on Sen’s introduction to a Pratichi study of primary education in West Bengal, released in December 2009, which compares the results of surveys conducted at an interval of almost a decade. Sen’s significant findings and insightful observations and recommendations have relevance much beyond West Bengal.  相似文献   

14.
The principles of school choice and diverse provision underpin transition to secondary education in a majority of countries. This article focuses on the potential for structural diversity to constrain rather than promote choice. Although intended to improve equity in access and quality of provision, choice-based systems serve to homogenise school intakes and magnify attainment differences between schools. School choice decisions become high-stakes in such contexts, because eventual school placements influence the future character of children’s schooling. In Northern Ireland, existing community divisions are reflected in the available school types, with a majority of places at either Catholic or de facto Protestant schools, and only a small number at Integrated schools. This results in high levels of homogenisation along community lines. In addition, the provision of separate grammar and non-grammar schools means that intakes are also academically stratified, resulting in the extreme between-school attainment differences characteristic of systems arranged in this way. Drawing on documentary evidence and a survey of transition-age children, this research discusses how school choice within structurally complex systems can be constrained. The main focus is on how children’s education rights, as set down in the United Nations Convention on the Rights of the Child, are placed at risk by the interaction of system-level divisions. It concludes that school choice arrangements in Northern Ireland do not operate in compliance with children’s education rights when tested against each of the requirements set out in Tomasevski’s 4-As scheme, namely that education provision must be available, accessible, acceptable and adaptable.  相似文献   

15.
This paper examines the impact of pre-school education on learning achievement at primary level in Bangladesh. Evidence from learning achievement test and household and school-related data were obtained from 7093 pupils attending 440 primary schools in Bangladesh. Findings suggest that a small proportion (15.3%) of primary school pupils attended pre-school. Pupils from educated parents and well-off families were more likely to attend. In principle, however, attendance at pre-school did not predict later learning achievement at primary level, but a range of socio-demographic, school-related and additional educational factors did have an impact. It is concluded that further research is warranted to examine the quality of pre-school provision offered in Bangladesh and the qualifications of professionals working with young children in these centres.  相似文献   

16.
In this paper I argue that there is a need to reconnect with the question of purpose in education, particularly in the light of a recent tendency to focus discussions about education almost exclusively on the measurement and comparison of educational outcomes. I first discuss why the question of purpose should always have a place in our educational discussion. I then explore some reasons why this question seems to have disappeared from the educational agenda. The central part of the paper is a proposal for addressing the question of purpose in education—the question as to what constitutes good education—in a systematic manner. I argue that the question of purpose is a composite question and that in deliberating about the purpose of education we should make a distinction between three functions of education to which I refer as qualification, socialisation and subjectification. In the final section of the paper I provide examples of how this proposal can help in asking more precise questions about the purpose and direction of educational processes and practices.  相似文献   

17.
Joel D. Sherman 《Prospects》2008,38(3):305-323
Education for All has focused international attention on the goals of universal primary education and improved education quality. However, national indicators related to these goals often mask significant differences among demographic and social groups, as well as among geographical regions within countries. This paper, based on a study commissioned by UNESCO’s Global Monitoring Report team, examines within-country (regional) disparities in participation in primary education in between 55 and 60 countries in sub-Saharan Africa, Asia and the Pacific, Latin America and the Arab States. After reviewing the methodology used in the analysis, the paper compares countries’ disparities in net enrolment rates before and after the Dakar Framework was established in 2000, changes over the pre- to post-Dakar period and a comparison of net enrolment rates with pupil-teacher ratios—one of the standard measures of education quality. Overall, the analysis finds significant differences in the magnitude of regional disparities in primary participation across the countries, with the smallest disparities in Latin America and the largest in sub-Saharan Africa. While just over half the countries with both pre- and post-Dakar data showed improvements over the period, there was little change in countries’ rankings on the disparities measures over this period.  相似文献   

18.
Genealogies, or histories of the present, create critical spaces to remind us of the nonnecessity of that which we consider necessary to our lives (Burchell 1993). Further, genealogies of governmentality attempt to create this space with a focus on how conduct is conducted. In this paper I suggest that genealogies of governmentality are one way to create critical analyses of the education of young children. Sociologies of childhood consider childhood to be a relational concept, functioning in relation to adulthood. I argue that genealogies are one way to illuminate these relationships, in particular pointing towards the ways in which the education of young children is deeply embedded in a range of complex and contradictory’ adult’ discourses and knowledges, including those of motherhood, politics, worker, citizen and the economy. To illustrate this I provide an analysis of the provision of preschool education in Queensland’s government schools.  相似文献   

19.
Summary The twentieth century has witnessed exponential growth in the provision of higher education and this growth accelerates the dynamic of institutional change. The change structures discussed in the present paper can be summarized in a cyclical model of development as presented in Figure 8. Long-term development along familiar, accustomed lines is no longer the universal or ‘normal’ expectation — if indeed it ever was. Morphological change is probable, though the direction of that change may take time to clarify. One thing seems clear: the political and economic pressures on universities are much more intense now than they have ever been and these pressures can be expected to cause metamorphoses, mutations, births and deaths amongst our ‘population’ of higher education institutions.  相似文献   

20.
About 60 years ago India established a policy of providing free and compulsory education to all children and began transforming the elite education system inherited from its colonial past into a mass education program. The task became a race against a rapidly growing population, which outstripped the pace at which children could be enrolled and educated in schools. Notwithstanding this demographic challenge, the system grew in size and the number of children participating in school grew many-fold. The struggle to reach the long cherished goal of universal elementary education continues even today. The present paper highlights two decades of EFA progress, paying particular attention to quantitative trends since 2001, and the policies framed and the strategies implemented to achieve greater equity and quality in the provision of basic education.
Rangachar GovindaEmail:
Rangachar Govinda (India)   Head of the Department of School and Non-formal Education, National University of Educational Planning, New Delhi. He is also a visiting professor at the Institute of Education, University of London. Member of the Editorial Board of the Global Monitoring Report, UNESCO; Task Force on Education for All, and Ministry of Human Resource Development, India. Current areas of interest include primary education and literacy, decentralized management, program evaluation, and the role of NGOs and international organizations. Recent publications include: India Education Report—Profile of Basic Education, Oxford University Press, and Community Participation and Empowerment in Primary Education in India, Sage Publishers, New Delhi.  相似文献   

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