Policies on Free Primary and Secondary Education in East Africa PDF Download
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Author: Moses O. Oketch
Publisher:
ISBN: 9780901881229
Category : Education, Elementary
Languages : en
Pages : 40
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Book Description
Author: Moses O. Oketch
Publisher:
ISBN: 9780901881229
Category : Education, Elementary
Languages : en
Pages : 40
Get Book Here
Book Description
Author:
Publisher: BRILL
ISBN: 9463000259
Category : Education
Languages : en
Pages : 267
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Book Description
The concept of universal education is, however, not well defined and is used to mean many different things to different people. This book contains a five-year research work conducted by a group of African and Japanese researchers who have developed an equal partnership and network to review the expansion of primary education, some policies prompting the free primary education intervention, and the challenges of implementation based on the case study of two districts in four countries, namely, Ghana, Kenya, Malawi, and Uganda.
Author: Pauline Mbesa Wambua
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 187
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Book Description
Under the Education for All international commitment of the 1990s and early 2000 to ensure universal primary education by 2015, countries implemented school feeding programs, cash transfers, and abolishing mandatory fees. The East African countries implemented the Free Primary Education Policies (FPE) at different times-Uganda in 1997, Tanzania in 2001, and Kenya in 2003. Since FPE policies are meant to address inequalities in access, such as by SES, gender, and place of residence, I investigate the implications of the policies mitigating the inequality in access to schooling and learning quality and how the school environment changed. I explore these issues by taking advantage of two different rounds (2000 and 2007) of the Southern and Eastern Consortium for Monitoring Education Quality (SACMEQ) data. The evidence showed that Uganda continued to increase access among the rural poor and sustained the urban rich children's access to education after implementing its policy in 1997. Kenya's school access increased among the rural poor, while Tanzania increased access more among the urban poor. I did not find any significant changes in girls' representation in rural and urban schools in Kenya and Tanzania after implementing their FPE policies. However, rural girls' school access improved over the country's policy period in Uganda. Although FPE policies improved school access in East Africa, the evidence indicates that schools' human and physical resources did not improve to accommodate the increasing number of students. While school access improved in East Africa, the quality of learning, especially of rural girls, suffered. In all three countries, boys performed better than girls, but there were no gender differences in urban schools' performance. Tanzania's improvements in students' composition and reading scores after the FPE policy indicate a 'success' story. It is only in Tanzania where the number of students from disadvantaged backgrounds increased, and the average reading scores improved nationally and in rural and urban schools. This is notable since these overall improvements were not accompanied by improved physical and human resources in the schools. I thus did not find specific evidence in the data that explained why Tanzania performed best among the East African countries over time. More research is needed to investigate Tanzania's 'success story' and whether differential FPE policy planning explains the differences in educational outcomes across the countries. The study has the following key implications for policy discussions. First, the study's primary policy implication is that 'free' is not enough unless other initiatives to improve education quality support such a policy. All three countries have free primary education, and Uganda had a decade of 'free' education (the period within this study's focus), but there are no overall positive trends on the relationship between access and education quality in East Africa. Second, the evidence indicates that rural children attended schools with fewer resources, and they came from families with fewer resources than urban families, which subjected rural children to double jeopardy in their learning opportunities. Since most children in East Africa still reside in rural areas, improving school participation and raising the learning levels of rural children must be at the forefront of the policies to achieve sustainable development goals in East Africa. Third, I only found evidence of the gender-achievement gap in rural schools, not in urban ones. The East African countries should commission studies to examine the reasons for rural girls' poor performance and identify ways of correcting them.
Author: Council for Education in the Commonwealth (Great Britain)
Publisher: Commonwealth Secretariat
ISBN: 9780850928273
Category : Education
Languages : en
Pages : 170
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Book Description
Explores the various economic, political and social pressures which may affect the progress of educational provision, as well as the different national educational policies and strategies themselves, as they play out in five very different Commonwealth African countries: Ghana, Kenya, Nigeria, Tanzania and Zambia.
Author: Cynthia S Sunal
Publisher: IAP
ISBN: 1648029280
Category : Education
Languages : en
Pages : 310
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Book Description
As the demand for education at all levels has increased, so have the models of meeting these increased demands for education. As in many other parts of the world, public education has expanded to serve large populations across the regions of Africa, the Caribbean, and the Middle East. Many nations in these regions have instituted mandates, policies, and frameworks intended to simultaneously increase access to public education opportunities as well as improve the quality of education provided and to address a wide populace. Because the increase in educational demand has occurred at all levels, these efforts often address various levels of education from early childhood through primary schooling, junior secondary and secondary schooling and into tertiary education. Efforts also have been made to increase participation in education by marginalized and/or special populations. The range of efforts is large with some focusing on involving migrants/immigrants/refugees in primary education while others aim at opening up choices at the university level. Recently, nations in the region have recognized the possibilities of digital learning (online learning) as cell phones and other widely used portable wireless devices have made it possible to sell the idea that one can learn from anywhere at any time. This widespread access to technology has made it possible for governments as well as private entities to expand learning opportunities even to populations previously unreached or to address difficult to reach sectors of the population. At the same time, the population itself has not only increased in numbers but in diversity. Maintaining quality through digital and other means of quick expansion of educational opportunities continues to be challenging if not problematic. Effects of Government Mandates and Policies on Public Education in Africa, the Caribbean, and the Middle East is Book IX of the series, Research on Education in Africa, the Caribbean, and the Middle East. Chapters document, describe and/or raise critical issues and/or questions resulting from government policies, mandates and frameworks intended to make available public education to an ever-growing populace while at the same time being mindful of improving quality of education being availed to an increasingly diverse populace.
Author:
Publisher: World Bank Publications
ISBN: 0821375415
Category : Education
Languages : en
Pages : 280
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Book Description
Progress in literacy and learning, especially through universal primary education, has done more to advance human conditions than perhaps any other policy. Our generation has the possibility of becoming the first generation ever to offer all children access to good quality basic education. But it will only happen if we have the political commitment -- at the country as well as at the international level -- to give priority to achieve this first in human history. And it will only happen if also those who cannot afford to pay school fees can benefit from a complete cycle of good quality primary education. Investment in good quality fee-free primary education should be a cornerstone in any government's poverty reduction strategy.
Author: Frank Adamson
Publisher: Edward Elgar Publishing
ISBN: 1839106034
Category : Political Science
Languages : en
Pages : 296
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Book Description
This insightful book analyses the process of the first adoption of guiding human rights principles for education, the Abidjan Principles. It explains the development of the Abidjan Principles, including their articulation of the right to education, the state obligation to provide quality public education, and the role of private actors in education.
Author: Emma Sorbring
Publisher: Springer Nature
ISBN: 3030282775
Category : Education
Languages : en
Pages : 151
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Book Description
This volume takes an international and multidisciplinary approach to understanding students’ academic achievement. It does so by integrating educational literature with developmental psychology and family studies perspectives. Each of the nine chapters focuses on a particular country: China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, or the United States. It describes the country as a cultural context, examines the current school system and parenting in light of the school system, and provides empirical evidence from that country regarding links between parenting and students’ academic achievement. The book highlights similarities and differences in education and parenting across these nine countries - all varying widely in socioeconomic and cultural factors that affect schools and families. The volume contributes to greater understanding of links between parenting and academic performance in different cultural groups. It sheds light on how school systems and parenting are embedded in larger cultural settings that have implications for students’ educational experiences and academic achievement. As two of the most important contexts in which children and adolescents spend time, understanding how schools and families jointly contribute to academic achievement holds promise for advancing the international agenda of promoting quality education for all.
Author: Pauline Rose
Publisher: Routledge
ISBN: 1317999533
Category : Education
Languages : en
Pages : 217
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Book Description
Concern for achieving Millennium Development Goals (MDGs) by 2015 has led to a focus on the role that non-state providers (NSPs) can offer in extending access and improving quality of basic services. While NSPs can help to fill a gap in provision to those excluded from state provision, recent growth in both for-profit and not-for-profit providers in developing countries has sometimes resulted in fragmentation of service delivery. To address this, attention is increasingly given in the education sector to developing ‘partnerships’ between governments and NSPs. Partnerships are further driven by the expectation that the state has the moral, social, and legal responsibility for overall education service delivery and so should play a role in facilitating and regulating NSPs. Even where the ultimate aim of both non-state providers and the state is to provide education of acceptable quality to all children, this book provides evidence from diverse contexts across Africa, South Asia, and Latin America to highlight the challenges in them partnering to achieve this. This book was published as a special issue of Development in Practice.
Author: D. N. Sifuna
Publisher:
ISBN: 9781536191608
Category : Community organization
Languages : en
Pages : 0
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Book Description
Many countries all over the world are struggling to achieve for all. As part of such effort, they have strategized to provide universal primary education which normally refers to the enrollment of all school age children in primary schools, namely achieving one hundred percent of the net enrollment. While such efforts have been realized in many developing countries, it is a major challenge in most developing countries, especially in Africa following the attainment of independence. This book focuses on the influence of donor agencies in setting for the development of education in Africa leading to the preliminary interventions by different African English countries through the provision of free primary education. It is noted that most of the countries which introduced fee remission through free primary education experienced massive enrollments as many children from disadvantaged groups took advantage of the policy intervention to send their children to school. However, the push for it came to be identified with increasing deterioration in the quality of primary education right from the provision of physical facilities, teaching and learning materials, deployment of teachers, performance and transition from primary to secondary education. The quality of infrastructure and teaching and learning materials were in a deplorable state, especially in the rural areas, where such enrollments were well above the official recommended number of pupils per classroom. It proceeds to provide an interesting and easy to read accounts of the development of universal primary education in selected countries analyzing successes and challenges. Among the key challenges identified in the implementation of the UPE policy include; the lack of adequate planning, financing, inadequate infrastructure, and the HIV/AIDS scourge. On the basis of the above challenges, it is important that policy measures are put in place to improve the quality of primary education in many countries.
