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: 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: Daniel N. Sifuna
Publisher: Nova Science Publishers
ISBN: 9781536192254
Category : Education
Languages : en
Pages : 334
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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"--
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: Keiichi Ogawa
Publisher: Brill
ISBN: 9789463000246
Category : Africa south of Sahara
Languages : en
Pages : 245
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Book Description
Achieving Universal Primary Education (UPE) has received considerable attention since the early 1950s. 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. The first part discusses issues related to administrative, financial, and perceptive issues related to UPE policies in each country case, followed by the second part that focuses on quality of education and UPE policies. The book contains various lessons learnt and implications for future education policies in developing countries. "Comparative Analysis on Universal Primary Education Policy and Practice in Sub-Saharan Africa is a timely and insightful treatment of a serious issue buffeted by competing 'solutions.' Primary education is widely regarded as one of the highest impact investments in the economic and social development of a country. Yet some countries, particularly in sub-Saharan Africa, continue to have large numbers of children not in school. While the reasons for this vary, a central constraint on student enrollment is often cost. There is a robust debate as to the best way of lower those costs. Is it better to target scholarships, mandate universal free education, or pay parents to send their children to school. This book offers current data, thoughtful analysis, and meaningful options aimed at addressing these issues. It is an important contribution to the field." - David W. Chapman, Distinguished International Professor and Birkmaier Professor of Educational Leadership, University of Minnesota "Comparative Analysis on Universal Primary Education Policy and Practice in Sub-Saharan Africa carefully examines how seemingly similar policies to universalize primary education (UPE) in Anglophone sub-Saharan Africa, are differently perceived, formulated, implemented and evaluated in each country. Drawing on insights from a group of African and Japanese researchers, who worked in close collaboration for more than five years, this timely collection addresses issues related to the administration, finance and public perception of UPE, as well as quality education and education expansion. Its in-depth case studies and focused interviews with carefully selected district officials, school staff, parents and community members provide informative qualitative evidence. In particular the book highlights how policies promoting the abolition of school fees - a key reform to achieve UPE - responded to different local needs and resulted in different forms of implementation. As the international community moves to adopt a new education agenda post 2015, the essential lessons of this volume should be widely read by policy analysts and researchers alike." - Aaron Benavot, Director EFA Global Monitoring Report, UNESCO, Professor (on leave), University at Albany-State University of New York
Author: Cynthia S Sunal
Publisher: IAP
ISBN: 1623962528
Category : Education
Languages : en
Pages : 261
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Book Description
The 14 chapters in this book address education policy as it is being implemented in three world regions, Africa, the Caribbean, and the Middle East. The diverse authors utilize original local data, interpreting it to describe policy development and implementation across a range of nations who share commonalities but also differences. The chapters begin with the premise that policy must respond to the needs of the citizenry and to the challenges faced by each society internally as well as globally. Meeting the challenge of frequently competing existing needs while addressing educational development to prepare for future needs, is an ongoing task for policymakers. The researchers authoring the book’s chapters are aware of competing challenges and of the need for frequent revision of educational policy as well as continuing support for its implementation. They base their conclusions and the implications offered on the data while taking into account the culture within which successful and appropriate policy must be implemented. The implications have relevance for any society in the world as diversity exists everywhere so all societies are experiencing challenges generated by our interdependence with each other.
Author: Emma Sorbring
Publisher: Springer Nature
ISBN: 3030282775
Category : Education
Languages : en
Pages : 158
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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: Prachi Srivastava
Publisher: Routledge
ISBN: 1351335618
Category : Education
Languages : en
Pages : 169
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Book Description
Fuelled by social equity concerns, there have been vigorous debates on the appropriateness of certain non-state actors, particularly those with commercial and entrepreneurial motives, to meet universal education goals. There are further questions on the relative effectiveness of government and private schooling in delivering good learning outcomes for all. Within this debate, several empirical questions abound. Do students from poorer backgrounds achieve as well in private schools as their advantaged peers? What are the relative out-of-pocket costs of accessing private schooling compared to government schooling? Is fee-paying non-state provision ‘affordable’ to the poorest households? What is the nature of the education market at different levels? What are the relationships between different non-state actors and the state, and how should they conduct themselves? The chapters in this volume present new empirical evidence and conduct critical analysis on some of these questions. This book was originally published as a special issue of the Oxford Review of Education.
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: Rebecca Winthrop
Publisher: Brookings Institution Press
ISBN: 0815735715
Category : Education
Languages : en
Pages : 146
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Book Description
Exemplary stories of innovation from around the world In an age of rising inequality, getting a good education increasingly separates the haves from the have nots. In countries like the United States, getting a good education is one of the most promising routes to upper-middle-class status, even more so than family wealth. Experts predict that by 2030, 825 million children will reach adulthood without basic secondary-level skills, and it will take a century for the most marginalized youth to achieve the educational levels that the wealthiest enjoy today. But these figures do not even account for the range of skills and competencies needed to thrive today in work, citizenship, and life. In a world where the ability to manipulate knowledge and information, think critically, and collaboratively solve problems are essential to thrive, access to a quality education is crucial for all young people. In Leapfrogging Inequality, researchers chart a new path for global education by examining the possibility of leapfrogging—harnessing innovation to rapidly accelerate educational progress—to ensure that all young people develop the skills they need for a fast-changing world. Analyzing a catalog of nearly 3,000 global education innovations, the largest such collection to date, researchers explore the potential of current practices to enable such a leap. As part of this analysis, the book presents an evidence-based framework for getting ahead in education, which it grounds in the here-and-now by narrating exemplary stories of innovation from around the world. Together, these stories and resources will inspire educators, investors, leaders of nongovernmental organizations, and policymakers alike to rally around a new vision of educational progress—one that ensures we do not leave yet another generation of young people behind.
