'Free' Basic Education for All? Understanding Household Education Spending Patterns and Trends

2013 ◽  
Author(s):  
Gunilla Pettersson
Keyword(s):  
Basic Education ◽  
Education For All ◽  
Education Spending ◽  
Spending Patterns

The challenge of basic education for all

Prospects ◽  
1989 ◽  
Vol 19 (4) ◽  
pp. 559-572 ◽  
Author(s):  
Manzoor Ahmed ◽  
Gabriel Carron
Keyword(s):  
Basic Education ◽  
Education For All

scholarly journals WAJIB BELAJAR (WAJAR) SEMBILAN TAHUN DALAM PERSPEKTIF PENINGKATAN MUTU PENDIDIKAN DASAR

2007 ◽  
Vol 16 (VIII) ◽  
pp. 77-86
Author(s):  
Herwanto Herwanto
Keyword(s):  
Education Program ◽  
Basic Education ◽  
Compulsory Education ◽  
Education Quality ◽  
School Age Children ◽  
Quality Of Education ◽  
Education For All ◽  
School Age ◽  
National Education

Education for all has been stipulated in the Preamble of 1945 Constitution of Republic of Indonesia. As from the proclamation of Independence Day, the Indonesian government has been developing national education to give the Indonesians equal and broad opportunity to have access for education. This article discusses the implementation of nine years’ compulsory education program to provide the citizens with equal access for education and simultanously to improve basic education quality. The discussion is focused in planning, implementation, and outcomes of the program, as it is assumed that the three aspects are inter-related each others in achieving the target. The discussion concludes, the nine years’ compulsory education program in Indonesia is implemented through improving the opportunity to have basic education for all school age children and simultaneously to accelerate the quality of education. However, to reach the target of quality some recommendations are provided.

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.

scholarly journals The Lead-up to the Education for All Conference in 1990: Framing the Global Consensus

2017 ◽  
Vol 46 (2) ◽  
Author(s):  
Vandra Masemann
Keyword(s):  
Basic Education ◽  
Primary Sources ◽  
Education For All ◽  
Economic Approach ◽  
Global Consensus ◽  
Basic Assumptions ◽  
Steering Group ◽  
Preparation Stage ◽  
Alternative Approaches ◽  
Participant Observer

This paper gives an account of the author's experience on the Steering Group of the Education for All Conference from 1989 to 1990. The main purpose is to give a firsthand account, based on primary sources, of the discussions that took place in the meetings and the editing of the documents leading up to the EFA Conference in Jomtien. This participant-observer account is based on draft documents circulated and verbatim notes taken during the preparation stage and the conference itself. The conclusion is that the original neo-liberal economic approach to improving basic education was retained in the final documents because alternative approaches were largely discouraged or reduced to small editorial changes. The main mechanisms for ensuring this result were the drafting and publicizing of the original documents as the basis for building a “global consensus” with little time or opportunity for changing the basic assumptions underlying the suggestions for research and reform.

scholarly journals PUTUS SEKOLAH POTRET BURAM PENDIDIRAN RITA

2017 ◽  
Vol 3 (4) ◽  
Author(s):  
Unifah Rosyidi ◽  
W.M. Rachmawan
Keyword(s):  
Economic Crisis ◽  
Basic Education ◽  
Logical Consequence ◽  
Drop Out ◽  
Alternative Solution ◽  
Education For All ◽  
Common Phenomenon ◽  
School Drop Out ◽  
Critical Notes

School drop-out, illiteracy and genderequariumaresomeoftheseriousproblems faced by developingcountries,Inclonesiais no eurption. In1984, Indonesia dea'ared a state sanctioned movement of six-year basic education, followed by a similar movement of nine obligatory education which should have been thoroughly completed in 2004. It seemed that due to economic crisis, this program had to be stretched out to the especially o(terIndonesia has given its commitment to Dakar accord on Education for All The logical consequence ofthis accond is that by theyear 2015 Indonesia should befreefivm illiteracy and by theyear 2008 the program ofnineyear obligatory education should be completely realized This is a deicult test on the government's commitment in this case This artide is an attempt to describea common phenomenon ofschool-drop-out alangwith the exposure ofthe root ofthe problem, the alternative solution, the constraints, and the critical notes. The key to theproblem is the seriuousness on thepart ofthe governmentand schools as well as the awareness ofthe sodety.

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