A Comparative Analysis of Six Developing Countries and Their Progress Toward Universal Primary Education - Afghanistan, Nepal, Algeria, Uganda, Peru, And Venezuela as Case Studies

2008 ◽  
Vol 2 (1) ◽  
pp. 7-28
Author(s):  
Brad Tennant
Keyword(s):  
Developing Countries ◽  
Comparative Analysis ◽  
Case Studies ◽  
Primary Education ◽  
Universal Primary Education

Improving the International Development Architecture

2020 ◽  
pp. 105-128
Author(s):  
Constantine Michalopoulos
Keyword(s):  
Twentieth Century ◽  
Developing Countries ◽  
International Development ◽  
Primary Education ◽  
Developed Countries ◽  
Universal Primary Education ◽  
The Core ◽  
Development Goals ◽  
Run Up ◽  
Collaborative Efforts

The end of the twentieth century and the beginning of the next millennium was characterized by an extraordinary burst of international cooperation on development. At the core of this cooperation was the UN Millennium Summit in September 2000 and the related agreement to achieve the Millennium Development Goals (MDGs). The U4 played a role both in the run-up to the MDG agreement and in linking the achievement of the MDG objective of ending poverty to collaborative efforts between donor and recipient, with partners in the driver’s seat setting their own priorities. This chapter starts with a discussion of the agreement to establish the MDGs at the UN and its implications for development. Then it turns to the perennial question of how much aid developed countries should commit to provide to developing countries, and what donors and recipients must do to make aid more effective, two central issues of the Monterrey Conference on Finance for Development in 2002. The last part discusses the special U4 and international community efforts to achieve universal primary education and to battle HIV/AIDS, malaria and other diseases.

Comparative analysis of five case studies: commonalities and differences in approaches to mitigation actions in five developing countries

2013 ◽  
Vol 6 (sup1) ◽  
pp. 59-70 ◽  
Author(s):  
Jose Alberto Garibaldi ◽  
Harald Winkler ◽  
Emilio Lèbre La Rovere ◽  
Angela Cadena ◽  
Rodrigo Palma ◽  
...  
Keyword(s):  
Developing Countries ◽  
Comparative Analysis ◽  
Case Studies

scholarly journals Some empirical evidences about the educational sector of Pakistan; & Some Suggestion for improvement

2016 ◽  
Vol 3 (6) ◽  
pp. 116
Author(s):  
Tariq Mahmood ◽  
Abdul Quddus Suhaib ◽  
Idrees Lodhi ◽  
Razia Shabana
Keyword(s):  
Developing Countries ◽  
Secondary Education ◽  
Primary Education ◽  
Economic Condition ◽  
Complete Information ◽  
Admission Policy ◽  
Universal Primary Education ◽  
Education Department ◽  
Level Of Education ◽  
Universal Secondary Education

<p><em>In this article, some actual problems regarding the education department of Punjab province are presented. Mostly all of them are observed by the author himself during his duty during Govt. survey for admission policy for gaining hundred percent targets. For this purpose, first survey was done for U.S.E. (Universal primary Education), while second survey was completed for U.S.E. (Universal Secondary Education). In both surveys, after getting complete information about the children regarding their particulars, they knew that how many children are remaining to get education. In this way, targets were set for every school under union councils for admissions in primary and secondary levels. During survey, different problems had to face to whom, who were doing door to door survey of concerned villages in village areas and concerned streets in city areas. Some of children’s parents behaved in inhuman behavior about giving particulars of their children. Some of them did not inform about their daughters’ particulars. In short, level of education is attached with economic condition of the developing countries.</em><br /><em><br /></em></p>

scholarly journals Perspectives on literacy: Exploring functional vs. sociocultural views on adult literacy learning in the case of Uganda

2013 ◽  
Vol 2 ◽  
pp. 21-39
Author(s):  
Sarah Hasaba
Keyword(s):  
Developing Countries ◽  
Primary Education ◽  
Adult Literacy ◽  
Literacy Learning ◽  
Literacy Program ◽  
Universal Primary Education ◽  
Education Levels ◽  
Development Goals ◽  
Program Challenges ◽  
Adult Literacy Program

Illiteracy remains a global concern, especially among developing countries like Uganda. The 1990 World Education Conference in Jomtien, Thailand drew attention to the increasing number of illiterate individuals in the world, especially in developing countries. Consequently, the Education For All (EFA) campaign was launched, with UNESCO spearheading it. The campaign urged both developed and developing countries to invest in improving literacy and education levels among children and adults. The support for universal primary education has been enormous, with the United Nations putting forward eight Millennium Development Goals in 2000 to be achieved by 2015; goal 2 emphasizes universal primary education. This paper explores adult literacy promotion as an EFA effort and presents UNESCO’s drive for functional literacy. It also presents the Ugandan government’s Functional Adult Literacy Program and juxtaposes it against other alternative approaches to literacy learning, such as the social and sociocultural views of literacy. Findings from research conducted in 2006 and 2011 on the Functional Adult Literacy Program in Uganda not only point to program challenges limiting its effectiveness, but also call for a social approach to implementing any adult literacy program.

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