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| universalisation of elementary education: Universalisation of Elementary Education Jala Ravindra Babu Babu, 2009 The success of the primary education system has a direct bearing on the upper primary, non-formal and adult and continuing education sectors; an efficient primary education system is expected to contribute significantly to total literacy: an appropriate rise in literacy levels improves the functioning of other systems of education. Effective delivery of primary education contributes to bettering India's HDI (Human Development Index), including our standing in the Human Development Index evolved by UNDP. This volume is a study of the District Primary Education Programme (DPEP) in one of the states of South India. It is a piece of policy evaluation research expected to contribute to the ongoing discussion of policy processes in primary schools. It specifically questions to what extent objectives such as access, retention, quality and equality are achieved by the implementation of the DPEP. Figures from before and after the implementation of the DPEP show a significant increase in enrolment levels in primary schools all over the state. Thus, the major impact of DPEP implementation is seen in enhanced access to primary schools. The study shows that the DPEP implementation succeeded in attaining the objective of equality. This can be observed from gender equality in dropout rates at various primary grades. The DPEP seems to have achieved only moderate success in meeting the objective of retention of students. The DPEP does not seem to have approached the quality objective very seriously. |
| universalisation of elementary education: Universalisation of Elementary Education , 2017 |
| universalisation of elementary education: Universalisation of Elementary Education , 1994-01-01 Contributed articles on universalising elementary education and on crucial role of teachers and teacher-educators. |
| universalisation of elementary education: Universalisation of Elementary Education J. Ravindra Babu, 2009-05-05 The success of the primary education system has a direct bearing on the upper primary, non-formal and adult and continuing education sectors; an efficient primary education system is expected to contribute significantly to total literacy: an appropriate rise in literacy levels improves the functioning of other systems of education. Effective delivery of primary education contributes to bettering India's HDI (Human Development Index), including our standing in the Human Development Index evolved by UNDP. This volume is a study of the District Primary Education Programme (DPEP) in one of the states of South India. It is a piece of policy evaluation research expected to contribute to the ongoing discussion of policy processes in primary schools. It specifically questions to what extent objectives such as access, retention, quality and equality are achieved by the implementation of the DPEP. Figures from before and after the implementation of the DPEP show a significant increase in enrolment levels in primary schools all over the state. Thus, the major impact of DPEP implementation is seen in enhanced access to primary schools. The study shows that the DPEP implementation succeeded in attaining the objective of equality. This can be observed from gender equality in dropout rates at various primary grades. The DPEP seems to have achieved only moderate success in meeting the objective of retention of students. The DPEP does not seem to have approached the quality objective very seriously. |
| universalisation of elementary education: An Enquiry Into Sarva Shiksha Abhiyan Diganta Mukherjee, 2011 It is an established fact that basic education improves the level of human well-being especially with regard to life expectancy, infant mortality and nutritional status of children, as well as a significant contribution to economic growth. Universal Elementary Education (UEE) has arranged a programme called Sarba Shiksha Abhiyan. It is a historic stride towards achieving the long cherished goal of Universalisation of Elementary Education (UEE) through a time bound integrated approach, in partnership with States. This book provides an in depth examination of the educational program called Sarba Shiksha Abhiyan. |
| universalisation of elementary education: Primary and Elementary Education J. Mohanty, 2002 With special reference to India. |
| universalisation of elementary education: Universalisation Of Elementary Education V. K. Rao, 2008-01-01 In Indian context. |
| universalisation of elementary education: Working Group on Universalisation of Elementary Education India. Working Group on Universalisation of Elementary Education, 1978 |
| universalisation of elementary education: Gender and Social Equity in Primary Education Vimala Ramachandran, 2004-08-19 In recent years, India has made impressive strides in increasing literacy rates and in enabling access to education. The country now seems well set to provide universal and good quality basic education. Yet, behind this otherwise rosy picture lie serious concerns relating primarily to gender and equity. /-//-/This volume provides an insightful understanding of the ground realities of primary education programmes, particularly those run by the District Primary Education Programme (DPEP). Combining secondary research with field studies conducted in six states, the contributors explore gender and social equity issues in primary education. They conclude that there is a subtle but nevertheless discernible ‘hierarchy of access’ to education, which has resulted in new forms of segregation in primary schools. |
| universalisation of elementary education: Education in India M. Dash, 2000 The Constitution Of India Came Into Force On 26Th January, 1950 And Since Then Indigenous Ideas Have Been Introduced, New Experiments Have Been Conducted And New Thrust Areas Have Been Identified In Different Aspects Of Education In India To Keep Pace With The Developments In Society, Politics, Economics, Emotions And Sentiments At The National And International Levels. A Vast And Fast Developing Country Like India Is Bound To Encounter New And Recurring Problems Of Educational Expansion, Total Quality Management, Planning, Administration, Supervision, Curriculum, Evaluation, Teacher Education, Special Education, Integrated Education, Leadership, Ecology And Guidance Services In Schools.This Book Is An Humble Attempt To Understand Some Of The Afore-Said Problems Of Education In Their Right Perspectives And To Find Out Solutions In The Light Of Recommendations Of Various Committees And Commissions, Policies, Reports And Publications Of Mhrd, Ncert, Niepa, Ncte, Other Institutes, Frontline Educationists And Authors Of Eminence.The Distinguishing Features Of The Book Are Lucidity And Simplicity Of Language, Uniformity And Precision In Organisation Of Facts And Figures With Scope For Reading Between Lines And Beyond Suitable For Students Of Teacher Education Institutions And University Departments Of Education. |
| universalisation of elementary education: Concerns, Conflicts, and Cohesions Preet Rustagi, 2009 Revised version of most of the papers presented at a seminar held in June 2006. |
| universalisation of elementary education: Moving Towards Universalisation of Elementary Education (UEE) , 2018 |
| universalisation of elementary education: Routledge Handbook of Education in India Krishna Kumar, 2017-10-17 This comprehensive handbook introduces the reader to the education system in India in terms of its structural features, its relations with society and culture, and the debates that have shaped present-day policy ethos. Expert scholars provide a lucid analysis of complex themes such as the equal distribution of educational opportunities, legal provisions shaping the opportunity structure, and curricular issues in major areas of knowledge. The volume provides a general overview of India’s education system and examines key and current issues that face higher and school education, the examination system, disciplines of social sciences, curriculum, teachers, law, coaching and unemployment. This handbook will serve as a valuable resource and guide to anyone seeking authentic information about India’s contemporary educational challenges in relation to its society, economy and politics. It will be useful to scholars and researchers of education, public policy and administration, sociology and political studies as well as practitioners, think-tanks, those in media, government and NGOs. |
| universalisation of elementary education: Planning for Universalisation of Elementary Education and Its Implications Brahm Prakash, Yash Aggarwal, National Institute of Educational Planning and Administration (India), 1986 |
| universalisation of elementary education: Learning Jacques Delors, Ain'am Al Mufti, Isao Amagi, Roberto Carneiro, Fay Chung, Bronislaw Geremek, Aleksandra Kornhauser, Michael Manley, M Padron Quero, Marie-Angelique Savane, Karan Singh, R Stavenhagen, Myong Won Suhr, Zhou Nanzhao, William Gorham, 2003-01-01 The outcome of a three-year process of consultation by a distinguished panel chaired by Jacques Delors, this reports considers the requirements for an education for the twenty-first century capable of tapping and nurturing the rich potential for learning inherent in every individual. Education is viewed firstly in its social setting - in the light of the challenges of global interdependence, enhanced democratic participation and sustainable development. The report goes on to define the four pillars of learning to live together - and to review the task of formal and nonformal education in the context of the tasks of formal and nonformal education in the context of the learning society. A series of pointers and recommendations complete a document that is establishing itself as required reading for anyone with a profesional or informed interest in educational matters. Published also in Arabic, Chinese, English, French and Spanish |
| universalisation of elementary education: Enhancing the Quality of Learning John R. Kirby, Michael J. Lawson, 2012-05-21 High quality learning is extensive, well integrated, deep, and supports the use of knowledge in new situations that require adaptation of what has been learned previously. This book reviews current research on the nature of high quality learning and the factors that facilitate or inhibit it. The book addresses relationships between quality of learning and learners' dispositions, teaching methods, cognitive strategies, assessment, and technologies that can support learning. The chapters provide theoretical analyses, reports of classroom research, and suggestions for practical application for both teachers and learners. The book will be of value to teachers at all levels of education and provides guidance for students about how to approach classroom tasks in order to develop high quality learning. |
| universalisation of elementary education: Study of Sarva Shiksha Abhiyan Initiatives on Universalization os Elementary Education in Karnataka with Special Reference to Concerns of Quality and Equity , |
| universalisation of elementary education: India Education Report R. Govinda, National Institute of Educational Planning and Administration (India), Unesco, 2002 This annual report contains a series of critical reviews, an analytical overview that is both qualitative and quantitative, and a discussion of current policies, programs, and issues concerning different aspects of basic education in India. |
| universalisation of elementary education: A Comprehensive Study of Education Ravi S. Samuel, 2011 Intended for the undergraduate and postgraduate students of education, this book is an earnest endeavour to provide the readers with a thorough understanding of the various concepts of education. The exhaustive treatment of the topics in a cogent manner will enable the students to grasp the subject in an easy-to-understand manner. Organized in seven units, the chapters encompass the different pedagogical features of education addressing some of the broad areas of concern, and upholding the intrinsic details of education in the emerging society. The various education commissions, their roles in spreading education in the present age and the remedies to correct their laws are also covered in great details. This textbook can also be useful to the teachers and research scholars as a reference material. |
| universalisation of elementary education: Elementary Education in India Jyoti Raina, 2019-08-15 This book examines the policy shifts over the past three decades in the Indian education system. It explores how these shifts have unequivocally established the domination of neoliberal capital in the context of elementary education in India. The chapters in the volume: • Discuss a range of elementary education policies and programs in India with a focus on the policy development in recent decades of neoliberalism. • Analyse policy from diverse perspectives and varied vantage points by scholars, activists, and practitioners, illustrated with contemporary statistics. • Introduce the key curriculum, assessment, and learning debates from contemporary educational discourse. • Integrate the tools and methods of education policy analysis with basic concepts in education, like equality, quantity, equity, quality, and inclusion. A definitive inter-disciplinary work on a key sector in India, this volume will be essential for scholars and researchers of education, public policy, sociology, politics, and South Asian studies. |
| universalisation of elementary education: Girls and Basic Education David Stephens, 1998 A study examined the issues and experiences of 89 women teachers, head teachers, and girls in and out of school in two contrasting Ghanaian cultural contexts. Data were collected via life history interviews, analyzed, and presented around three domains: culture of the home; relationship between culture and the economy, and culture of the school. Findings indicated that the home domain was shaped by issues of kinship, descent, and the practice of fostering. Cultural values of elders, attitudes toward knowledge, women's role in society, and expectations of the economic value of schooling influenced girls' educational experiences. The economic domain operated at two levels. At the macro level, Ghana exemplified the impact of structural adjustment policies on marginalized people now facing increased educational and health service costs. At the micro level of the home and extended family, the girl was often the sole breadwinner needing to develop coping strategies to balance school with employment. In the culture of the school, many children did or learned little of value. Issues of attitude to knowledge, teaching methods, and language policy constrained reform efforts. The teacher's life was hard; many perceived their profession as having low status. Positive school experiences for the child included being well taught in literacy and numeracy skills, seeing successful women teachers as role models, and avoiding excessive corporal punishment. Policy implications were determined for home, the economy, and school. (Appendixes include three life history interviews, survey instruments, and 87 references.) (YLB) |
| universalisation of elementary education: A COMPREHENSIVE STUDY OF EDUCATION, SECOND EDITION RAVI, S. SAMUEL, 2022-09-01 This distinctive text, in its second edition, provides students, teachers, scholars and thinkers with a thorough understanding of various concepts of education in the modern scenario. It deals with important theoretical perspective and new developments in education sector in India. The book will serve highly valuable to the undergraduate students of education (BEd, MEd & MA—Education). Besides, the aspirants of various competitive exams like Civil Services, UGC, JRF, NET, etc., will also find this text as an indispensable resource. Organized in five units, chapters encompass various pedagogical features of education and their contemporary requirements in the emerging society. This book is thoroughly revised and updated as per the needs of latest syllabi of different universities and institutions. KEY FEATURES • Matter is discussed in lucid and easy to understand manner. • Widely covers Indian and Western Philosophers. • Incorporates diverse range of theoretical approaches of education. • Explores key concepts in education and society. • Concepts are illustrated with the help of flowcharts, figures and tables. NEW TO THE EDITION • Chapters are thoroughly revised along with inclusion of 17 new chapters unit-wise : o Unit I Modern Concept of Education (Ch-4, Ch-5, Ch-6) o Unit II Education and Philosophy (Ch-13, Ch-14, Ch-15, Ch-16) o Unit III Indian and Western Philosophers (Ch-22, Ch-23, Ch-30) o Unit V Education and Society (Ch-39, Ch-40, Ch-41, Ch-42, Ch-49, Ch-58, Ch-59) • Current educational and social problems are discussed elaborately with their solutions. • Besides Jean Jacques Rousseau, John Dewey, Maria Montessori, Rabindranath Tagore, Mahatma Gandhi, Aurobindo Ghosh, etc., some more educationists like Bertrand Russell and Dr. Sarvepalli Radhakrishnan are also introduced in the new edition. • Some common social topics like Awakenism, Humanism, Human Rights, Education for Peace, Education for Social Pollution and Religious Education are included in the current edition. TARGET AUDIENCE • B.Ed. / M.Ed. • MA (Education) |
| universalisation of elementary education: Elementary Education B.b.rao Kandregula, 2008 |
| universalisation of elementary education: Education in Asia Jee-Peng Tan, Alain Mingat, 1992-01-01 Data analyzed in this study are drawn from varied sources including documents provided by governments in the context of the World Bank's operational activity. The data on a basic set of indicators were assembled for a core of 11 Asian countries (Bangladesh, China, India, Indonesia, Korea, Malaysia, Nepal, Papua New Guinea, the Philippines, Sri Lanka, and Thailand). Data for other Asian countries are also presented when available. After an overview, chapter 2 highlights the main features of education in Asia in an international and regional perspective. Chapter 3 provides more detailed documentation of education costs and financing arrangements in Asian countries, focusing on such items as the pattern and level of unit costs across levels of education, the distribution of public spending, and the contribution of private financing. Efficiency and equity are addressed in chapters 4 and 5. Chapter 6 offers conclusions based on the cross-sectional analysis and makes suggestions for future work. The study concludes that the two most essential components of an effective education policy are greater attention to primary education and reduced public financing of higher education. Interspersed within the text are 49 tables and 36 figures. The appendices contain an additional 32 tables and the following: (1) a succinct description and comparative evaluation of the current status of education in individual Asian countries; (2) details on data sources and the corresponding core educational statistics; and (3) figures and miscellaneous data referred to in the text. (Contains 137 references.) (MLF) |
| universalisation of elementary education: Learning Levels and Gaps in Pakistan Jishnu Das, Priyanka Pandey, Tristan Zajonc, 2006 |
| universalisation of elementary education: How May I Serve Karen Mathews, 2014-06-17 How May I Serve is a guide to empower women who are struggling to find a way out of their troubles. I have tortured and abused myself for many years trying to find love, happiness, and peace of mindyet, the more I sought these things, the more they eluded me. Then, I realized that it was an inside job. I had to learn to love myself, forgive myself, and make peace with myself. So many women have been brought up with limiting beliefs about themselves from childhood. From the time I was conceived, I was an unwanted pregnancy. From the deep recesses of my subconscious mind, I programmed a tape of being unloved and unlovable. I acted and attracted circumstance after circumstance to validate this belief. I played the victim role very well. I did not know how to get out of my own way. The more I avoided looking at the cause of the problems, however, the worse they got. I hit my bottom upon finding out that my oldest daughter had a heroin addiction. This brought everything full circle. In order to save her, I had to change myself. |
| universalisation of elementary education: Educational Deprivation and Primary School Provision Geetha B. Nambissan, 2003 |
| universalisation of elementary education: Praxis II Elementary Education Jennifer Edwards Ed S, Jeremy Jasper M Ed, Caryn Selph Mpa, 2020-02-13 We've listened to teachers and created a comprehensive study guide that includes exactly what you need, including numerous examples and testing tips, to pass the Praxis II Elementary Education Multiple Subjects 5001 exam. Our study guide is fully aligned to the skills and competencies covered on the exam. As experienced teachers, administrators, curriculum writers, and assessment writers, we ensure our examples and practice test items mirror the types of questions and wording you can expect on the Praxis II Elementary Education exam. This study guide includes all four subtests: Reading and Language Arts, Mathematics, Social Studies and Science. Within each section, we included detailed explanations of each of the 175+ skills you are required to know on the exam. We include specific vocabulary, explanations, and tips for testing that are easy to follow. For the Reading and Language Arts subtest, there are detailed explanations for 63+ skills, multiple examples, testing tips, specific vocabulary, two full practice tests with detailed explanations. For the mathematics subtest, there are detailed explanations for 67+ skills, 98+ detailed examples/practice problems worked out, testing tips specific to the test, exam-specific vocabulary, and two full practice tests with detailed explanations. For the Social Studies subtest, there are detailed explanations for 18+ skills, detailed dates, events, and historical figures you need to know, multiple examples, testing tips specific to the exam, and two full practice tests with detailed explanations. For the Science subtest, there are detailed explanations for 28+ skills, multiple examples with detailed figures, testing tips specific to test, exam-specific vocabulary, and two full practice tests with detailed explanations. |
| universalisation of elementary education: India's Struggle to Universalize Elementary Education Satya Pal Ruhela, 1996 Education specially at the primary level,contributes to a great extent to the physical,mental,emotional,social and spiritual growth of the child.Primary education promotes the sikls,knowlege,attitudes and habits.This book question the reasons behind non-universalization of primary education in India.Rampant child labour and poverty are the two most commonly cited resons in Inidia,which did not deter some of the other developing countres from making primary education compulsory. |
| universalisation of elementary education: Social Sector in India Padmaja Mishra, Himanshu Sekhar Rout, 2015-10-13 As education and health are two major areas of concern in the context of social sector development and human development achievements, this book explores their situation in India. The liberalisation of the Indian economy had a major impact on the growth rate of its Gross Domestic Product (GDP), with the economic growth of the country jumping from the so-called Hindu growth rate of 3.5% to 8–9% per annum. The literacy rate increased to 74.04% in 2011 from 12% in 1947, while the universalization of elementary education has been achieved to a great extent, and dropout rates have decreased. However, despite considerable progress, exclusions and wide disparities still exist. Combining access with affordability and ensuring quality with good governance and adequate finance are still of great concern. On the health front, significant achievements have also been made, with a number of diseases eradicated or on the verge of elimination. There has been a substantial drop in the Total Fertility Rate (TFR) and Infant Mortality Rate (IMR), and life expectancy has increased from 36.7 years in 1951 to 67.14 in 2011. The crude birth rate has been reduced from 40.8 in 1951 to 20.6 in 2012, and the crude death rate from 25.1 to 7.43 in the same period. These achievements are impressive, but at the same time our failures appear even more glaring. As such, this volume brings together contributions from eminent Indian scholars on a range of social issues, including linkages between growth, poverty and the social sector; the efficiency of social sector spending in India; disparity in health statuses; IPR protection in health innovations; pollution and health; the universalisation of elementary education; problems faced at the higher levels of education; and issues of child labour. |
| universalisation of elementary education: The Economics of Elementary Education in India Santosh Mehrotra, 2006-01-04 This volume discusses key aspects of the economics of the elementary education system in the poorer and educationally backward states of India, while also examining one high-achiever state--Tamil Nadu. Providing the first state-by-state analysis of major cost and financing issues, the book is based on data gathered from one of the most comprehensive surveys conducted in recent times in these states, which was specifically commissioned for this book. The survey covered 120,000 households and a thousand schools spread over 91 districts in eight states.Written by leading educational economists, the original essays in this volume- analyse the major cost and financing issues in elementary schooling in seven of the eight states surveyed--Assam, Bihar, Madhya Pradesh, Rajasthan, Tamil Nadu, Uttar Pradesh and West Bengal;- identify recent initiatives made by the governments of these seven states;- systematically scrutinise the pattern of the public spending in elementary education;- examine enrolment in government schools and the quality of education that they impart;- study household expenditure on schooling--the costs to parents of sending children to school; and- compare government schools with private schools, showing how the private sector has began to take over the what should be the responsibility of the government, particularly in the poorer states. |
| universalisation of elementary education: Development and Planning of Modern Education, 9th Edition Aggarwal J.C., 2009-11-01 Published In The Silver Jubilee Year Of Its Existence The Ninth Edition Of This Book Has Been Thoroughly Revised. Apart From The Regular Updating Of Information And Statistics Throughout, Two Chapters Have Been Totally Rewritten As Education In The Tenth Five Year Plan And Recent Initiatives In Educational Development In India , And One New Has Been Added, Namely, Comparative Data On The Development Of Education . Updating Has Been Done Using The Following Publications: (I) The State Of The World S Children 2007, Unicef; And (Ii) Elementary Education In India-Progress Towards Uee, Nuepa. 2007, And Following Publications Of The Government Of India: (I) Annual Report 2004-2005, Ugc; (Ii) Economic Survey 2006-2007, Ministry Of Finance; (Iii) India 2007, Ministry Of Information And Broadcasting; (Iv) Annual Report 2006-2007, Ministry Of Hrd; (V) Selected Educational Statistics 2004-2005, Ministry Of Hrd. |
| universalisation of elementary education: Empowering Students for Just Societies UNESCO, UNODC (United Nations Office on Drugs and Crime), 2024-05-31 |
| universalisation of elementary education: The Global Achievement Gap Tony Wagner, 2014-03-11 Despite the best efforts of educators, our nation's schools are dangerously obsolete. Instead of teaching students to be critical thinkers and problem-solvers, we are asking them to memorize facts for multiple choice tests. This problem isn't limited to low-income school districts: even our top schools aren't teaching or testing the skills that matter most in the global knowledge economy. Our teens leave school equipped to work only in the kinds of jobs that are fast disappearing from the American economy. Meanwhile, young adults in India and China are competing with our students for the most sought-after careers around the world. Education expert Tony Wagner has conducted scores of interviews with business leaders and observed hundreds of classes in some of the nation's most highly regarded public schools. He discovered a profound disconnect between what potential employers are looking for in young people today (critical thinking skills, creativity, and effective communication) and what our schools are providing (passive learning environments and uninspired lesson plans that focus on test preparation and reward memorization). He explains how every American can work to overhaul our education system, and he shows us examples of dramatically different schools that teach all students new skills. In addition, through interviews with college graduates and people who work with them, Wagner discovers how teachers, parents, and employers can motivate the &net; generation to excellence. An education manifesto for the twenty-first century, The Global Achievement Gap is provocative and inspiring. It is essential reading for parents, educators, business leaders, policy-makers, and anyone interested in seeing our young people succeed as employees and citizens. For additional information about the author and the book, please go to a href=http://www.schoolchange.orgwww.schoolchange.org |
| universalisation of elementary education: Dimensions of Innovations in Education SurinderJit Kaur, Anshu Mathur, 2015-03-01 Information Technology is playing a Vital role in the modern world. It has revolutionized the way in which we used to live and think. All spheres of life are affected by the use of ICT and internet. The field of education is no exception. Education is the main tool of all round development of people, society and nation. Economic and social developments can be possible through education only. It is main instrument which sustains the all-round development and maintain the social and economic development of the country. |
| universalisation of elementary education: U.G.C.-NET/JRF/SET Teaching & Research Aptitude (General Paper-I) Dr. Lal, Jain, Dr. K. C. Vashistha, 2010-09 |
| universalisation of elementary education: Handbook of Muslims in India Rakesh Basant, Abusaleh Shariff, 2010-01-14 Examining the status of Muslims in contemporary India, this handbook discusses their socio-historical background, analyses their demographic, educational and socio-economic conditions, and also looks at policy options to improve their condition. |
| universalisation of elementary education: The Challenge of Universal Primary Education Great Britain. Department for International Development, 2001 The Department for International Development (DFID) is the British government department responsible for promoting development and the reduction of poverty in sites in developing and transition countries around the world. This paper focuses on the education dimension of poverty reduction, and specifically the attainment of the International Development Targets for education, which are to: achieve Universal Primary Education (UPE) by 2015; and demonstrate progress toward gender equality and the empowerment of women by eliminating gender disparity in primary and secondary education by 2005. Section 1 underlines the importance of education as a basic human right, a right which promotes other rights and responsibility that contribute to economic and social development. Section 2 defines the scale and geography of the challenge, noting that it is in sub-Saharan Africa that the size and complexity of the challenge is greatest. Section 3 posits the argument that the experiences of the past decade--positive and negative--point to a set of important lessons which should inform the work of governments and the wider international community, lessons that include the central role of government and the need for policies inclusive of all children. Section 4 identifies priorities and strategies for action, arguing that for targets to be achieved there must be sustained commitment by national governments to sound, long-term policies that recognize the strategic contribution of primary education to development. Section 5 outlines a broad, threefold strategy for DFID: (1) contributing to the development and coordination of international commitment, policies, and programs designed to achieve UPE and Education for All; (2) strong, well-targeted country programs that will provide strategic assistance to governments and societies committed to achieving UPE and gender equality; and (3) knowledge and research strategies and outcomes that will contribute to the ability of the international community to learn lessons, share experience, and monitor progress. Section 6 underscores the importance of developing capacity to monitor progress toward the targets, and for DFID to assess the effectiveness and efficiency of its contribution to achieving UPE and gender equality. (HTH) |
| universalisation of elementary education: Sociology of Education Mr. Rohit Manglik, 2023-08-21 EduGorilla Publication is a trusted name in the education sector, committed to empowering learners with high-quality study materials and resources. Specializing in competitive exams and academic support, EduGorilla provides comprehensive and well-structured content tailored to meet the needs of students across various streams and levels. |
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