Global Movement “Education for All” Proposal Essay

Introduction, purpose of the study, review of the literature, problem statement.

UNESCO “Education for All” is a global movement developed in order to meet the learning needs of all children including children under the age of 3 through establishing high-quality programs around the globe and providing the activities in order to increase the level of access to the educational services for children of all ages and from all communities. This program is the necessary measure that has to reduce the problem of poor access of children to the educational services. Researchers indicate that poor academic achievement of children is closely related to the economical situation and the level of poverty in the country. However, although the United States, Germany, and the Netherlands have established universal system of child care, it is not known how well these countries offer effective approaches to meet the challenging issues arise in the care and education of infants and toddlers. Therefore, this problem requires more careful study, including the investigation of background, analysis of the consequences and suggestion of the more effective measures.

The purpose of this qualitative study is to examine the quality of child care programs for infants and toddlers in child-care center and determine if the programs meet the UNESCO’s mission to promote care and education for the “most vulnerable and disadvantage children” (UNESCO, 2000). The intent of this study is to analyze the measures and methods used within the program “Education for All” in order to support the young children and their families in all the areas of child “growing-physically, emotionally, socially, and intellectually” (UNESCO, 2000). The objective of this study is to clarify the approaches, to describe the consequences of this program, its positive effect and the possible problems that may occur during the work. Moreover, the purpose of this study includes the suggestions about the most appropriate solutions and measures within this program which can be used in order to increase the positive effect.

Researchers indicate that the level of poverty and access of children to educational services are closely related. Living in poverty, children demonstrate poor academic achievements, and therefore, they need the programs which can help to improve this situation. Analysis of UNESCO “Education for All” is an important step within the process of development more effective measures in order to improve the academic achievements of children. In order to address this problem, a review of extant literature is necessary. In this context, this study will provide an analysis of the several theories related to this problem: the role of the early childhood programs in effecting the well-being of a child (Olds, 2007), the relationships between poverty and academic level (Pungello, Campbell & Barnett, 2006), the impact of family settings, pedagogic approaches and practices on development of a child (Woodhead, 2006) and the peculiarities of the ethnographic case-study around the globe (Kamerman & Gatenio-Gabel, 2007). The literature review will consider the following topics:

  • Observation of the current problems within the educational system, the theoretical background of the problem and its practical purpose (Olds; Pungello, Campbell & Barnett; Woodhead);
  • Analysis of the peculiarities of the policies within the program “Education for All”, their strong and weak places, the effects and expectations (UNESCO; United Nations Children’s Fund).
  • Specific of the educational systems of the United States, Germany and the Netherlands (Andress; Kamerman & Gatenio-Gabel; “Early Childhood Education and Care Policy in the Netherlands”).
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IvyPanda. (2024, March 22). Global Movement “Education for All”.

"Global Movement “Education for All”." IvyPanda , 22 Mar. 2024,

IvyPanda . (2024) 'Global Movement “Education for All”'. 22 March.

IvyPanda . 2024. "Global Movement “Education for All”." March 22, 2024.

1. IvyPanda . "Global Movement “Education for All”." March 22, 2024.


IvyPanda . "Global Movement “Education for All”." March 22, 2024.

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Toward Free Education for All Children

Momentum Building to Expand the Right to Millions

essay on need of education for all


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Students in a pre-primary school classroom in Tashkent, Uzbekistan.

This essay is part of a series highlighting global human rights trends in 2022. Read more  here .

Education is fundamental for children’s development and a powerful catalyst for improving their entire lives. International human rights law guarantees everyone a right to education. But it surprises many to learn that the international human rights framework only explicitly guarantees an immediate right to free primary education—even though we know that a child equipped with just a primary education is inadequately prepared to thrive in today’s world.

Children who participate in education from the pre-primary through to the secondary level have better health, better job prospects, and higher earnings as adults. And they are less vulnerable to exploitation and abuse, including child labor and child marriage.

All countries have made a political commitment through the United Nations “ Sustainable Development Goals ” to providing by 2030 both access to pre-primary education for all, and that all children complete free secondary school education. Yet the world appears on track to fail these targets , and children deserve more than yet another round of non-binding pledges.

For these reasons, Human Rights Watch believes that it’s time to take countries that made these commitments at their word, and expand the right to education under international law. It should explicitly recognize that all children should have a right to early childhood education, including at least one year of free pre-primary education, as well as a right to free secondary education.

We are not alone in this belief.

In 2019, the World Organisation for Early Childhood Education and the Latin American Campaign for the Right to Education met with experts from the United Nations Committee on the Rights of the Child to share their research , concluding that the legally binding human rights framework failed to adequately specify that the right to education should begin in early childhood, before primary school.

In December 2021, UNESCO—the UN education organization— concluded that in light of 21st century trends and challenges, the right to education should be reframed, and that recognizing early childhood education as a legal right at the international level “would allow the international community to hold governments accountable and ensure there is adequate investment.”

In 2022, these sparks began to catch fire.

In June, various international children’s rights and human rights experts called for the expansion of the right to education under international law, to recognize every child’s right to free pre-primary education and free secondary education. In September, the Nobel Prize laureate and education champion Malala Yousafzai and the environmental youth activist Vanessa Nakate were among over a half-a-million people around the world who signed an open letter from the global civic movement Avaaz, calling on world leaders to create a new global treaty that protects children’s right to free education—from pre-primary through secondary school.

Argentina and Spain announced their commitments to support the idea at the UN’s Transforming Education summit in September. In October, the UN’s top independent education expert recommended that the right to early childhood education should be enshrined in a legally-binding human rights instrument. And the year ended on a high note with education ministers and delegations gathered at the November World Conference on Early Childhood Care and Education in Uzbekistan adopting the new “ Tashkent Declaration ,” in which they agreed to enhance legal frameworks to ensure the right to education “includes the right to at least one year of free and compulsory pre-primary quality education for all children.”

So what might happen in 2023? All concerned will turn to the UN Human Rights Council in Geneva to see whether member countries will agree to start the process to begin drafting such a treaty. At least half of all countries already guarantee at least one year of free pre-primary education or free secondary education under their own domestic laws and policies. This includes low- and middle- income countries from around the world. That means that there’d be a large constituency of countries potentially willing to sign such a treaty when adopted.

Even when human rights feel under threat around the world, it’s vital for the human rights movement not to be on the defensive. Making the positive case for strengthening and advancing human rights standards has a critical role in shaping and improving the future. Guaranteeing the best conditions for children to access a quality, inclusive, free education—and thereby to develop their personalities, talents, mental and physical abilities, and prepare them for a responsible life in a free society—is the kind of positive human rights agenda that all countries should rally around in 2023.

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World Declaration on Education for All

World declaration on education for all and framework for action to meet basic learning need, 5-9 march 1990 (full text).

More than 40 years ago, the nations of the world, speaking through the Universal Declaration of Human Rights, asserted that “everyone has a right to education ” . Despite notable efforts by countries around the globe to ensure the right to education for all, the following realities persist:

• More than 100 million children, including at least 60 million girls, have no access to primary schooling;

• More than 960 million adults, two – thirds of whom are women, are illiterate, and functional illiteracy is a significant problem in all countries, industrialized and developing;

• More than one-third of the world’s adults have no access to the printed knowledge, new skills and technologies that could improve the quality of their lives and help them shape, and adapt to, social and cultural change; and

More than 100 million child ren and countless adults fail to complete basic education programmes; millions more satisfy the attendance requirements but do not acquire essential knowledge and skills;

At the same time, the world faces daunting problems, notably: mounting debt burdens , the threat of economic stagnation and decline, rapid population growth, widening economic disparities among and within nations, war, occupation , civil strife, violent crime, the preventable deaths of millions of childrenand widespread environmental degradation. These problems constrain efforts to meet basic learning needs, while the lack of basic education among a significant proportion of the population prevents societies from add ressing such problems with strength and purpose.

These problems have led to major setbacks in basic education in the 1980s in many of the least developed countries. In some other countries, economic growth has been available to finance education expansion , but even so, many millions remain in poverty and unschooled or illiterate. In certain industrialized countries too, cut backs in government expenditure over the 1980s have led to the deterioration of education.

Yet the world is also at the threshold of a new century, with all its promise and possibilities. Today, there is genuine progress toward peaceful detente and greater cooperation among nations. Today, the essential rights and capacities of women are being realized. Today, there are many useful scientific and cultural developments. Today, the sheer quantity of information available in the world – much of it relevant to survival and basic well-being – is exponentially greater than that available only a few years ago , and the rate of its growth is accelerating. This includes information about obtaining more life-enhancing knowledge – or learning how to learn. A synergistic effect occurs when important information is coupled with another modern advance – our new capacity to communicate.

These new forces, when combined with the cumulative experience of reform, innovation, research and the remark able educational progress of many countries, make the goal of basic education for all – for the first time in history – an attainable goal.

Therefore, we participants in the World Conference on Education for All, assembled in Jomtien, Thailand, from 5 to 9 March, 1990:

Recalling that education is a fundamental right for all people, women and men, of all ages, throughout our world;

Understanding that education can help ensure a safer, healthier, more prosperous and environmentally sound world, while simultaneously contributing to social, economic, and cultural progress, tolerance, and international cooperation;

Knowing that education is an indispensable key to, though not a sufficient condition for, personal and social improvement;

Recognizing that traditional knowledge and indigenous cultural heritage have a value and validity in their own right and a capacity to both define and promote development;

Acknowledging that, overall, the current provision of education is seriously deficient and that it must be made more relevant and qualitatively improved, and made universally available;

Recognizing that sound basic education is fundamental to the strengthening of higher levels of education and of scientific and technological literacy and capacity and thus to self – reliant development; and

Recognizing the necessity to give to present and coming generations an expanded vision of, and a renewed commitment to, basic education to address the scale and complexity of the challenge;

proclaiming the following:

World Declaration on Education for All: Meeting Basic Learning Needs.

Education for all : the purpose, article i – meeting basic learning needs.

1 . Every person – child, youth and adult – shall be able to benefit from educational opportunities designed to meet their basic learning needs. These needs comprise both essential learning tools (such as literacy, oral expression, numeracy, and problem solving) and the basic learning content (such as knowledge, skills, values, and attitudes) required by human beings to be able to survive, to develop their full capacities, to live and work in dignity, to participate fully in development, to improve the quality of their lives, to make informed decisions, and to continue learning. The scope of basic learning needs and how they should be met varies with individual countries and cultures, and inevitably, changes with the passage of time.

2 . The satisfaction of these needs empowers individuals in any society and confers upon them a responsibility to respect and build upon their collective cultural, linguistic and spiritual heritage, to promote the education of others, to further the cause of social justice, to achieve environmental protection, to be tolerant towards social, political and religious systems which differ from their own, ensuring that commonly accepted humanistic values and human rights are upheld, and to work for international peace and solidarity in an interdependent world.

3 . Another and no less fundamental aim of educational development is the transmission and enrichment of common cultural and moral values. It is in these values that the individual and society find their identity and worth.

4 . Basic education is more than an end in itself. It is the foundation for lifelong learning and human development on which countries may build, systematically, further levels and types of education and training.


Article ii – shaping the vision.

1 . To serve the basic learning needs of all requires more than a recommitment to basic education as it now exists. What is needed is an “expanded vision” that surpasses present resource levels, institutional structures, curricula, and conventional delivery systems while building on the best in current practices. New possibilities exist today which result from the convergence of the increase in information and the unprecedented capacity to communicate. We must seize them with creativity and a determination for increased effectiveness.

2 . As elaborated in Articles III-VII, the expanded vision encompasses:

• Universalizing access and promoting equity;

• Focussing on learning;

• Broadening the means and scope of basic education;

• Enhancing the environment for learning;

• Strengthening partnerships.

3 . The realization of an enormous potential for human progress and empowerment is contingent upon whether people can be enabled to acquire the education and the start needed to tap into the ever- expanding pool of relevant knowledge and the new means for sharing this knowledge.


1 . Basic education should be provided to all children, youth and adults. To this end, basic education services of quality should be expanded and consistent measures must be taken to reduce disparities.

2 . For basic education to be equitable, all children, youth and adults must be given the opportunity to achieve and maintain an acceptable level of learning.

3 . The most urgent priority is to ensure access to, and improve the quality of, education for girls and women, and to remove every obstacle that hampers their active participation. All gender stereotyping in education should be eliminated.

4 . An active commitment must be made to removing educational disparities. Underserved groups: the poor; street and working children; rural and remote populations; nomads and migrant workers; indigenous peoples; ethnic, racial, and linguistic minorities; refugees; those displaced by war; and people under occupation, should not suffer any discrimination in access to learning opportunities.

5 . The learning needs of the disabled demand special attention. Steps need to be taken to provide equal access to education to every category of disabled persons as an integral part of the education system.


Whether or not expanded educational opportunities will translate into meaningful development – for an individual or for society – depends ultimately on whether people actually learn as a result of those opportunities, i.e., whether they incorporate useful knowledge, reasoning ability, skills, and values. The focus of basic education must, therefore, be on actual learning acquisition and outcome, rather than exclusively upon enrolment, continued participation in organized programmes and completion of certification requirements. Active and participatory approaches are particularly valuable in assuring learning acquisition and allowing learners to reach their fullest potential. It is, therefore, necessary to define acceptable levels of learning acquisition for educational programmes and to improve and apply systems of assessing learning achievement.


The diversity, complexity, and changing nature of basic learning needs of children, youth and adults necessitates broadening and constantly redefining the scope of basic education to include the following components:

• Learning begins at birth. This calls for early childhood care and initial education. These can be provided through World Declaration on Education for All 5 arrangements involving families, communities, or institutional programmes, as appropriate.

• The main delivery system for the basic education of children outside the family is primary schooling. Primary education must be universal, ensure that the basic learning needs of all children are satisfied, and take into account the culture, needs, and opportunities of the community. Supplementary alternative programmes can help meet the basic learning needs of children with limited or no access to formal schooling, provided that they share the same standards of learning applied to schools, and are adequately supported.

• The basic learning needs of youth and adults are diverse and should be met through a variety of delivery systems. Literacy programmes are indispensable because literacy is a necessary skill in itself and the foundation of other life skills. Literacy in the mother-tongue strengthens cultural identity and heritage. Other needs can be served by: skills training, apprenticeships, and formal and non-formal education programmes in health, nutrition, nutrition, population, agricultural techniques, the environment, science, technology, family life, including fertility awareness, and other societal issues.

• All available instruments and channels of information, communications, and social action could be used to help convey essential knowledge and inform and educate people on social issues. In addition to the traditional means, libraries, television, radio and other media can be mobilized to realize their potential towards meeting basic education needs of all.

These components should constitute an integrated system – complementary, mutually reinforcing, and of comparable standards, and they should contribute to creating and developing possibilities for lifelong learning.


Learning does not take place in isolation. Societies, therefore, must ensure that all learners receive the nutrition, health care, and general physical and emotional support they need in order to participate actively in and benefit from their education. Knowledge and skills that will enhance the learning environment of children should be integrated into community learning programmes for adults. The education of children and their parents or other caretakers is mutually supportive and this interaction should be used to create, for all, a learning environment of vibrancy and warmth.


National, regional, and local educational authorities have a unique obligation to provide basic education for all, but they cannot be expected to supply every human, financial or organizational requirement for this task. New and revitalized partnerships at all levels will be necessary: partnerships among all sub-sectors and forms of education, recognizing the special role of teachers and that of administrators and other educational personnel; partnerships between education and other government departments, including planning, finance, labour, communications, and other social sectors; partnerships between government and non-governmental organizations, the private sector, local communities , religious groups , and families. The recognition of the vital role of both families and teachers is particularly important. In this context, the terms and conditions of service of teachers and their status, which constitute a determining factor in the implementation of education for all, must be urgently improved in all countries in line with the joint ILO/ UNESCO Recommendation Concerning the Status of Teachers (1966). Genuine partnerships contribute to the planning, implementing, managing and evaluating of basic education programmes. When we speak of “an expanded vision and a renewed commitment”, partnerships are at the heart of it.


Article 8 – developing a supportive policy context.

1. Supportive policies in the social, cultural, and economic sectors are required in order to realize the full provision and utitlization of basic education for individual and societal improvement. The provision of basic education for all depends on political commitment and political will backed by appropriate fiscal measures and reinforced by educational policy reforms and institutional strengthening. Suitable economic, trade, labour, employment and health policies will enhance learners’ incentives and contributions to societal development.

2. Societies should also insure a strong intellectual and scientific environment for basic education. This implies improving higher education and developing scientific research. Close contact with contemporary technological and scientific knowledge should be possible at every level of education.


1 . If the basic learning needs of all are to be met through a much broader scope of action than in the past, it will be essential to mobilize existing and new financial and human resources, public, private and voluntary. All of society has a contribution to make, recognizing that time, energy and funding directed to basic education are perhaps the most profound investment in people and in the future of a country which can be made.

2. Enlarged public-sector support means drawing on the resources of all the government agencies responsible for human development, through increased absolute and proportional allocations to basic education services with the clear recognition of competing claims on national resources of which education is an important one, but not the only one. Serious attention to improving the efficiency of existing educational resources and programmes will not only produce more, it can also be expected to attract new resources. The urgent task of meeting basic learning needs may require are allocation between sectors, as, for example, a transfer from military to educational expenditure. Above all, special protection for basic education will be required in countries undergoing structural adjustment and facing severe external debt burdens. Today, more than ever, education must be seen as a fundamental dimension of any social, cultural, and economic design.


1. Meeting basic learning needs constitutes a common and universal human responsibility. It requires international solidarity and equitable and fair economic relations in order to redress existing economic dis- parities. All nations have valuable knowledge and experiences to share for designing effective educational policies and programmes.

2. Substantial and long-term increases in resources for basic education will be needed. The world community, including intergovernmental agencies and institutions, has an urgent responsibility to alleviate the constraints that prevent some countries from achieving the goal of education for all. It will mean the adoption of measures that augment the national budgets of the poorest countries or serve to relieve heavy debt burdens. Creditors and debtors must seek innovative and equitable formulae to resolve these burdens, since the capacity of many developing countries to respond effectively to education and other basic needs will be greatly helped by finding solutions to the debt problem.

3. Basic learning needs of adults and children must be addressed wherever they exist. Least developed and low-income countries have special needs which require priority in international support for basic education in the 1990s.

4. All nations must also work together to resolve conflicts and strife, to end military occupations, and to settle displaced populations, or to facilitate their return to their countries of origin, and ensure that their basic learning needs are met. Only a stable and peaceful environment can create the conditions in which every human being, child and adult alike, may benefit from the goals of this Declaration.

We, the participants in the World Conference on Education for All, reaffirm the right of all people to education. This is the foundation of our determination, singly and together, to ensure education for all.

We commit ourselves to act cooperatively through our own spheres of responsibility, taking all necessary steps to achieve the goals of education for all. Together we call on governments, concerned organizations and individuals to join in this urgent undertaking.

The basic learning needs of all can and must be met. There can be no more meaningful way to begin the International Literacy Year, to move forward the goals of the United Nations Decade of Disabled Persons (1983-92), the World Decade for Cultural Development (1988-97), the Fourth United Nations Development Decade (1991-2000), of the Convention on the Elimination of Discrimination against Women and the Forward Looking Strategies for the Advancement of Women, and of the Convention on the Rights of the Child. There has never been a more propitious time to commit ourselves to providing basic learning opportunities for all the people of the world.

We adopt, therefore, this World Declaration on Education for All: Meeting Basic Learning Needs and agree on the Framework for action to Meet Basic Learning Needs, to achieve the goals set forth in this Declaration.

Framework For Action Meeting Basic Learning Needs

Guidelines for implementing the World Declaration on Education for All


1. This Framework for Action to Meet Basic Learning Needs derives from the World Declaration on Education for All, adopted by the World Conference on Education for All, which brought together representatives of governments, international and bilateral development agencies, and non-governmental organizations. Based on the best collective knowledge and the commitment of these partners, the Framework is intended as a reference and guide for national governments, international organizations, bilateral aid agencies, non-governmental organizations (Egos), and all those committed to the goal of Education for All in formulating their own plans of action for implementing the World Declaration. It describes three broad levels of concerted action: (i) direct action within individual countries, (ii) co-operation among groups of countries sharing certain characteristics and concerns, and (iii) multilateral and bilateral co-operation in the world community.

2. Individual countries and groups of countries, as well as international, regional and national organizations, may use the Framework to develop their own specific plans of action and programmes in line with their particular objectives, mandates and constituencies. This indeed has been the case in the ten-year experience of the UNESCO Major Project on Education for Latin America and the Caribbean. Further examples of such related initiatives are the UNESCO Plan of Action for the Eradication of Illiteracy by the Year 2000, adopted by the UNESCO General Conference at its 25th session (1989); the ISESCO Special Programme (1990); the cur- rent review by the World Bank of its policy for primary education; and USA’s programme for Advancing Basic Education and Literacy. Insofar as such plans of action, policies and programmes are consistent with this Framework, efforts throughout the world to meet basic learning needs will converge and facilitate cooperation.

3. While countries have many common concerns in meeting the basic learning needs of their populations, these concerns do, of course, vary in nature and intensity from country to country depending on the actual status of basic education as well as the cultural and socio-economic context. Globally by the year 2000, if enrolment rates remain at current levels, there will be more than 160 mil- lion children without access to primary schooling simply because of population growth. In much of sub- Saharan Africa and in many low income countries elsewhere, the provision of universal primary education for rapidly growing numbers of children remains a long-term challenge. Despite progress in promoting adult literacy, most of these same countries still have high illiteracy rates, while the numbers of functionally illiterate adults continue to grow and constitute a major social problem in much of Asia and the Arab States, as well as in Europe and North America. Many people are denied equal access on grounds of race, gender, language, disability, ethnic origin, or political convictions. In addition, high drop-out rates and poor learning achievement are commonly recognized problems throughout the world. These very general characterizations illustrate the need for decisive action on a large scale, with clear goals and targets.


4. The ultimate goal affirmed by the World Declaration on Education for All is to meet the basic learning needs of all children, youth, and adults. The long-term effort to attain that goal can be maintained more effectively if intermediate goals are established and progress toward these goals is measured. Appropriate authorities at the national and subnational levels may establish such intermediate goals, taking into account the objectives of the Declaration as well as overall national development goals and priorities.

5. Intermediate goals can usefully be formulated as specific targets within national and subnational plans for educational development. Such targets usually specify expected attainments and outcomes in reference to terminal performance specifications within an appropriate time-frame, specify priority categories (e. g. the poor, the disabled), and are formulated in terms such that progress toward them can be observed and measured. These targets represent a “floor” (but not a “ceiling”) for the continued development of education programmes and services.

6. Time-bound targets convey a sense of urgency and serve as a reference against which indices of implementation and accomplishment can be compared. As societal conditions change, plans and targets can be reviewed and updated. Where basic education efforts must be focussed to meet the needs of specific social groups or population categories, linking targets to such priority categories of learners can help to maintain the attention of planners, practitioners and evaluators on meeting the needs of these learners. Observable and measurable targets assist in the objective evaluation of progress.

7. Targets need not be based solely on current trends and resources. Initial targets can reflect a realistic appraisal of the possibilities presented by the Declaration to mobilize additional human, organizational, and financial capacities within a cooperative commitment to human development. Countries with low literacy and school enrolment rates, and very limited national resources, will need to make hard choices in establishing national targets within a realistic timeframe.

8. Countries may wish to set their own targets for the 1990s in terms of the following proposed dimensions:

(1) Expansion of early childhood care and developmental activities, including family and community interventions, especially for poor, disadvantaged and disabled children;

(2) Universal access to, and completion of, primary education (or whatever higher level of education is considered as “basic”) by the year 2000;

(3) Improvement in learning achievement such that an agreed percentage of an appropriate age cohort (e. g. 80% of 14 year-olds) attains or surpasses a defined level of necessary learning achievement;

(4) Reduction of the adult illiteracy rate (the appropriate age group to be determined in each country) to, say, one-half its 1990 level by the year 2000, with sufficient emphasis on female literacy to significantly reduce the current disparity between male and female illiteracy rates;

(5) Expansion of provisions of basic education and training in other essential skills required by youth and adults, with programme effectiveness assessed in terms of behavioural changes and impacts on health, employment and productivity;

(6) Increased acquisition by individuals and families of the know- ledge, skills and values required for better living and sound and sustainable development, made available through all education channels including the mass media, other forms of modern and traditional communication, and social action, with effectiveness assessed in terms of behavioural change.

9. Levels of performance in the above should be established, when possible. These should be consistent with the focus of basic education both on universalization of access and on learning acquisition, as joint and inseparable concerns. In all cases, the performance targets should include equity by gender. However, setting levels of performance and of the proportions of participants who are expected to reach these levels in specific basic education programmes must be an autonomous task of individual countries.


10. The first step consists in identifying, preferably through an active participatory process involving groups and the community, the traditional learning systems which exist in the society, and the actual demand for basic education services, whether expressed in terms of formal schooling or non-formal education programmes. Addressing the basic learning needs of all means: early childhood care and development opportunities; relevant, quality primary schooling or equivalent out-of-school education for children; and literacy, basic knowledge and life skills training for youth and adults. It also means capitalizing on the use of traditional and modern information media and technologies to educate the public on matters of social concern and to support basic education activities. These complementary components of basic education need to be designed to ensure equitable access, sustained participation, and effective learning achievement. Meeting basic learning needs also involves action to enhance the family and community environments for learning and to correlate basic education and the larger socio-economic context. The complementarity and synergistic effects of related human resources investments in population, health and nutrition should be recognized.

11. Because basic learning needs are complex and diverse, meeting them requires multisectoral strategies and action which are integral to overall development efforts. Many partners must join with the education authorities, teachers, and other educational personnel in developing basic education if it is to be seen, once again, as the responsibility of the entire socie- ty. This implies the active involvement of a wide range of partners – families, teachers, communities, private enterprises (including those involved in information and communication), government and non-governmental organizations, institutions, etc. – in planning, managing and evaluating the many forms of basic education.

12. Current practices and institutional arrangements for delivering basic education, and the existing mechanisms for co-operation in this regard, should be carefully evaluated before new institutions or mechanisms are created. Rehabilitating dilapidated schools and improving the training and working conditions of teachers and literacy workers, building on existing learning schemes, are likely to bring greater and more immediate returns on investment than attempts to start afresh.

13. Great potential lies in possible joint actions with non-governmental organizations on all levels. These autonomous bodies, while advocating independent and critical public views, might play roles in monitoring, research, training and material production for the sake of non-formal and lifelong educational processes.

14. The primary purpose of bilateral and multilateral co-operation should appear in a true spirit of partnership – it should not be to transplant familiar models, but to help develop the endogenous capacities of national authorities and their in-country partners to meet basic learning needs effectively. Action and resources should be used to strengthen essential features of basic education services, focussing on managerial and analytical capacities, which can stimulate further developments. International co-operation and funding can be particularly valuable in supporting major reforms or sectoral adjustments, and in helping to develop and test innovative approaches to teaching and management, where new approaches need to be tried and/or extraordinary levels of expenditure are involved and where knowledge of relevant experiences elsewhere can often be useful.

15. International co-operation should give priority to the countries currently least able to meet the basic learning needs of their populations. It should also help countries redress their internal disparities in educational opportunity. Because two-thirds of illiterate adults and out-of-school children are female, wherever such inequities exist, a most urgent priority is to improve access to education for girls and women, and to remove every obstacle that hampers their active participation.


16. Progress in meeting the basic learning needs of all will depend ultimately on the actions taken within individual countries. While regional and international co-operation and financial assistance can support and facilitate such actions, government authorities, communities and their several in-country partners are the key agents for improvement, and national governments have the main responsibility for coordinating the effective use of internal and external resources. Given the diversity of countries’ situations, capacities and development plans and goals, this Framework can only suggest certain areas that merit priority attention. Each country will determine for itself what specific actions beyond current efforts may be necessary in each of the following areas.


17. To achieve the targets set for itself, each country is encouraged to develop or update comprehensive and long-term plans of action (from local to national levels) to meet the learning needs it has defined as “basic”. Within the context of existing education-sector and general development plans and strategies, a plan of action for basic education for all will necessarily be multisectoral, to guide activities in the sectors involved (e. g. education, information, communications/ media, labour, agriculture, health). Models of strategic planning, by definition, vary. However, most of them involve constant adjustments among objectives, resources, actions, and constraints. At the national level, objectives are normally couched in broad terms and central government resources are also determined, while actions are taken at the local level. Thus, local plans in the same national setting will naturally differ not only in scope but in content. National and subnational frameworks and local plans should allow for varying conditions and circumstances. These might, therefore, specify:

• studies for the evaluation of existing systems (analysis of problems, failures and successes):

• the basic learning needs to be met, including cognitive skills, values, attitudes, as well as subject knowledge;

• the languages to be used in education

• means to promote the demand for, and broadscale participation in, basic education;

• modalities to mobilize family and local community support;

• targets and specific objectives;

• the required capital and recurrent resources, duly costed, as well as possible measures for cost effectiveness;

• indicators and procedures to be used to monitor progress in reaching the targets;

• priorities for using resources and for developing services and programmes over time;

• the priority groups that require special measures;

• the kinds of expertise required to implement the plan;

• institutional and administrative arrangements needed;

• modalities for ensuring information sharing among formal and other basic education programmes; and

• an implementation strategy and timetable.


18. A multisectoral plan of action implies adjustments to sectoral policies so that sectors interact in a mutually supportive and beneficial manner in line with the country’s overall development goals. Action to meet basic learning needs should be an integral part of a country’s national and sub- national development strategies, which should reflect the priority given to human development. Legislative and other measures may be needed to promote and facilitate co-operation among the various partners involved. Advocacy and public information about basic education are important in creating a supportive policy environment at national, subnational and local levels.

19. Four specific steps that merit attention are: (i)initiation of national and subnational level activities to create a broad, public recommitment to the goal of education for all; (ii)reduction of inefficiency in the public sector and exploitative practices in the private sector; (iii)provision of improved training for public administrators and of incentives to retain qualified women and men in public service; and (iv) provision of measures to encourage wider participation in the design and implementation of basic education programmes.


20. The preconditions for educational quality, equity and efficiency, are set in the early childhood years, making attention to early childhood care and development essential to the achievement of basic education goals. Basic education must correspond to actual needs, interests, and problems of the participants in the learning process. The relevance of curricula could be enhanced by linking literacy and numeracy skills and scientific concepts with learners’ concerns and earlier experiences, for example, nutrition, health, and work. While many needs vary considerably within and among countries, and therefore much of a curriculum should be sensitive to local conditions, there are also many universal needs and shared concerns which should be addressed in education curricula and in educational messages. Issues such as protecting the environment, achieving a balance between population and resources, slowing the spread of AIDS, and preventing drug abuse are everyone’s issues.

21. Specific strategies addressed to improve the conditions of schooling may focus on: learners and the learning process, personnel (teachers, administrators, others), curriculum and learning assessment, materials and physical facilities. Such strategies should be conducted in an integrated man- ner; their design, management, and evaluation should take into account the acquisition of knowledge and problem-solving skills as well as the social, cultural, and ethical dimensions of human development. Depending on the outcomes desired, teachers have to be trained accordingly, whilst benefiting from in-service programmes as well as other incentives of opportunity which put a premium on the achievement of these outcomes; curriculum and assessment must reflect a variety of criteria while materials – and conceivably buildings and facilities as well – must be adapted along the same lines. In some countries, the strategy may include ways to improve conditions for teaching and learning such that absenteeism is reduced and learning time increased. In order to meet the educational needs of groups not covered by formal schooling, appropriate strategies are needed for non-formal education. These include but go far beyond the aspects described above, but may also give special attention to the need for coordination with other forms of education, to the support of all interested partners, to sustained financial resources and to full community participation. An example for such an approach applied to literacy can be found in UNESCO’s Plan of Action for the Eradication of Illiteracy by the Year 2000. Other strategies still may rely on the media to meet the broader education needs of the entire community. Such strategies need to be linked to formal education, non-formal education or a combination of both. The use of the communications media holds a tremendous potential to educate the public and to share important information among those who need to know.

22. Expanding access to basic education of satisfactory quality is an effective way to improve equity. Ensuring that girls and women stay involved in basic education activities until they have attained at least the agreed necessary level of learning, can be encouraged through special measures designed, wherever possible, in consultation with them. Similar approaches are necessary to expand learning opportunities for various disadvantaged groups.

23. Efficiency in basic education does not mean providing education at the lowest cost, but rather the most effective use of all resources (human, organizational, and financial) to produce the desired levels of access and of necessary learning achievement. The foregoing considerations of relevance, quality, and equity are not alternatives to efficiency but represent the specific conditions within which efficiency should be attained. For some programmes, efficiency will require more, not fewer, resources. However, if existing resources can be used by more learners or if the same learning targets can be reached at a lower cost per learner, then the capacity of basic education to meet the targets of access and achievement for presently underserved groups can be increased.


24. Many kinds of expertise and skills will be needed to carry out these initiatives. Managerial and supervisory personnel, as well as planners, school architects, teacher educators, curriculum developers, researchers, analysts, etc., are important for any strategy to improve basic education, but many countries do not provide specialized training to prepare them for their responsibilities; this is especially true in literacy and other out-of-school basic education activities. A broadening of outlook toward basic education will be a crucial prerequisite to the effective co-ordination of efforts among these many participants, and strengthening and developing capacities for planning and management at regional and local levels with a greater sharing of responsibilities will be necessary in many countries. Pre- and in-service training programmes for key personnel should be initiated, or strengthened where they do exist. Such training can be particularly useful in introducing administrative reforms and innovative management and supervisory techniques.

25. The technical services and mechanisms to collect, process and ana- lyze data pertaining to basic education can be improved in all countries. This is an urgent task in many countries that have little reliable information and/or research on the basic learning needs of their people and on existing basic education activities. A country’s information and knowledge base is vital in preparing and implementing a plan of action. One major implication of the focus on learning acquisition is that systems have to be developed and improved to assess the performance of individual learners and delivery mechanisms. Process and outcome assessment data should serve as the core of a management information system for basic education.

26. The quality and delivery of basic education can be enhanced through the judicious use of instructional technologies. Where such technologies are not now widely used, their introduction will require the selection and/or development of suitable technologies, acquisition of the necessary equipment and operating systems, and the recruitment or training of teachers and other educational personnel to work with them. The definition of a suitable technology varies by societal characteristics and will change rapidly over time as new technologies (educational radio and television, computers, and various audio-visual instructional devices) become less expensive and more adaptable to a range of environments. The use of modern technology can also improve the management of basic education. Each country may reexamine periodically its present and potential technological capacity in relation to its basic educational needs and resources.


27. New possibilities are emerging which already show a powerful impact on meeting basic learning needs, and it is clear that the educational potential of these new possibilities has barely been tapped. These new possibilities exist largely as a result of two converging forces, both recent by-products of the general development process. First, the quantity of information available in the world – much of it relevant to survival and basic well-being – is exponentially greater than that available only a few years ago, and the rate of its growth is accelerating. A synergistic effect occurs when important information is coupled with a second modern advance – the new capacity to communicate among the people of the world. The opportunity exists to harness this force and use it positively, consciously, and with design, in order to contribute to meeting defined learning needs.


28. In designing the plan of action and creating a supportive policy environment for promoting basic education, maximum use of opportunities should be considered to expand existing collaborations and to bring together new partners: e. g. , family and community organizations, non-governmental and other voluntary associations, teachers’ unions, other professional groups, employers, the media, political parties, cooperatives, universities, research institutions, religious bodies, as well as education authorities and other government departments and services (labour, agriculture, health, information, commerce, industry, defence, etc.). The human and organizational resources these domestic partners represent need to be effectively mobilized to play their parts in implementing the plan of action. Partnerships at the community level and at the intermediate and national levels should be encouraged; they can help harmonize activities, utilize resources more effectively, and mobilize additional financial and human resources where necessary.

29. Governments and their partners can analyze the current allocation and use of financial and other resources for education and training in different sectors to determine if additional support for basic education can be obtained by (i) improving efficiency, (ii) mobilizing additional sources of funding within and outside the government budget, and (iii) allocating funds within existing education and training budgets, taking into account efficiency and equity concerns. Countries where the total fiscal support for education is low need to explore the possibility of reallocating some public funds used for other purposes to basic education.

30. Assessing the resources actually or potentially available for basic education and comparing them to the budget estimates underlying the plan of action, can help identify possible inadequacies of resources that may affect the scheduling of planned activities over time or may require choices to be made. Countries that require external assistance to meet the basic learning needs of their people can use the resource assessment and plan of action as a basis for discussions with their international partners and for coordinating external funding.

31. The individual learners themselves constitute a vital human resource that needs to be mobilized. The demand for, and participation in, learning opportunities cannot simply be assumed, but must be actively encouraged. Potential learners need to see that the benefits of basic education activities exceed the costs the participants must bear, such as earnings foregone and reduced time available for community and household activities and for leisure. Women and girls especially may be deterred from taking full advantage of basic education opportunities because of reasons specific to individual cultures. Such barriers to participation may be over- come through the use of incentives and by programmes adapted to the local context and seen by the learners, their families and communities to be “productive activities”. Also, learners tend to benefit more from education when they are partners in the instructional process, rather than treated simply as “inputs” or “beneficiaries”. Attention to the issues of demand and participation will help assure that the learners’ personal capacities are mobilized for education.

32. Family resources, including time and mutual support, are vital for the success of basic education activities. Families can be offered incentives and assistance to ensure that their resources are invested to enable all family members to benefit as fully and equitably as possible from basic education opportunities.

33. The preeminent role of teachers as well as of other educational personnel in providing quality basic education needs to be recognized and developed to optimize their contribution. This must entail measures to respect teachers’ trade union rights and professional freedoms, and to impro- ve their working conditions and status, notably in respect to their recruitment, initial and in-service training, remuneration and career development possibilities, as well as to allow teachers to fulfill their aspirations, social obligations, and ethical responsibilities.

34. In partnerships with school and community workers, libraries need to become a vital link in providing educational resources for all learners – pre-school through adulthood – in school and non-school settings. There is therefore a need to recognize libraries as invaluable information resources.

35. Community associations, co-operatives, religious bodies, and other non-governmental organizations also play important roles in supporting and in providing basic education. Their experience, expertise, energy and direct relationships with various constituencies are valuable resources for identifying and meeting basic learning needs. Their active involvement in partnerships for basic education should be promoted through policies and mechanisms that strengthen their capacities and recognize their autonomy.


36. Basic learning needs must be met through collaborative action within each country, but there are many forms of co-operation bet- ween countries with similar conditions and concerns that could, and do, assist in this endeavour. Regions have already developed plans, such as the Jakarta Plan of Action on Human Resources, adopted by ESCAP in 1988. By exchanging information and experience, pooling expertise, sharing facilities, and undertaking joint activities, several countries, working together, can increase their resource base and lower costs to their mutual benefit. Such arrangements are often set up among neighboring countries (sub-regional), among all countries in a major geo-cultural region, or among countries sharing a com- mon language or having cultural and commercial relations. Regional and international organizations often play an important role in facilitating such cooperation between countries. In the following discussion, all such arrangements are included in the term “regional”. In general, existing regional partnerships will need to be strengthened and provided with the resources necessary for their effective functioning in helping countries meet the basic learning needs of their populations.


37. Various regional mechanisms, both intergovernmental and nongovernmental, promote co-operation in education and training, health, agricultural development, research and information, communications, and in other fields relevant to meeting basic learning needs. Such mechanisms can be further developed in response to the evolving needs of their constituents. Among several possible examples are the four regional programmes established through UNESCO in the 1980s to support national efforts to achieve universal primary education and eliminate adult illiteracy:

• Major Project in the Field of Education in Latin America and the Caribbean;

• Regional Programme for the Eradication of Illiteracy in Africa;

• Asia-Pacific Programme of Education for All (APPEAL);

• Regional Programme for the Universalization and Renewal of Primary Education and the Eradication of Illiteracy in the Arab States by the Year 2000 (ARABUPEAL).

38. In addition to the technical and policy consultations organized in connection with these programmes, other existing mechanisms can be used for consulting on policy issues in basic education. The conferences of ministers of education organized by UNESCO and by several regional organizations, the regular sessions of the regional commissions of the United Nations, and certain trans-regional conferences organized by the Commonwealth Secretariat, CONFEMEN (standing conference of ministers of education of francophone countries), the Organization of Economic Co- operation and Development (OECD), and the Islamic Educational, Scientific and Cultural Organization (ISESCO), could be used for this purpose as needs arise. In addition, numerous conferences and meetings organized by non-governmental bodies provide opportunities for professionals to share information and views on technical and policy issues. The conveners of these various conferences and meetings may consider ways of extending participation, where appropriate, to include representatives of other constituencies engaged in meeting basic learning needs.

39. Full advantage should be taken of opportunities to share media messages or programmes that can be exchanged among countries or collaboratively developed, especially where language and cultural similarities extend beyond political boundaries.


40. There are many possible joint activities among countries in support of national efforts to implement action plans for basic education. Joint activities should be designed to exploit economies of scale and the comparative advantages of participating countries. Six areas where this form of regional collaboration seems particularly appropriate are: ( i) training of key personnel, such as planners, managers, teacher educators, researchers, etc. ; ( ii) efforts to improve information collection and analysis; (iii) research; ( iv) production of educational materials; ( v) use of communication media to meet basic learning needs; and (vi) management and use of distance education services. Here, too, there are several existing mechanisms that could be utilized to foster such activities, including UNESCO’ s International Institute of Educational Planning and its networks of trainees and research as well as IBE’s information network and the Unesco Institute for Education, the five networks for educational innovation operating under UNESCO’s auspices, the research and review advisory groups (RRAGs) associated with the International Development Research Centre , the Commonwealth of Learning, the Asian Cultural Center for UNESCO, the participatory network established by the International Council for Adult Education, and the International Association for the Evaluation of Educational Achievement, which links major national research institutions in some 35 countries. Certain multilateral and bilateral development agencies that have accumulated valuable experience in one or more of these areas might be interested in participating in joint activities. The five United Nations regional commissions could provide further support to such regional collaboration, especially by mobilizing policymakers to take appropriate action.


21. The world community has a well- established record of co- operation in education and development. However, international funding f or education stagnated during the early 1980 s; at the same time, many countries have been handicapped by growing debt burdens and economic relationships that channel their financial and human resources to wealthier countries. Because concern about the issues in basic education is shared by industrialized and developing countries alike, international cooperation can provide valuable support for national efforts and regional actions to implement the expanded vision of basic Education for All. Time, energy, and funding directed to basic education are perhaps the most profound investment in people and in the future of a country which can be made; there is a clear need and strong moral and economic argument for international solidarity to provide technical co-operation and financial assistance to countries that lack the resources to meet the basic learning needs of their populations .


42. Meeting basic learning needs constitutes a common and universal human responsibility. The prospects for meeting basic learning needs around the world are determined in part by the dynamics of international relations and trade. With the current relaxation of tensions and the decreasing number of armed conflicts, there are now real possibilities to reduce the tremendous waste of military spending and shift those resources into socially useful areas, including basic education. The urgent task of meeting basic learning needs may require such a reallocation between sectors, and the world community and individual governments need to plan this conversion of resources for peaceful uses with courage and vision, and in a thoughtful and careful manner. Similarly, international measures to reduce or eliminate current imbalances in trade relations and to reduce debt burdens must be taken to enable many low-income countries to rebuild their own economies, releasing and retaining human and financial resources needed for development and for providing basic education to their populations. Structural adjustment policies should protect appropriate funding levels for education.


43. International support should be provided, on request, to countries seeking to develop the national capacities needed for planning and managing basic education programmes and services (see section I.4). Ultimate responsibility rests within each nation to design and manage its own programmes to meet the learning needs of all its population. International support could include training and institutional development in data collection, analysis and research, technological innovation, and educational methodologies. Management information systems and other modern management methods could also be introduced, with an emphasis on low and middle level managers. These capabilities will be even more in demand to support quality improvements in primary education and to introduce innovative out-of- school programmes. In addition to direct support to countries and institutions, international assistance can also be usefully channelled to support the activities of international, regional and other inter-country structures that organize joint research, training and information exchanges. The latter should be based on, and supported by, existing institutions and programmes, if need be improved and strengthened, rather than on the establishment of new structures. Support will be especially valuable for technical cooperation among developing countries, among which both circumstances and resources available to respond to circumstances are often similar.

44. Meeting the basic learning needs of all people in all countries is obviously a long-term undertaking. This Framework provides guidelines for preparing national and subnational plans of action for the development of basic education through a long-term commitment of governments and their national partners to work together to reach the targets and achieve the objectives they set for themselves. International agencies and institutions, many of which are sponsors, co-sponsors, and associate sponsors of the World Conference on Education for All, should actively seek to plan together and sustain their long-term support for the kinds of national and regional actions outlined in the preceding sections. In particular, the core sponsors of the Education for All initiative (UNDP, UNESCO, UNICEF, World Bank) affirm their commitments to supporting the priority areas for international action presented below and to making appropriate arrangements for meeting the objectives of Education for All, each acting within its man- date, special responsibilities, and decisions of its governing bodies. Given that UNESCO is the UN agency with a particular responsibility for education, it will give priority to implementing the Framework for Action and to facilitating provision of services needed for reinforced international co-ordination and co-operation.

45. Increased international funding is needed to help the less developed countries implement their own autonomous plans of action in line with the expanded vision of basic Education for All. Genuine partnerships characterized by co-operation and joint long-term commitments will accomplish more and provide the basis for a substantial increase in overall fun- ding for this important sub-sector of education. Upon governments’ request, multilateral and bilateral agencies should focus on supporting priority actions, particularly at the country level (see section I), in areas such as the following:

a. The design or updating of national and subnational multisectoral plans of action (see section I. 1), which will need to be elaborated very early in the 1990s. Both financial and technical assistance are needed by many developing countries, particularly in collecting and analyzing data, as well as in organizing domestic consultations.

b. National efforts and related inter-country co-operation to attain a satisfactory level of quality and relevance in primary education (cf. sections I.3 and II above). Experiences involving the participation of families, local communities, and non-governmental organizations in increasing the relevance and improving the quality of education could profitably be shared among countries.

c. The provision of universal primary education in the economically poorer countries. International funding agencies should consider negotiating arrangements to provide long- term support, on a case-by-case basis, to help countries move toward universal primary education according to their timetable. The external agencies should examine current assistance practices in order to find ways of effectively assisting basic education programs which do not require capital- and technology-intensive assistance, but often need longer-term budgetary support. In this context, greater attention should be given to criteria for development co-operation in education to include more than mere economic considerations.

d. Programmes designed to meet the basic learning needs of disadvantaged groups, out-of-school youth, and adults with little or no access to basic learning opportunities. All partners can share their experience and expertise in designing and implementing innovative measures and activities, and focus their fun- ding for basic education on specific categories and groups (e.g., women, the rural poor, the disabled) to improve significantly the learning opportunities and conditions available for them.

e. Education programmes for women and girls. These programmes should be designed to eliminate the social and cultural barriers which have discouraged or even excluded women and girls from benefits of regular education programmes, as well as to promote equal opportunities in all aspects of their lives.

f. Education programmes for refugees. The programmes run by such organizations as the United Nations High Commission for Refugees (UNHCR) and the United Nations Relief and Works Agency for Palestine (UNRWA) need more substantial and reliable long-term financial support for this recognized international responsibility. Where countries of refuge need international financial and technical assistance to cope with the basic needs of refugees, including their learning needs, the international community can help to share this burden through increased cooperation. The world community will also endeavour to ensure that people under occupation or displaced by war and other calamities continue to have access to basic education programmes that preserve their cultural identity.

g. Basic education programmes of all kinds in countries with high rates of illiteracy (as in sub-Saharan Africa) and with large illiterate populations (as in South Asia). Substantial assistance will be needed to reduce significantly the world’s large number of illiterate adults.

h. Capacity building for research and planning and the experimentation of small-scale innovations. The success of Education for All actions will ultimately be determined by the capacity of each country to design and implement programs that reflect national conditions. A strengthened knowledge base nourished by research findings and the lessons of experiments and innovations as well as the availability of competent educational planners will be essential in this respect.

46. The coordination of external funding for education is an area of shared responsibility at country level, in which host governments need to take the lead to ensure the efficient use of resources in accordance with their priorities. Development funding agencies should explore innovative and more flexible modalities of co-operation in consultation with the governments and institutions with which they work and co-operate in regional initiatives, such as the Task Force of Donors to African Education. Other forums need to be developed in which fun- ding agencies and developing countries can collaborate in the design of inter-country projects and discuss general issues relating to financial assistance.


47. Existing channels of communication and forums for consultation among the many partners involved in meeting basic learning needs should be fully utilized in the 1990s to maintain and extend the inter- national consensus underlying this Framework for Action. Some channels and forums, such as the biannual International Conference on Education, operate globally, while others focus on particular regions or groups of countries or categories of partners. Insofar as possible, organizers should seek to coordinate these consultations and share results.

48. Moreover, in order to maintain and expand the Education for All initiative, the international community will need to make appropriate arrangements, which will ensure co-operation among the interested agencies using the existing mechanisms insofar as possible: (i) to continue advocacy of basic Education for All, building on the momentum generated by the World Conference; (ii) to facilitate sharing information on the progress made in achieving basic education targets set by countries for themselves and on the resources and organizational requirements for successful initiatives; (iii) to encourage new partners to join this global endeavor; and(iv) to ensure that all partners are fully aware of the importance of maintaining strong support for basic education.


49. Each country, in determining its own intermediate goals and targets and in designing its plan of action for achieving them, will, in the process, establish a timetable to harmonize and schedule specific activities. Similarly, regional and international action will need to be scheduled to help countries meet their tar- gets on time. The following general schedule suggests an indicative phasing during the 1990s; of course, certain phases may need to overlap and the dates indicated will need to be adapted to individual country and organizational contexts.

1. Governments and organizations set specific targets and complete or update their plans of action to meet basic learning needs (cf. section I.1); take measures to create a supportive policy environment (I.2); devise policies to improve the relevance, quality, equity and efficiency of basic education ser- vices and programmes (I.3); design the means to adapt information and communication media to meet basic learning needs (I.5) and mobilize resources and establish operational partner- ships (I.6). International partners assist countries, through direct support and through regional co-operation, to complete this preparatory stage. (1990-1991)

2. Development agencies establish policies and plans for the 1990s, in line with their commitments to sustained, long-term support for national and regional actions and increase their financial and technical assistance to basic education accordingly (III.3). All partners strengthen and use relevant existing mechanisms for consultation and co-operation and establish procedures for monitoring progress at regional and international levels. (1990-1993)

3. First stage of implementation of plans of action: national coordinating bodies monitor implementation and propose appropriate adjustments to plans. Regional and international sup- porting actions are carried out. (1990-1995)

4. Governments and organizations undertake mid-term evaluation of the implementation of their respective plans and adjust them as needed. Governments, organizations and development agencies undertake comprehensive policy reviews at regional and global levels. (1995-1996)

5. Second stage of implementation of plans of action and of sup- porting action at regional and international levels. Development agencies adjust their plans as necessary and increase their assistance to basic education accordingly. (1996-2000)

6. Governments, organizations and development agencies evaluate achievements and undertake comprehensive policy review at regional and global levels. (2000-2001)

50. There will never be a better time to renew commitment to the inevitable and long-term effort to meet the basic learning needs of all children, youth and adults. This effort will require a much greater and wiser investment of resources in basic education and training than ever before, but benefits will begin accruing immediately and will extend well into the future – where the global challenges of today will be met, in good measure, by the world community’s commitment and perseverance in attaining its goal of education for all.

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Essay on Education For All

Students are often asked to write an essay on Education For All in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

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100 Words Essay on Education For All

What is education for all.

Education For All means every person should have the chance to learn. This idea says no matter where you live, how much money you have, or who you are, you should be able to go to school. School helps us read, write, and understand the world.

Why is Learning for Everyone Important?

When everyone learns, our world becomes a better place. People can make smarter choices and can help others. Jobs are easier to find, and communities grow stronger when everyone is educated.

Challenges in Education

Some kids can’t go to school because it’s too far or costs too much. Sometimes, schools don’t have enough books or teachers. We need to fix these problems so all children can learn.

Solutions to Help Everyone Learn

We can build more schools and train more teachers. Giving out books and supplies helps too. Also, making sure schools are safe for everyone, including those with disabilities, is very important.

What Can We Do?

We can all help by supporting schools and telling leaders that education matters. Even small actions, like donating books or helping a friend with homework, can make a big difference.

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250 Words Essay on Education For All

Education For All means that every person, no matter where they live or how much money they have, should be able to go to school and learn. This idea is like saying everyone has the right to eat food or see a doctor. It’s a basic need. Schools give us the tools to read, write, and do math, and they also teach us about the world.

Why is it Important?

Learning opens doors to a better life. It can help you get a good job, make smart choices, and understand different people. When everyone gets an education, the whole country becomes stronger and smarter. It’s like each person is a puzzle piece, and education helps all the pieces fit together to make a beautiful picture.

Challenges We Face

Some kids can’t go to school because it’s too far away, or they have to work to help their families. Other times, schools might not have enough books or teachers. These problems are big, but not impossible to fix. By working together, we can find ways to help every child learn.

How Can We Help?

Everyone can play a part. Governments can make laws that support going to school. Communities can build schools closer to where children live. And if we’re kids, we can encourage our friends to stay in school and help them with their studies. By sharing what we know and working as a team, we can make sure that every child gets the chance to learn and grow. Education for all is not just a dream; it’s something we can make real if we all pitch in.

500 Words Essay on Education For All

What does education for all mean.

Education for All is a simple idea. It means every person, no matter where they live or how much money they have, should be able to go to school and learn. This idea is important because learning new things helps us to grow smarter, make better choices, and can even change our lives for the better.

Why Is Education Important?

Imagine a world where everyone can read, write, and do math. People would be able to understand each other better, solve problems easily, and even help make their towns and countries nicer places to live. Education gives us the tools to dream big and reach our goals. It’s like a key that can open many doors to different paths in life.

How Can We Make Education Available For Everyone?

To make sure every kid can go to school, countries need to build more schools, train good teachers, and make sure schools have the things they need, like books and computers. Sometimes, kids can’t go to school because it’s too far away or they have to work to help their families. To fix this, schools can be built closer to where kids live, and classes can be at different times so kids can still help at home and learn too.

What Challenges Do We Face?

Even though the idea of education for all is great, there are some tough things to work out. Some places might not have enough money to build schools or pay teachers. Also, some kids, especially girls, are not allowed to go to school because of old ideas about who should be learning. We need to change these thoughts and make sure everyone understands how valuable education is.

How Does Education Help Us All?

When more people are educated, whole communities do better. People can get better jobs, which means they can earn more money to take care of their families. Also, when people learn about health in school, they can stay healthier and teach others how to be healthy too. Education can also help us take better care of our planet because it teaches us about things like recycling and not wasting water.

The Future of Education

Looking ahead, we want a world where every child, no matter who they are, can sit in a classroom and learn. Technology, like the internet and computers, can help make this happen by letting kids learn even if they can’t go to a school building. The future is bright if we all work together to make sure everyone gets the chance to learn.

To sum it up, Education for All is a goal that can help make everyone’s lives better. It’s about building schools, training teachers, and making sure that no child is left without a chance to learn. It’s not always easy, but it’s definitely worth trying for. Remember, when one person learns, it can help their family, their community, and even the whole world!

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essay on need of education for all



Education for all: Exploring the principle and process of inclusive education

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  • Published: 13 April 2016
  • Volume 62 , pages 131–137, ( 2016 )

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More than seventy years have passed since the twenty initial signatories to UNESCO’s Constitution proclaimed their belief in “full and equal opportunities for education for all” (UNESCO 1945 , p. 2). This principle was reaffirmed three years later in the United Nations Universal Declaration of Human Rights (Article 26), which states unambiguously that “Everyone has the right to education” (UN 1948 ). There is no denying the advances which have been made since the Second World War in terms of access to education. To take just one key indicator – adult literacy – we can observe a dramatic progression from the 1950s, when UNESCO estimated that just a slight majority (55%) of the world’s population could be termed “literate” (UNESCO 1957 ), to the present day, when that same designation is applied to 86 per cent of humanity (UNESCO 2015 ). However, not even the greatest optimist would argue that we are anywhere close to realising the vision set out in 1945. Despite repeated initiatives and targets (notably at Jomtien in 1990 and Dakar in 2000, and with the Millennium Development Goals and Sustainable Development Goals), Education for All remains elusive. Is it simply that a vision of equal opportunity is no less utopian than one of wealth equally divided; that this pie we hope to slice more equitably is really just pie in the sky? The problem appears to lie with the fact that inequality – in education, as in other areas of human life – tends to be systemic rather than specific. Thus, “making inclusive education a reality requires transforming education systems in all their elements and processes across formal and non-formal education” (UNESCO 2013 ). And “system change” is a tricky business.

It is a truth universally acknowledged that education and economic development go hand in hand. Not only is lack of education generally recognised as a cause of poverty, it has come to be recognised as one of three core “dimensions of poverty”, alongside living standard and health (World Bank 2016 ). Despite strong economic growth throughout most of the so-called “developing world”, poverty persists, and at levels which are causing many observers to doubt the meaning of “development”. It thus becomes ever more important to understand the relationship between equity and development. Equity is not merely equivalent to a process of inclusion; of ensuring equal access to a specific “good”, such as healthcare, education or income. It is also an objective ideal whereby achievements depend on personal effort, choice and initiative rather than on predetermined characteristics such as race, gender and socioeconomic background. As such, equity is a moral principle predicated on the belief that all people should enjoy equal access to chances in life.

While evidence suggests that education builds healthier, richer, more equitable societies, research on this has focused predominantly on primary and secondary schooling. The authors of our first paper – Chavanne Peercy and Nanette Svenson – examine “The role of higher education in equitable human development”. They begin with an extensive review of existing research, then report on their own study which explored connections between tertiary education and development using equity as a reflection of human development. They carried out a cross-national statistical analysis designed to examine the relationship between tertiary enrolment levels and a composite equity variable. Their results indicate a strong association between higher levels of access to post-secondary education and higher levels of social equity.

Our next article considers educational development. Composed of more than 7,000 islands, and with a population exceeding 100 million, the Philippines is one of the most marine-dependent countries in the world. It is therefore a country for which sustainable development is not merely desirable but imperative. Not only is this archipelago particularly vulnerable to the risks associated with global warming, such as unpredictable weather and rising sea levels, but tens of millions of Filipinos depend directly on marine fisheries for their livelihoods and food security. Education has a crucial role to play in sustaining these vulnerable resources. Educational development in the Philippines is complicated by the legacy of three centuries of colonialism: huge income inequality and a widely dispersed, multilingual and multi-ethnic population. However, that should not imply a lack of progress. For example, according to the 2015 Education for All Global Monitoring Report, the Philippines reached the target of raising the adult literacy rate by 50 per cent compared to the 2000 level (UNESCO 2015 ).

Adult education is the focus of the article entitled “Sustainable development of Philippine coastal resources: Subsidiarity in ethnoecology through inclusive participatory education”. It applies the principles of ethnoecology (the study of the relationship between society and natural resources) to adult education for sustainable development. Specifically, the authors – Joey Ayala, Pauline Bautista, Marivic Pajaro, Mark Raquino and Paul Watts – describe and evaluate a pilot adult education initiative undertaken to help fisherfolk better manage marine resources. While earlier adult education initiatives aimed at this group had limited success, in part due to a lack of cultural context, this project applied a Filipino form of social artistry known as Siningbayan [art whose canvas is society] to identify potential input strategies. Thus, culture was treated not only as a historical resource, but also as a potential tool for change. The authors place particular emphasis on the principle of subsidiarity, meaning in essence a high sensitivity to local culture and knowledge, in considering how to transfer information to fishing communities and expand their roles in leadership, organisational and professional development.

It was no accident that the United Nations, when drafting the Sustainable Development Goals, placed poverty eradication front and centre as Goal 1. Yet, efforts to lift people out of poverty often appear antagonistic to environmental protection. This has certainly been the case in China, where rapid economic growth and astonishing success in poverty reduction pursued with the rationale of “grow first, clean up later” has resulted in immense environmental destruction (Economist 2013 ). There are both moral and practical cases for making poverty eradication a central pillar of sustainable development. Sudhir Anand and Amartya Sen expressed the moral argument succinctly: “Sustaining deprivation cannot be our goal” (Anand and Sen 2000 , p. 2030). The practical argument is more subtle but equally compelling: poverty is one of the main drivers of instability and conflict. In the words of the Brundtland Report, the seminal document on sustainable development, “A world in which poverty and inequity are endemic will always be prone to ecological and other crises” (WCED 1987 , p. 34).

When South Africa finally shook off the shackles of apartheid, much hope was invested in the potential of adult education to reduce poverty and redress the systemic exclusion of Black and “coloured” citizens from education, training and economic opportunity. The legislative framework for this drive was provided by the Adult Education and Training (AET) Act 25 of 2010. Yet, despite impressive enrolment figures in a variety of non-formal education and training (NFET) programmes, poverty in South Africa is still starkly determined by skin colour (Leibbrandt et al. 2010 ). In a companion study to their paper in this journal last year (Mayombe and Lombard 2015 ), Celestin Mayombe and Antoinette Lombard examine the efficacy of material and human resources in non-formal education and training centres. Their earlier paper explored in general terms the importance of “enabling environments”, namely the aspects of NFET centres that are conducive to the acquisition of skills and their application in employment. This paper, entitled “The importance of material resources and qualified trainers in adult non-formal education and training centres in South Africa”, now focuses on three specific elements of that enabling: (1) how material resources enable or disable graduates’ practical skills acquisition; (2) how trainers’ qualifications enable or disable graduates’ practical skills acquisition; and (3) how material and human resources enable or disable graduates’ employment.

Their results show that material and human resource challenges in most public and some private centres have led to gaps in skills training. Programmes focus too strongly on academic credits and certificates and not enough on employment as an end goal. The authors argue that the existence of suitable training materials and qualified trainers with practical experience and specific technical skills constitutes favourable conditions (“enabling environments”) for graduate employment. Without improvement in material and human resources, adult trainees will continue to experience difficulties entering the labour market, and the cycle of poverty and exclusion is likely to remain unbroken.

In the last two decades, several countries in East and Southeast Asia have taken a global lead in the provision of lifelong learning opportunities to all of their citizens. While policies and programmes take diverse forms – from Japan’s kominkan [community learning centres] to the Republic of Korea’s Lifelong Education Act (first enacted in 1999); from China’s Learning Cities to Singapore’s Community Development Councils – they have in common a close identification with the idea of lifelong learning and a profound commitment to the goal of building a learning society. We may speculate as to the “why” of this – some suggest it is closely linked to Confucian ethics – but not to the “what” (Yang and Yorozu 2015 ). All of the four countries mentioned above boast high levels of participation and achievement in education – all the more astonishing considering this was a region marked by extreme poverty just a half-century ago (UIS 2016 ). Viet Nam is a fairly recent entrant to this “club”. Long restrained by the legacy of a terrible war and subsequent isolation, Viet Nam is now keen to learn from its regional neighbours and follow them in developing knowledge economies.

In his article entitled “Towards a lifelong learning society through reading promotion: Opportunities and challenges for libraries and community learning centres in Viet Nam”, author Zakir Hossain reviews governmental and non-governmental initiatives on reading promotion in pursuit of the Vietnamese government’s stated goal of becoming a lifelong learning society by 2020. He describes the recent explosive proliferation of community learning centres (CLCs) – from just 10 in 1999 to 11,000 in 2015 – and public libraries and reading rooms (estimated at 23,000 in 2008). These centres promote reading culture and provide programmes on literacy, post-literacy and life skills such as income generation, healthcare and family planning. In some cases, they also offer agricultural training and cultural and sporting activities. In addition, the author details the more recent involvement of NGOs and private enterprise in the provision of learning opportunities. He concludes his paper with detailed recommendations for further development under five main headings: marketing and outreach; improved use of ICTs by librarians; promotion of e-libraries and e-books; collaboration between schools, libraries and CLCs; and partnership building.

We conclude this issue with a short research note which takes a critical look at “The new language of instruction policy in Malawi: A house standing on a shaky foundation”. This paper by Gregory Hankoni Kamwendo examines a new policy which positions English as the medium of instruction from the start of primary education in a country where English is not the main language of household communication and many teachers struggle to use English as a medium of instruction. As absurd as it may sound to force children to learn and teachers to teach in a language neither of them master, this is the reality in many African primary and most secondary schools. This process is driven to a considerable degree by international donors motivated either by the belief that the plurality of languages used in most African countries necessitates the use of a (colonial) lingua franca , or by a desire to promote their own language in their former colonies. It has been described as an “intellectual recolonization of Africa” by Birgit Brock-Utne ( 2000 , p. 289) in her book Whose Education for All? It not only flies in the face of empirical evidence that mother tongue is the most effective medium of instruction, especially in primary education, but raises the spectre of educational policies and practices which are inclusive but inequitable (UNESCO 2016 ).

As this is the first general issue of IRE this year, I would now like to acknowledge the vital support provided entirely as a service of honour by our peer reviewers. I extend my gratitude and appreciation to the following individuals who reviewed articles for general and special issues in 2015:

Helen Abadzi, University of Texas at Arlington, United States of America

Christel Adick, Ruhr University Bochum, Germany

Abdel Rahamane Baba-Moussa, University of Abomey-Calavi, Benin

Herman Baert, KU Leuven, Belgium

Supriya Baily, George Mason University, United States of America

Zvi Bekerman, Hebrew University, Israel

Stephanie Bengtsson, University of Sussex, United Kingdom

Sandra Bohlinger, Technical University Dresden, Germany

Mark Bray, University of Hong Kong, China

Birgit Brock-Utne, University of Oslo, Norway

Mette Buchardt, Aalborg University, Denmark

Kenneth Cushner, Victoria University of Wellington, New Zealand

Martial Dembélé, University of Montreal, Canada

Cecille DePass, University of Calgary, Canada

XiaoJiong Ding, Shanghai Normal University, China

Nadia Edmond, University of Brighton, United Kingdom

Maren Elfert, University of British Columbia, Canada

Justin Ellis, Turning Points Consultancy CC, Namibia

Karen Evans, University of London, United Kingdom

John Field, University of Stirling, United Kingdom

Siri Gaarder Brock-Utne, Tromsø Fengsel, Norway

Anthony Gallagher, Southampton Solent University, United Kingdom

Macleans Anthony Geo-JaJa, Brigham Young University, United States of America

Christine Glanz, UNESCO Institute for Lifelong Learning, Germany

Candido Gomes, University of Glasgow, United Kingdom

César Guadalupe, Universidad del Pacífico, Peru

Bernard Hagnonnou, Institute ALPHADEV, Benin

M Ulrike Hanemann, UNESCO Institute for Lifelong Learning, Germany

Günter Hefler, 3 s research laboratory, Austria

John Holford, University of Nottingham, United Kingdom

Ulla Højmark Jensen, Aalborg University, Denmark

Halla Holmarsdottir, Oslo and Akershus University College, Norway

John D. Holst, University of St. Thomas, United States of America

Nuir Houston, University of Glasgow, United Kingdom

Timothy Denis Ireland, Federal University of Paraíba, Brazil

Swarna Jayaweera, Centre for Women’s Research, Colombo, Sri Lanka

Tim Jensen, Syddansk University, Denmark

Thierry Karsenti, University of Montreal, Canada

Brij Kothari, Indian Institute of Management; India

Lisa Krolak, UNESCO Institute for Lifelong Learning, Germany

Leslie Limage, Paris, France

Jyri Manninen, University of Eastern Finland, Finland

Aïcha Maherzi, University of Toulouse II, France

Suzanne Majhanovich, Western University, Canada

Laouali Malam Moussa, Educational Research Network for West and Central Africa, Niger

Vandra Masemann, Ontario Institute for Studies in Education, Canada

Peter Mayo, University of Malta, Malta

Veronica McKay, University of South Africa

Kurt Meredith, University of Northern Iowa, United States of America

Stanley Mpofu, National University of Science & Technology, Zimbabwe

Virginie Blanche Ngah, University of Yaoundé I, Cameroon

Norbert Nikièma, University of Ouagadougou, Burkina Faso

Bridget O’Connor, New York University, United States of America

Marie Odile Paulet, Toulouse, France

Moses Oketch, University College London, United Kingdom

Paul Paulus, University of Texas at Arlington, United States of America

Bruno Poellhuber, University of Montréal, Canada

Esther Prins, Pennsylvania State University, United States of America

Steffi Roback, Leibniz University Hannover, Germany

Jean Baptiste Joseph Rakotozafy Harison, University of Fianarantsoa, Madagascar

Hubertus Roebben, Technical University of Dortmund, Germany

Alan Rogers, University of East Anglia, United Kingdom

Kjell Rubenson, University of British Columbia, Canada

Sylvia Schmelkes, Instituto Nacional para la Evaluación de la Educación, Mexico

Bill Scott, University of Bath, United Kingdom

Peter Scott, University of London, United Kingdom

Syed Yusuf Shah, Jawaharlal Nehru University, India

Daniel N Sifuna, Kenyatta University, Kenya

Ralf St. Clair, McGill University, Canada

Doyle Stevick, University of South Carolina, United States of America

Darko Štrajn, Educational Research Institute, Slovenia

Robert Strathdee, Victoria University of Wellington, New Zealand

Nelly Stromquist, University of Maryland, United States of America

Nisha Thapliya, University of Newcastle, United Kingdom

Alan Tuckett, University of Leicester, United Kingdom

Carlos Vargas, UNESCO, France

Pirjo Kristiina Virtanen, University of Helsinki, Finland

Dayong Yuan, Beijing Academy of Educational Sciences, China

Takako Yuki, JICA Research Institute, Japan

Malak Zaalouk, American University in Cairo, Egypt

Nick Zepke, Massey University, New Zealand

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Roche, S. Education for all: Exploring the principle and process of inclusive education. Int Rev Educ 62 , 131–137 (2016).

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Ending Poverty Through Education: The Challenge of Education for All

About the author, koïchiro matsuura.

From Vol. XLIV, No. 4, "The MDGs: Are We on Track?",  December 2007

T he world made a determined statement when it adopted the eight Millennium Development Goals (MDGs) in 2000. These goals represent a common vision for dramatically reducing poverty by 2015 and provide clear objectives for significant improvement in the quality of people's lives. Learning and education are at the heart of all development and, consequently, of this global agenda. MDG 2 aims to ensure that children everywhere -- boys and girls -- will be able to complete a full course of good quality primary schooling. MDG 3 targets to eliminate gender disparity in primary and secondary education, preferably by 2005, and at all levels by 2015. Indeed, learning is implicit in all the MDGs: improving maternal health, reducing child mortality and combating HIV/AIDS simply cannot be achieved without empowering individuals with knowledge and skills to better their lives. In addition, MDG 8 calls for "more generous official development assistance for countries committed to poverty reduction". The MDGs on education echo the Education for All (EFA) goals, also adopted in 2000. However, the EFA agenda is much broader, encompassing not only universal primary education and gender equality, but also early childhood education, quality lifelong learning and literacy. This holistic approach is vital to ensuring full enjoyment of the human right to education and achieving sustainable and equitable development. What progress have we made towards universal primary education? The EFA Global Monitoring Report 2008 -- Education for All by 2015: Will we make it? -- presents an overall assessment of progress at the halfway point between 2000 and 2015. There is much encouraging news, including: • Between 1999 and 2005, the number of children entering primary school for the first time grew by 4 per cent, from 130 million to 135 million, with a jump of 36 per cent in sub-Saharan Africa -- a major achievement, given the strong demographic growth in the region. • Overall participation in primary schooling worldwide grew by 6.4 per cent, with the fastest growth in the two regions farthest from achieving the goal on education -- sub-Saharan Africa, and South and West Asia. • Looking at the net enrolment ratio, which measures the share of children of primary school age who are enrolled, more than half the countries of North America, Western, Central and Eastern Europe, East Asia and the Pacific, and Latin America and the Caribbean have rates of over 90 per cent. Ratios are lower in the Arab States, Central Asia and South and West Asia, with lows of 33 per cent (Djibouti) and 68 per cent (Pakistan). The challenge is greatest in sub-Saharan Africa, where more than one third of countries have rates below 70 per cent. • The number of children out of school has dropped sharply, from 96 million in 1999 to around 72 million by 2005, with the biggest change in sub-Saharan Africa and South and West Asia, which continue to harbour the largest percentages of children not in school. South and West Asia has the highest share of girls out of school. The MDG on education specifies that both boys and girls should receive a full course of primary schooling. The gender parity goal set for 2005, however, has not been achieved by all. Still, many countries have made significant progress. In South and West Asia, one of the regions with the widest disparities, 93 girls for every 100 boys were in school in 2005 -- up from 82 in 1999. Yet, globally, 122 out of the 181 countries with data had not achieved gender parity in 2005. There is much more to be done, particularly in rural areas and urban slums, but there are strong trends in the right direction. This overall assessment indicates that progress in achieving universal primary education is positive. Countries where enrolments rose sharply generally increased their education spending as a share of gross national product. Public expenditure on education has climbed by over 5 per cent annually in sub-Saharan Africa and South and West Asia. Aid to basic education in low-income countries more than doubled between 2000 and 2004. Progress has been achieved through universal and targeted strategies. Some 14 countries have abolished primary school fees since 2000, a measure that has promoted enrolment of the most disadvantaged children. Several countries have established mechanisms to redistribute funds to poorer regions and target areas that are lagging in terms of access to education, and to offset economic barriers to schooling for poor households. Many countries, including Burkina Faso, Ethiopia, India and Yemen, have introduced specific strategies to encourage girls' schooling, such as community sensitization campaigns, early childhood centres to release girls from caring for their siblings, free uniforms and learning materials. These strategies are working and reflect strong national commitment to achieving universal primary education. Enrolment, however, is only half the story; children need to stay in primary school and complete it. One way of measuring this is the survival rate to the last grade of primary education. Although data are not available for every country, globally the rate of survival to the last grade is 87 per cent. This masks wide regional variations, with medians of over 90 per cent all over the world, except in South and West Asia (79%) and sub-Saharan Africa (63%). Even then, some children drop out in the last grade and never complete primary education, with some countries showing a gap of 20 per cent between those who enter the last grade and those who complete it. One of the principal challenges is to improve the quality of learning and teaching. Cognitive skills, basic competencies and life-skills, as well as positive values and attitudes, are all essential for development at individual, community and national levels. In a world where the acquisition, use and sharing of knowledge are increasingly the key to poverty reduction and social development, the need for quality learning outcomes becomes a necessary essential condition for sharing in the benefits of growing prosperity. What children take away from school, and what youth and adults acquire in non-formal learning programmes, should enable them, as expressed in the four pillars of the 1996 Delors report, Learning: The Treasure Within, to learn to know, to do, to be and to live together. Governments are showing growing concern about the poor quality of education. An increasing number of developing countries are participating in international and regional learning assessments, and conducting their own. Evidence shows that up to 40 per cent of students do not reach minimum achievement standards in language and mathematics. Pupils from more privileged socio-economic backgrounds and those with access to books consistently perform better than those from poorer backgrounds with limited access to reading materials. Clear messages emerge from these studies. In primary education, quality learning depends, first and foremost, on the presence of enough properly trained teachers. But pupil/teacher ratios have increased in sub-Saharan Africa and South and West Asia since 1999. Some 18 million new teachers are needed worldwide to reach universal primary education by 2015. Other factors have a clear influence on learning: a safe and healthy physical environment, including, among others, appropriate sanitation for girls; adequate learning and teaching materials; child-centred curricula; and sufficient hours of instruction (at least 800 hours a year). Initial learning through the mother tongue has a proven impact on literacy acquisition. Transparent and accountable school governance, among others, also affects the overall learning environment. What then are the prospects for achieving universal primary education and gender parity? The EFA Global Monitoring Report 2008 puts countries into two categories depending on their current net enrolment rate: 80 to 96 per cent, and less than 80 per cent. For each category, it then assesses whether current rates of progress are likely to enable each country to reach the goal by 2015. Noting that 63 countries worldwide have already achieved the goal and 54 countries cannot be included in the analysis due to lack of adequate data, the status is as follows: Out of the 95 countries unlikely to achieve gender parity by 2015, 14 will not achieve it in primary education and 52 will not attain it at the secondary level. A further 29 countries will fail to achieve parity in both primary and secondary education. The international community must focus on giving support to those countries that are currently not on track to meet the MDGs and the EFA goals, and to those that are making progress. On current trends, and if pledges are met, bilateral aid to basic education will likely reach $5 billion a year in 2010. This remains well below the $9 billion required to reach universal primary education alone; an additional $2 billion are needed to address the wider context of educational development. Ensuring that adults, particularly mothers, are literate has an impact on whether their children, especially their daughters, attend school. In today's knowledge-intensive societies, 774 million adults are illiterate -- one in four of them women. Early learning and pre-school programmes give children a much better chance to survive and succeed once they enter primary school, but such opportunities are few and far between across most of the developing world, except in Latin America and the Caribbean. Opportunities for quality secondary education and ongoing learning programmes provide motivation for students to achieve the highest possible level of education and view learning as a lifelong endeavour. The goals towards which we are striving are about the fundamental right to education that should enable every child and every adult to develop their potential to the full, so that they contribute actively to societal change and enjoy the benefits of development. The challenge now is to ensure that learning opportunities reach all children, youth and adults, regardless of their background. This requires inclusive policies to reach the most marginalized, vulnerable and disadvantaged populations -- the working children, those with disabilities, indigenous groups, linguistic minorities and populations affected by HIV/AIDS.

Globally, the world has set its sights on sustainable human development, the only prospect for reducing inequalities and improving the quality of life for present and future generations. In this perspective, Governments, donors and international agencies must continue working jointly towards achieving universal primary education and the broader MDG agenda with courage, determination and unswerving commitment. To find out more about the EFA Global Monitoring Report 2008, please visit ( ).

The UN Chronicle  is not an official record. It is privileged to host senior United Nations officials as well as distinguished contributors from outside the United Nations system whose views are not necessarily those of the United Nations. Similarly, the boundaries and names shown, and the designations used, in maps or articles do not necessarily imply endorsement or acceptance by the United Nations.

Mali-New mother, Fatoumata 01/24/2024 ©UNFPA Mali/Amadou Maiga

Thirty Years On, Leaders Need to Recommit to the International Conference on Population and Development Agenda

With the gains from the Cairo conference now in peril, the population and development framework is more relevant than ever. At the end of April 2024, countries will convene to review the progress made on the ICPD agenda during the annual session of the Commission on Population and Development.

Young Girls Pumping Water At A Public Borehole in West Africa. By Riccardo Niels Mayer/Adobe Stock

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The desired outcome of the LDC Future Forums is the dissemination of practical and evidence-based case studies, solutions and policy recommendations for achieving sustainable development.

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For two centuries, emancipated Black people have been calling for reparations for the crimes committed against them. 

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Education For All (Essay Sample)

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Education is a complementary practice to every society because all people need to learn and become somebody in their adult lives. As a person, learning is an important process of increasing the level of knowledge, skill, and expertise so that they become productive and reliable to the society. After going to school and graduating with a degree, it is important to have a job in the future because it indicates that a person can become someone who can be an inspiring member of the society. Having a job reflects a person’s past educational background for accomplishing a high school diploma and a college degree. A person who has a college degree is usually the most qualified individual to fill up a vacant position to a certain company where they render their employment application.

Education for all prompts the society that every human should go to school in any circumstances. This process reflects the basic human rights that are indicated from the constitutional laws of every state, country, or territory around the world. As indicated from the constitution, every human has the right to be educated because they deserve to have a productive life ahead of their future. As an individual, having the right to influence other people through academic accomplishment is inspirational because it motivates other individuals to become a leader. If there is anyone who has been allegedly causing a deprivation of education to individuals, legal apprehensions are expected to be filed by either the victim or the authorities. These include imprisonment for several months or years, monetary fines, or community service for several weeks depending on the degree of violation towards the victim.

Each person in the world needs education because they can become future leaders that can inspire the world with their active leadership and contribution to the community. The younger generation plays a critical role for undergoing a comprehensive education program so that they can replace the older generations while continuing similar advocacies. The beneficial impact of education is to continue the path of ongoing research and development of various phenomena, insights, and issues that are relevant to the community. Our world has been undergoing a massive transition due to the influence of industrialization because there is a continuous success story brought about by education that never stops creating new applications and norms that are essential to our society. The older generations who were educated has the capability to share their knowledge, experience, and insights to the younger generation to further continue what has been left behind when elderly retire.

Communities promoting education for all are faced with a variety of challenges. The first is the financial issues that are needed to be considered because building education facilities cost billions of dollars before it can accommodate a limited number of students. The second is the area where the proposed institution will be applied because a facility needs a large land area to accommodate students to undergo a comprehensive education program. Implementation of the law is important to pursue a vision to provide education for all. This is because it seeks to provide an essential contribution to any company, institution, or community whenever there are new graduates who are now ready to apply their knowledge and skills that are important for the development of the company or community (Karban, 2015).

  • Karban, R. (2015). Plant Learning and Memory. In: Plant Sensing and Communication. Chicago and London: The University of Chicago Press, pp. 31-44

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Persuasive Essay: Why is Education Important in Our Society?


Education is more than just learning from books, and it is a shame that a lot of schools do not see that it is more than just a curriculum and school score. A good education can teach a child how to learn so that the child may take up independent learning as an adult. Education may also teach a child how to reason so that a child does not grow up to be ignorant.

I will show you the two best reasons why education is important in our society.

Persuasive point 1

The biggest selling point for education in our society is the fact that it helps people learn “how” to learn. It is not about the knowledge they accumulate, it is the way a child is taught how to “learn” things. A child may come away from school not knowing a lot of the course, but if that child has been taught how to learn, then that child may become an adult that learns everything he or she needs in life. Otherwise, that child may grow up to be a person that cannot see the obvious because he or she cannot reason and consciously learn new things.

Persuasive point 2

Education teaches people how to reason, and if they are taught how to reason well, then they help subdue their own thoughts of ignorance. For example, there are lots of posts and websites on the Internet about childhood vaccinations and how dangerous they are. Ignorant people than never learned how to reason will look at them, believe them and support them. If a person is taught how to reason then he or she will know how to recognize empirical evidence.

That person would look at all the people in the US that have had childhood injections (most of them) and then look at all the people with autism. They would reason that if childhood vaccinations caused autism then most of the people in the US would have autism. If a person is taught how to reason then that person may see how people that smoke seem more likely to develop emphysema than people that do not smoke. They would then reason there is a link between smoking and emphysema. This sort of reasoning can be taught in schools, and if children are not taught it then they walk around risking their children’s lives by not vaccinating them, and walk around smoking because their daddy smoked for years and it never hurt him.

If education is not seen as important, then one day it will just be all about school scores and hitting the factors of a curriculum. There will be a day when children start to hate learning because school put them off it for life (this already happens in some cases). Plus, without education teaching people how to reason things out and teaching them how to separate what is fact from what is faulty evidence, then our society will become more and more ignorant until a smarter country simply marches over and takes our country from under out ignorant noses.

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Why Is Education So Important in The Quest for Equality?

Gerald Nelson | April 14, 2022 | Leave a Comment

essay on need of education for all

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Education is vital. We can all agree on this but where we fall out of the agreement is why exactly education is so necessary for equality. Without education, there can be no progress, no development, and no improvement. 

In today’s world, we are ever more aware of the issues surrounding sexism, racism, and inequality, allowing for a greater understanding of the importance of educating people to avoid these biases occurring in the first place.

What is Educational Equality and why is it necessary? 

Equality isn’t always so simple. Some may assume, for example, that educational equality is as simple as providing children with the same resources. In reality, however, there’s a lot more to it than this. We will check what governments are doing to achieve this goal. What actions they are taking to advance the cause of equality? Education is crucial because it’s a toolkit for success:

  • With literacy and numeracy comes confidence, with which comes self-respect. And by having self-respect, you can respect others, their accomplishments, and their cultures.
  • Education is the fundamental tool for achieving social, economic, and civil rights – something which all societies strive to achieve.

Educational Inequality is usually defined as the unequal distribution of educational resources among different groups in society. The situation becomes serious when it starts influencing how people live their lives. For example, children will be less likely to go to school if they are not healthy, or educated because other things are more urgent in their life.

Categorical Educational Inequality

Categorical Education Inequality is especially apparent when comparing minority/low-income schools with majority/high-income schools. Are better-off students systematically favored in getting ahead? There are three plausible conditions:

  • Higher-income parents can spend more time and money on private tutoring, school trips, and home study materials to give their children better opportunities. Therefore, better-off students have an advantage due to access to better schools, computers, technology, etc. (the so-called opportunity gap).
  • Low-income schools lack the resources to educate their students. Therefore their students tend to have worse educational outcomes.
  • Although the public school system is a government-funded program to allow all students an equal chance at a good education, this is not the case for most schools across third world countries – see UNESCO statistics below:

essay on need of education for all

How Educational Inequality is fueling global issues

Educational inequality is a major global crisis. It has played a role in economic problems, amplified the political deadlock, exacerbated the environmental predicament, and threatens to worsen the human rights crisis. If equality in education is not addressed directly, these crises will only deepen because: 

  • Educational Inequality is also about  race and gender . Those who are less privileged are condemned to poverty and unemployment because of a lack of quality educational resources. 
  • Without a sound education, people have  less knowledge  of the world around them or the issues facing their communities. They are less likely to vote or to pay attention to politics. This leaves them vulnerable to manipulation by those who represent narrow interests and promote fear, hatred, and violence. The result is an erosion of democratic values and an increase in authoritarianism.
  • Without correction,  human rights abuses  will continue due to a lack of legal representation among those with no or low education levels.
  • Poverty, unemployment, crimes, and health issues: A lack of education and skills forces children into poverty because they can’t get jobs or start a business. It also leaves them without hope and is one of the reasons for unemployment, lower life expectancy, malnutrition, a higher chance of chronic diseases, and crime rates.
  • Limited opportunities: The most significant issue is that lack of education reduces the opportunities for people to have a decent life. Limited options increase the division of social classes, lower social mobility, and reduce the ability to build networks and social contacts. Students in poor countries also spend a lot of time working to support their families rather than focusing on their school work. These factors also worsen the upbringing of coming generations.
  • Extremism:  Inequality can also lead to increased violence, racism, gender bias, and extremism, which causes further economic and democratic challenges.  
  • Inability to survive pandemics:  Unlike developed nations after COVID, underdeveloped countries are stuck in their unstable economic cycles. Inequality causes a lack of awareness and online educational resources, lower acceptance of preventive measures, and unaffordable vaccines, for example. According to the  United Nations , “Before the coronavirus crisis, projections showed that  more than 200 million children would be out of school , and only 60 percent of young people would be completing upper secondary education in 2030”.
  • Unawareness of technological advancements: The world is becoming more tech-savvy, while students in underdeveloped countries remain unaware of the latest technological achievements as well as unable to implement them. This also widens the education gap between countries.
  • Gender inequality in education:  In general, developing countries compromise over funds allocation for women’s education to manage their depletion of national income. As such, they consider women less efficient and productive than men. Meanwhile, many parents do not prefer sending their daughters to school because they do not think that women can contribute equally to men in the country’s development. However, if we have to overcome this, there should be an increase in funding and scholarships for women’s education.
  • Environmental crises:  People are usually less aware of the harmful emissions produced in their surroundings and are therefore less prepared to deal with increased pollution levels. This also affects climate change. The less educated the children, the more likely they are to contribute to climate change as adults. This is because education is not just about learning facts and skills but also about recognizing problems and applying knowledge in innovative ways. 
  • A child who has dropped out of school will generally  contribute less to society  than a child who has completed secondary school. A child who has completed secondary school will contribute less than a child who went to university. This difference increases over time because those with higher levels of education tend to be more open-minded, flexible thinkers and are therefore better able to adapt to changing environmental conditions.

Equality in education is therefore essential for addressing international issues including economic inequality, climate change, social deprivation, and access to healthcare. Many children in poor regions are deprived of education (see chart below) which is the only way out of poverty .

essay on need of education for all

Proposed Solutions 

The United Nations Development Program says that access to education is a human right, and should be individually accessible and available to all by 2030. It demands:

  • International collaborations to ensure that every child has the same quality education and to develop joint curricula and academic programs. The quality of teaching methodologies should not be compromised and includes providing financial assistance and tools for equal access.
  • Running campaigns to discourage race, gender, and ethnicity differences, arranging more seminars to reach low-income groups, and providing adequate financial assistance, training, and part-time jobs for sole earners.  
  • Modifying scholarship criteria to better support deserving students who cannot afford university due to language tests and low grades. 
  • Increasing the minimum wage so that sole breadwinners can afford quality education for their children.  
  • Schools should bear transportation costs and offer free grants to deserving kids from low-income families.
  • Giving more attention to slum-side schools by updating and implementing new techniques and resources. 
  • Allowing students to learn in their own language with no enforcement of international languages and offering part-time courses in academies and community colleges in other languages. 

Resolving educational inequality has many benefits for the wider society. Allowing children from disadvantaged backgrounds to get an education will help them find better jobs with higher salaries, improving their quality of life, and making them more productive members of society. It decreases the likelihood of conflict and increases access to health care, stable economic growth, and unlimited opportunities.


It’s been said that great minds start out as small ones. To level the playing field, we need to focus on best educating our next generation of innovators and leaders, both from an individual and a societal standpoint. If we want equality to become a reality, it will be up to us to ensure that equality is at the forefront of our education system.


Environmental Conscience: 42 Causes, Effects & Solutions for a Lack of Education – E&C (

School of Education Online Programs: What the U.S. Education System Needs to Reduce Inequality | American University

Educational Inequality: Solutions | Educational Inequality (

Giving Compass: Seven Solutions for Education Inequality · Giving Compass Polarization under rising inequality and economic decline

Research Gate: Inequality and Economic Growth

University of Munich: pdf (

Research Gate: Effects-of-inequality-and-poverty-vs-teachers-and-schooling-on-Americas-youth.pdf (

Borgen Magzine

United Nations: Education as the Pathway towards Gender Equality

United Nations Sustainable Development Goals – Education

This article has been edited in line with our guidelines

Gerald Nelson is a freelance academic essay writer at who also works with several e ducational and human rights organizations. 

The MAHB Blog is a venture of the Millennium Alliance for Humanity and the Biosphere. Questions should be directed to [email protected]


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The layers of inequity woven into India’s social fabric are well known, and teachers and students alike bring these to the school and classroom. Social divides like language, caste, faith, gender, location, culture and customs are inherited from generation to generation together with their inherent biases. 

A child’s gender, economic class, location and ethnic identity largely define the type of school they will access, the kind of experiences they will have in school and the benefits they will reap from being educated. With the great diversity of learners in today’s classrooms, there comes the responsibility to provide equitable education to every child.    

Ensuring equity and excellence by delivering equitable, quality education in formal schooling lies at the very core of any country’s educational system, in which the teacher – the key facilitator of the education process – plays the most important role in shaping the child’s journey through schooling. 

Over the years, awareness has increased in India about the need to ensure that quality education reaches children from all social backgrounds. This is particularly the case for girls, and children of both sexes from Scheduled Castes (SCs) and Scheduled Tribes (STs), children with disabilities and children from linguistic, ethnic and religious minority groups. Across India gender inequality results in unequal opportunities in education, and while it impacts on the lives of both genders, statistically it is girls that are the most disadvantaged. Girls are more likely than boys to drop out of school – this is because they are traditionally needed to support house work, it could be considered unsafe for them to travel to school or because a school lacks sanitation facilities for them when they have their period. Gender stereotypes around a woman’s place being at home also persist and result in girls dropping out of school.

UNICEF works with the government and partners to address issues around the gender gap in primary and secondary education. It also seeks to ensure that, all children complete primary schooling, with girls and boys having equal access to quality education.

We provide gender responsive technical support to enable out-of-school girls and boys to learn and enabling more gender-responsive curricula and pedagogy. For example, implementing new strategies for identifying vulnerable out of school girls and boys, overhaul of textbooks so that the language, images and messages do not perpetuate gender stereotypes.

Gender equality and inclusion are two of the most important aspects UNICEF considers as part of training programmes for teachers and the wider community. Training for the community ensures that all children in the neighbourhood around a school are enrolled, attend school regularly and are treated well in school. UNICEF has supported states to develop training modules and incorporate training on developing skills to respond to diversities in school and within classroom settings.

UNICEF has led community mobilization programmes in areas where education indicators are below par. The focus has been on mobilizing the community through localized campaigns, sensitization meetings involving existing community-level institutions, such as the attendance campaign, creating awareness about the entitlements of children and talking directly to particularly vulnerable families. UNICEF has commenced work in selected areas of Assam, Chhattisgarh, Jharkhand and Odisha that are affected by conflict, to provide children education as a fundamental right. In Assam, for example, UNICEF and partners have been able to reach small communities in hostile locations to ensure school attendance participation where a lack of education otherwise adds further to people’s marginalization . While the approach has been different in the four states, each focuses on aspects that will help children in these areas complete eight years of elementary education. Alongside this, both UNICEF’s Education and Child Protection sections have initiated inclusion programming in Jammu and Kashmir.

UNICEF is also working to improve functioning of the  Kasturba Gandhi Balika Vidyalayas ( KGBV) - residential upper primary schools for children out of school, especially religious minorities and girls aged 11-14 years from marginalized groups.  In addition, it has introduced a physical education and sports programme (Prerna, Handbook for Physical Education and Sports) and undertaken vulnerability mapping in selected KGBVs. Discussions have been initiated to improve transition rates of girls from the upper primary level to the secondary level of education.   At the national level, UNICEF has engaged with the Department of School Education and Literacy in the National Evaluation of the KGBVs and coordinated a subsequent review with state level workshops. 

Digital Gender Atlas for Advancing Girls – a decision-making tool was developed by UNICEF to identify low performing geographic pockets for girls, particularly from marginalised groups such as scheduled castes, schedule tribes and Muslim minorities, on specific gender related education indicators.        

UNICEF has been working on the effort closely with the Indian government flagship education programme,  Sarva Shiksha Abhiyan (SSA) , both at the national and states levels, along with supporting states in developing teacher capacity and wardens’ management skills. 

UNICEF has also been working with girls’ collectives such as Meena Manch in states including Bihar, West Bengal and Uttar Pradesh to build self-confidence among girls, create awareness about the importance of education and attending school regularly and desired hygiene and sanitation practices, and develop leadership qualities and team spirit.  There is evidence that involvement in these collectives has helped delay the marriage age of participants’ peers and others in the local community and increased the flow of children withdrawing from work and enrolling and regularly attending school.

To further accelerate the efforts, UNICEF has also formed partnerships with various NGOs and the  Mahila Samakhya Programme  (programme of the Government of India for the empowerment of women through education).                       

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Essay on Education for All: Myth or Reality?

September 30, 2019 by Sandeep

“What is really needed for the democracy to function is not knowledge of facts, but the right education” – Mahatma Gandhi

The education for all movement was started by UNESCO (Dakar, 2000). It is a global movement to address and provide for educational needs of children, youth and adults.

It started after the Dakar conference which was held between 9th and 12th July 1987. It was first launched in 1990 with an aim to bring “benefits of education to every citizen in every society” with the help of national governments, civil societies and development agencies like World Bank and UNESCO. They had six specific education goals to be achieved by 2005 and 2015.

In India, this started as a means to provide free and compulsory education to all belonging to the age group 6-14 years old by 2010.

Education for all is guaranteed and protected constitutionally and by law through the Right to Education Act of 2009 under Article 21 of the constitution , thus making right to education a fundamental right as per the Supreme Court decision in 1993.

The government of India recognises the need for primary education to help people acquire quality education and therefore has set up various government schools that are looked after by the local authorities; other than these there were five different schools set up namely Kendriya Vidyalaya, Navodaya Vidyalaya, Sainik schools, Tibetan schools and Railway schools each of them serving different purposes.

Government also launched various schemes like Sarva Shiksha Abhiyan whose overall goals included – children in school, reducing gender and social gap in terms of access to education, quality elementary education and universal retention.

Other initiatives by the government include schemes like Operation Blackboard, Non formal education schemes, Teacher education, Mahila Samakhya etc.

It also came up with District primary education program, launched in 1994, that aimed at bridging the gaps and improving education in the most inaccessible areas or in areas with lowest female literacy rate and to improve the quality of primary education.

Operation Blackboard scheme was launched by the central government to provide basic institutional and structural aid to government schools that were necessary for teaching.

The National Literacy Movement was launched in 1988 to help educational benefits reach adults too. During the period 1988 to 2008, 127.45 million persons were made literate through NLM interventions.

The NLM was recast in 2009 and its new variant the Saakshar Bharat (Literate India) Mission was launched in September 2009 with a renewed focus on female literacy.

The Mission seeks to impart functional literacy to 70 million adults (60 million females) in the age group of 15 years and above.

The government, as a part of food and nutritional security as well as to reduce absenteeism from primary schools, launched the mid-day meal program.

This program served children of primary government schools basic meal (as per the nutritional quantity needed) for the day so that their basic nutritional requirements are fulfilled and would lead to reduction in absenteeism, full stomachs which would increase retention and fall in dropout rates along with achieving food and nutritional security for these students. Despite these strong initiatives by the government education is still inaccessible by many.

Accessibility and Affordability of education

Education is still a far fetched dream for many, especially for the ones living in poverty, in tribal areas or those who are unaware. Accessibility and affordability of education is a rising issue in a democratic country like India. The government only contributes 2.7 percent of the GDP towards education.

The plight of tribal education is unheard by the state, thanks to some NGO’s working towards to this greater social cause. The tribal literacy rate stands only 59 percent as opposed to the country wide literacy rate of 74 percent. Tribal have been deprived economically, socially and as humans throughout history.

They haven’t had access to good roads, basic amenities, electricity, basic food, land and other necessities required for adequate growth and social upliftment. Government in order to help them has provided 1470 hostels only for ST students.

It has rolled out various educational schemes like establishment of ashrams for girls and boys separately; Post matric scholarships for financial assistance, Eklavya model residence schools to provide medium and high quality education to ST students.

But all of these have certain institutional problems, like they aren’t handled well by the state government authorities, at times the state institutions do not want to bear the financial responsibility of the students or some have poor infrastructure, low quality teaching staff or low maintenance.

Other problems for tribal education include – language barriers, affordability (because of corruption at many places), poor student and teacher relations, distance from home to schools, and basic structural amenities required for schooling are absent which include books, notebooks.

Another issue that makes education a myth for many people is the poor quality of infrastructure. There are still about 16.3 percent (primary) and 4.8 percent (upper primary) schools that still do not have basic drinking facility as per 2004-05 and 2005-06. There are 51 percent of primary schools (2004-05) that lack basic toilet facilities.

Schools in village areas are still prone to caste, class and gender discrimination. Students of fifth or sixth grade have to clean latrines or dry latrines because they belong to a particular lower caste or community, they are made to sit in different lines, and they are not allowed to drink water from the same glass and so on.

This discrimination makes it difficult for them to get quality education, to concentrate and thus increases rates of drop outs and absenteeism from schools.

Another reason why education is restricted is the availability of medicines to treat illness like ring worm, cholera etc that are quite frequent in rural or urban poor areas. They have no definite and quality medicinal access and try to quit education to avoid the “additional expenses”.

Education to females has been affected by a number of reasons numero uno being orthodox myths and beliefs. In some areas small girls often help their mothers when they are out for work on field or to collect water. They are often restricted by family rituals and beliefs that pull them back or drop out of schools after a certain standard.

Some are married off early, while some families fear that if girls go out they will come under bad influence or will be not be treated well by the society so they are restricted to their own houses. Some areas where girls are allowed schooling do not have basic toilet or drinking facilities.

Unavailability of basic latrines makes it difficult for girls to attend schools during those days of the month due to unhygienic conditions. It also paves way for other diseases and infections.

While accessibility and myths are an issue, affordability of education is a huge problem for many. Many families can’t afford quality education in private schools because they demand huge donations, large fees or some high level aptitude tests for which rural or students from poor background aren’t ready.

These families cannot afford private education and have to choose government schools that lack infrastructure, sanitation, quality of teachers and quality of study material. Some government schools don’t even have adequate facilities like good benches, blackboards or even buildings.

About 51 percent of the primary schools (2005-06) lack boundary walls and around 3 percent of the primary schools lack adequate school buildings.

Apart from these factors, distance from school also increases dropouts or absenteeism. Children who have to travel a lot without proper food or medicines fall sick often which leads them to discontinue. It tends to increase their overall cost of schooling. For girls, travelling this long is neither an option nor a choice of their family members.

At times, vernacular language holds children back in most of the English medium schools. They are humiliated, considered of low rank which deteriorates their self esteem and confidence and eventually diverts them from learning.

Education for all is still a dream in India that dwells in poverty , in the rural parts, in the tribal areas and the ones belonging to a particular community. It has to do more with goals like zero hunger, accessibility to all and affordable by all, not alone literacy levels but quality education that is given equally to all.

Another aspect to education is the difference of schooling between private and government schools and the difference through boards i.e. the state, central and international boards. It is not enjoyed equally by all; the textbook matter differs board wise which produces difference in skill sets and knowledge of an individual.

Though online training’s and apps like SWAYAM (an government initiative) along with initiatives by foundations like Teach for India bridge this gap and are trying to provide quality education free of cost or with a minimal charge.

Yet the basic schooling like poems, difficulty level in subjects like mathematics and science create a problem when it all comes down to results of 10th and 12th boards.

As far as hostel facilities are concerned to be a solution of travelling cost and distance, they are not looked after well by the government. Some lack basic amenities, infrastructure while some do not have good quality food essential for an individuals’ growth.

Education for all still remains a dream in these areas. It isn’t a myth completely as government has, at each time, taken adequate steps to ensure every child is educated and is provided with the bare minimum necessities for schooling. It has through various programs tried to reduce the number of dropouts and increased the Net enrolment rate to almost 73 percent in 2011.

It has reached to the most inaccessible areas to provide education. Through schemes and training programs for teachers there has been a decrease in cases of discrimination. Along with Swachh Bharat Abhiyan clean latrines and availability of the same isn’t a dream anymore.

Yet, there are institutional and delivery failures that need to be addressed immediately so that it doesn’t remain a myth anymore. Government should develop measures to bring about equality in quality of the knowledge provided by each board yet try to keep the diversity it gives students.

Public schools should be externally funded too so that they are maintained and families do not hesitate to send their children to government schools. There should be awareness of policies and schemes in the tribal and rural areas of India, to be undertaken by the educational officer of each district and other fellow volunteers.

The goal of quality education has to be realised with the goal of zero hunger, by ameliorating the system of mid-day meal schemes and nutritional security.

  • Essay on Importance of Education

Importance of Education Essay

Education is one of the key components for an individual’s success. It has the ability to shape one’s life in the right direction. Education is a process of imparting or acquiring knowledge, and developing the powers of reasoning and judgement. It prepares growing children intellectually for a life with more mature understanding and sensitivity to issues surrounding them. It improves not only the personal life of the people but also their community. Thus, one cannot neglect the significance of Education in life and society. Here, we have provided an essay on the Importance of Education. Students can use this essay to prepare for their English exam or as a speech to participate in the school competition.

Importance of Education

The importance of education in life is immense. It facilitates quality learning for people throughout their life. It inculcates knowledge, belief, skill, values and moral habits. It improves the way of living and raises the social and economic status of individuals. Education makes life better and more peaceful. It transforms the personality of individuals and makes them feel confident.

Well said by Nelson Mandela, “Education is the most powerful weapon to change the world”. To elaborate, it is the foundation of the society which brings economic wealth, social prosperity and political stability. It gives power to people to put their views and showcase their real potential. It strengthens democracy by providing citizens with the tools to participate in the governance process. It acts as an integrative force to foster social cohesion and national identity.

In India, education is a constitutional right of every citizen. So, people of any age group, religion, caste, creed and region are free to receive education. An educated person is respected everywhere and well-treated in society. As a kid, every child dreams of being a doctor, lawyer, engineer, actor, sportsperson, etc. These dreams can come true through education. So, investment in education gives the best return. Well-educated people have more opportunities to get a better job which makes them feel satisfied.

In schools, education is divided into different levels, i.e., preschool, primary, secondary and senior secondary. School education comprises traditional learning which provides students with theoretical knowledge. However, now various efforts are being made to establish inbuilt application-based learning by adding numerous experiments, practicals and extracurricular activities to the school curriculum. Students learn to read, write and represent their viewpoints in front of others. Also, in this era of digital Education, anyone can easily access information online at their fingertips. They can learn new skills and enhance their knowledge.

Steps Taken By Government To Promote Education

Education is evidently an important aspect that no government can ignore in order to ensure the equitable development of a nation. Unfortunately, some children still do not have access to education. The Government has thereby taken initiatives to improve education quality and made it accessible to everyone, especially the poor people.

The Government passed the Right to Education Act 2009 (RTE Act 2009) on 4 August 2009. This Act came into effect on 1 April 2010, following which education has become the fundamental right of every child in India. It provides free and compulsory elementary education to children of the age group of 6-14 years in a neighbourhood school within 1 km, up to Class 8 in India. On similar lines, there are other schemes launched by the government, such as Sarva Shiksha Abhiyan , Mid-Day Meal , Adult Education and Skill Development Scheme, National Means cum Merit Scholarship Scheme, National Program for Education of Girls at Elementary Education, Kasturba Gandhi Balika Vidyalaya, Scheme for Infrastructure Development in Minority Institutions, Beti Bachao , Beti Padhao, etc.

For our country’s growth, we require a well-educated population equipped with the relevant knowledge, attitude and skills. This can be achieved by spreading awareness about the importance of Education in rural areas. There is a famous saying that “If we feed one person, we will eliminate his hunger for only one time. But, if we educate a person, we will change his entire life”. Henceforth he will become capable of earning a livelihood by himself.

This essay on the Importance of Education must have helped students to improve their writing section for the English exam. They can also practice essays on other topics by visiting the CBSE Essay page. Keep learning and stay tuned with BYJU’S for the latest updates on CBSE/ICSE/State Board/Competitive Exams. Also, download the BYJU’S App for interactive study videos.

Frequently Asked Questions on Education Essay

How can the literacy rate in india be increased.

People in rural areas must be informed about the importance of providing education to their children. Also, with the COVID-19 situation, the government should take steps by providing laptops/phones for children to follow online classes.

Are girl children still denied their right to get educated?

Although awareness has now improved, there are still many villages in India where girl children are not provided with proper education or allowed to enrol themselves in schools. This mentality has to change for the betterment of the society.

Teaching subjects/academics alone is enough, or should students be introduced to other forms of educational activities too?

Extracurricular activities, moral value education, etc., are also as important as regular academic teachings.

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UNICEF Data : Monitoring the situation of children and women

essay on need of education for all


Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Goal 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.  This goal supports the reduction of disparities and inequities in education, both in terms of access and quality. It recognizes the need to provide quality education for all, and most especially vulnerable populations, including poor children, children living in rural areas, persons with disabilities, indigenous people and refugee children.

This goal is of critical importance because of its transformative effects on the other SDGs. Sustainable development hinges on every child receiving a quality education. When children are offered the tools to develop to their full potential, they become productive adults ready to give back to their communities and break the cycle of poverty. Education enables upward socioeconomic mobility.

Significant progress was achieved during the last decade in increasing access to education and school enrolment rates at all levels, particularly for girls. Despite these gains, about 260 million children were out of school in 2018, nearly one fifth of the global population in that age group. Furthermore, more than half of all children and adolescents worldwide are failing to meet minimum proficiency standards in reading and mathematics.

UNICEF’s contribution towards reaching this goal centres on equity and inclusion to provide all children with quality learning opportunities and skills development programmes, from early childhood through adolescence. UNICEF works with governments worldwide to raise the quality and inclusiveness of schools.  

UNICEF is custodian for global monitoring of Indicator 4.2.1 Percentage of children (aged 24–59 months) developmentally on track in at least 3 of the 4 following domains: literacy-numeracy, physical, socio-emotional and learning.

Child-related SDG indicators

Target 4.1 by 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

  • Indicator definition
  • Computation method
  • Comments & limitations

Explore the data

The indicator aims to measure the percentage of children and young people who have achieved the minimum learning outcomes in reading and mathematics during or at the end of the relevant stages of education.

The higher the figure, the higher the proportion of children and/or young people reaching at least minimum proficiency in the respective domain (reading or mathematic) with the limitations indicated under the “Comments and limitations” section.

The indicator is also a direct measure of the learning outcomes achieved in the two subject areas at the end of the relevant stages of education. The three measurement points will have their own established minimum standard. There is only one threshold that divides students into above and below minimum:

Below minimum refers to the proportion or percentage of students who do not achieve a minimum standard as set up by countries according to the globally-defined minimum competencies.

Above minimum refers to the proportion or percentage of students who have achieved the minimum standards. Due to heterogeneity of performance levels set by national and cross-national assessments, these performance levels will have to be mapped to the globally-defined minimum performance levels. Once the performance levels are mapped, the global education community will be able to identify for each country the proportion or percentage of children who achieved minimum standards.

(a) Minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. In September 2018, an agreement was reached on a verbal definition of the global minimum proficiency level of reference for each of the areas and domains of Indicator 4.1.1 as described in the document entitled: Minimum Proficiency Levels (MPLs): Outcomes of the consensus building meeting ( ).

Minimum proficiency levels (MPLs) defined by each learning assessment to ensure comparability across learning assessments; a verbal definition of MPL for each domain and levels between cross-national assessments (CNAs) were established by conducting an analysis of the performance level descriptors, the descriptions of the performance levels to express the knowledge and skills required to achieve each performance level by domain, of cross-national, regional and community-led tests in reading and mathematics. The analysis was led and completed by the UIS and a consensus among experts on the proposed methodology was deemed adequate and pragmatic.

The global MPL definitions for the domains of reading and mathematics are presented here (insert link)

The Programme for International Student Assessment (PISA) reading test has six proficiency levels, of which Level 2 is described as the minimum proficiency level. In Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS), there are four proficiency levels: Low, Intermediate, High and Advanced. Students reaching the Intermediate benchmark are able to apply basic knowledge in a variety of situations, similar to the idea of minimum proficiency. Currently, there are no common standards validated by the international community or countries. The indicator shows data published by each of the agencies and organizations specialised in cross-national learning assessments.

Minimum proficiency levels defined by each learning assessment

(a) The number of children and/or young people at the relevant stage of education n in year t achieving at least the pre-defined proficiency level in subject s expressed as a percentage of the number of children and/or young people at stage of education n, in year t, in any proficiency level in subjects.

Harmonize various data sources To address the challenges posed by the limited capacity of some countries to implement cross- national, regional and national assessments, actions have been taken by the UIS and its partners. The strategies are used according to its level of precision and following a reporting protocol ( ) that includes the national assessments under specific circumstances.

Out-of-school children In 2016, 263 million children, adolescents and youth were out of school, representing nearly one-fifth of the global population of this age group. 63 million, or 24% of the total, are children of primary school age (typically 6 to 11 years old); 61 million, or 23% of the total, are adolescents of lower secondary school age (typically 12 to 14 years old); and 139 million, or 53% of the total, are youth of upper secondary school age (about 15 to 17 years old). Not all these kids will be permanently outside school, some will re-join the educational system and, eventually, complete late, while some of them will enter late. The quantity varies per country and region and demands some adjustment in the estimate of Indicator 4.1.1. There is currently a discussion on how to implement these adjustments to reflect all the population. In 2017, the UIS proposed to make adjustments using the out-of-school children and the completion rates.( ) and the completion rates.

Minimum proficiency formula

Learning outcomes from cross-national learning assessment are directly comparable for all countries which participated in the same cross-national learning assessments. However, these outcomes are not comparable across different cross-national learning assessments or with national learning assessments. A level of comparability of learning outcomes across assessments could be achieved by using different methodologies, each with varying standard errors. The period of 2020-2021 will shed light on the standard errors’ size for these methodologies.

The comparability of learning outcomes over time has additional complications, which require, ideally, to design and implement a set of comparable items as anchors in advance. Methodological developments are underway to address comparability of assessments outcomes over time.

While data from many national assessments are available now, every country sets its own standards so the performance levels might not be comparable. One option is to link existing regional assessments based on a common framework. Furthermore, assessments are typically administered within school systems, the current indicators cover only those in school and the proportion of in-school target populations might vary from country to country due to varied out-of-school children populations. Assessing competencies of children and young people who are out of school would require household-based surveys. Assessing children in households is under consideration but may be very costly and difficult to administer and unlikely to be available on the scale needed within the next 3-5 years. Finally, the calculation of this indicator requires specific information on the ages of children participating in assessments to create globally-comparable data. The ages of children reported by the head of the household might not be consistent and reliable so the calculation of the indicator may be even more challenging. Due to the complication in assessing out-of-school children and the main focus on improving education system, the UIS is taking a stepping stone approach. It will concentrate on assessing children in school in the medium term, where much data are available, then develop more coherent implementation plan to assess out-of-school children in the longer term.

Click on the button below to explore the data behind this indicator.

Completion rate (primary education, lower secondary education, upper secondary education)

A completion rate of 100% indicates that all children and adolescents have completed a level of education by the time they are 3 to 5 years older than the official age of entry into the last grade of that level of education. A low completion rate indicates low or delayed entry into a given level of education, high drop-out, high repetition, late completion, or a combination of these factors.

Percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of each level of education who have completed that grade.

The intended age for the last grade of each level of education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade.

For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate.

The number of persons in the relevant age group who have completed the last grade of a given level of education is divided by the total population (in the survey sample) of the same age group.

Completion rate computation method

The age group 3-5 years above the official age of entry into the last grade for a given level of education was selected for the calculation of the completion rate to allow for some delayed entry or repetition. In countries where entry can occur very late or where repetition is common, some children or adolescents in the age group examined may still attend school and the eventual rate of completion may therefore be underestimated.

The indicator is calculated from household survey data and is subject to time lag in the availability of data. When multiple surveys are available, they may provide conflicting information due to the possible presence of sampling and non-sampling errors in survey data. The Technical Cooperation Group on the Indicators for SDG 4 – Education 2030 (TCG) has requested a refinement of the methodology to model completion rate estimates, following an approach similar to that used for the estimation of child mortality rates. The model would ensure that common challenges with household survey data, such as timeliness and sampling or non-sampling errors are addressed to provide up-to-date and more robust data.

TARGET 4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

Proportion of children aged 24-59 months of age who are developmentally on track in health, learning and psychosocial well-being, by sex.

Early childhood development (ECD) sets the stage for life-long thriving. Investing in ECD is one of the most critical and cost-effective investments a country can make to improve adult health, education and productivity in order to build human capital and promote sustainable development. ECD is equity from the start and provides a good indication of national development. Efforts to improve ECD can bring about human, social and economic improvements for both individuals and societies.

The recommended measure for SDG 4.2.1 is the Early Childhood Development Index 2030 (ECDI2030) which is a 20-item instrument to measure developmental outcomes among children aged 24 to 59 months in population-based surveys. The indicator derived from the ECDI2030 is the proportion of children aged 24 to 59 months who have achieved the minimum number of milestones expected for their age group, defined as follows:

– Children age 24 to 29 months are classified as developmentally on-track if they have achieved at least 7 milestones – Children age 30 to 35 months are classified as developmentally on-track if they have achieved at least 9 milestones – Children age 36 to 41 months are classified as developmentally on-track if they have achieved at least 11 milestones – Children age 42 to 47 months are classified as developmentally on-track if they have achieved at least 13 milestones – Children age 48 to 59 months are classified as developmentally on-track if they have achieved at least 15 milestones

SDG indicator 4.2.1 is intended to capture the multidimensional and holistic nature of early childhood development. For this reason, the indicator is not intended to be disaggregated by domains since development in all areas (health, learning and psychosocial wellbeing) are interconnected and overlapping, particularly among young children. The indicator is intended to produce a single summary score to indicate the proportion of children considered to be developmentally on track.

The domains included in the indicator for SDG indicator 4.2.1 include the following concepts:

Health: gross motor development, fine motor development and self-care Learning: expressive language, literacy, numeracy, pre-writing, and executive functioning Psychosocial well-being: emotional skills, social skills, internalizing behavior, and externalizing behavior

The number of children aged 24 to 59 months who are developmentally on track in health, learning and psychosocial well-being divided by the total number of children aged 24 to 59 months in the population multiplied by 100.

SDG 4.2.1 was initially classified as Tier 3 and was upgraded to Tier 2 in 2019; additionally, changes to the indicator were made during the 2020 comprehensive review. In light of this and given that the ECDI2030 was officially released in March 2020, it will take some time for country uptake and implementation of the new measure and for data to become available from a sufficiently large enough number of countries. Therefore, in the meantime, a proxy indicator (children aged 36-59 months who are developmentally ontrack in at least three of the following four domains: literacy-numeracy, physical, social-emotional and learning) will be used to report on 4.2.1, when relevant. This proxy indicator has been used for global SDG reporting since 2015 but is not fully aligned with the definition and age group covered by the SDG indicator formulation. When the proxy indicator is used for SDG reporting on 4.2.1 for a country, it will be footnoted as such in the global SDG database.

Click on the button below to explore the data behind this indicator’s proxy; Children aged 36-59 months who are developmentally ontrack in at least three of the following four domains: literacy-numeracy, physical, social-emotional and learning . For more information about this proxy indicator, please see “Comments and Limitations”

Adjusted net attendance rate, one year before the official primary entry age

The indicator measures children’s exposure to organized learning activities in the year prior to the official age to start of primary school as a representation of access to quality early childhood care and pre-primary education. One year prior to the start of primary school is selected for international comparison. A high value of the indicator shows a high degree of participation in organized learning immediately before the official entrance age to primary education.

The participation rate in organized learning (one year before the official primary entry age), by sex as defined as the percentage of children in the given age range who participate in one or more organized learning programme, including programmes which offer a combination of education and care. Participation in early childhood and in primary education are both included. The age range will vary by country depending on the official age for entry to primary education.

An organized learning programme is one which consists of a coherent set or sequence of educational activities designed with the intention of achieving pre-determined learning outcomes or the accomplishment of a specific set of educational tasks. Early childhood and primary education programmes are examples of organized learning programmes.

Early childhood and primary education are defined in the 2011 revision of the International Standard Classification of Education (ISCED 2011). Early childhood education is typically designed with a holistic approach to support children’s early cognitive, physical, social and emotional development and to introduce young children to organized instruction outside the family context. Primary education offers learning and educational activities designed to provide students with fundamental skills in reading, writing and mathematics and establish a solid foundation for learning and understanding core areas of knowledge and personal development. It focuses on learning at a basic level of complexity with little, if any, specialisation.

The official primary entry age is the age at which children are obliged to start primary education according to national legislation or policies. Where more than one age is specified, for example, in different parts of a country, the most common official entry age (i.e. the age at which most children in the country are expected to start primary) is used for the calculation of this indicator at the global level.

The number of children in the relevant age group who participate in an organized learning programme is expressed as a percentage of the total population in the same age range. From household surveys, both enrolments and population are collected at the same time.

4.2.2 computation method formula

Participation in learning programmes in the early years is not full time for many children, meaning that exposure to learning environments outside of the home will vary in intensity. The indicator measures the percentage of children who are exposed to organized learning but not the intensity of the programme, which limits the ability to draw conclusions on the extent to which this target is being achieved. More work is needed to ensure that the definition of learning programmes is consistent across various surveys and defined in a manner that is easily understood by survey respondents, ideally with complementary information collected on the amount of time children spend in learning programmes.

TARGET 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

Proportion of schools offering basic services, by type of service.

This indicator measures the presence of basic services and facilities in school that are necessary to ensure a safe and effective learning environment for all students. A high value indicates that schools have good access to the relevant services and facilities. Ideally each school should have access to all these services and facilities.

The percentage of schools by level of education (primary education) with access to the given facility or service

Electricity: Regularly and readily available sources of power (e.g. grid/mains connection, wind, water, solar and fuel-powered generator, etc.) that enable the adequate and sustainable use of ICT infrastructure for educational purposes.

Internet for pedagogical purposes: Internet that is available for enhancing teaching and learning and is accessible by pupils. Internet is defined as a worldwide interconnected computer network, which provides pupils access to a number of communication services including the World Wide Web and carries e-mail, news, entertainment and data files, irrespective of the device used (i.e. not assumed to be only via a computer) and thus can also be accessed by mobile telephone, tablet, PDA, games machine, digital TV etc.). Access can be via a fixed narrowband, fixed broadband, or via mobile network.

Computers for pedagogical use: Use of computers to support course delivery or independent teaching and learning needs. This may include activities using computers or the Internet to meet information needs for research purposes; develop presentations; perform hands-on exercises and experiments; share information; and participate in online discussion forums for educational purposes. A computer is a programmable electronic device that can store, retrieve and process data, as well as share information in a highly-structured manner. It performs high-speed mathematical or logical operations according to a set of instructions or algorithms.

Computers include the following types: -A desktop computer usually remains fixed in one place; normally the user is placed in front of it, behind the keyboard; – A laptop computer is small enough to carry and usually enables the same tasks as a desktop computer; it includes notebooks and netbooks but does not include tablets and similar handheld devices; and – A tablet (or similar handheld computer) is a computer that is integrated into a flat touch screen, operated by touching the screen rather than using a physical keyboard.

Adapted infrastructure is defined as any built environment related to education facilities that are accessible to all users, including those with different types of disability, to be able to gain access to use and exit from them. Accessibility includes ease of independent approach, entry, evacuation and/or use of a building and its services and facilities (such as water and sanitation), by all of the building’s potential users with an assurance of individual health, safety and welfare during the course of those activities.

Adapted materials include learning materials and assistive products that enable students and teachers with disabilities/functioning limitations to access learning and to participate fully in the school environment.

Accessible learning materials include textbooks, instructional materials, assessments and other materials that are available and provided in appropriate formats such as audio, braille, sign language and simplified formats that can be used by students and teachers with disabilities/functioning limitations.

Basic drinking water is defined as a functional drinking water source (MDG ‘improved’ categories) on or near the premises and water points accessible to all users during school hours.

Basic sanitation facilities are defined as functional sanitation facilities (MDG ‘improved’ categories) separated for males and females on or near the premises.

Basic handwashing facilities are defined as functional handwashing facilities, with soap and water available to all girls and boys.

The number of schools in a given level of education with access to the relevant facilities is expressed as a percentage of all schools at that level of education.

4.a.1 indicator formula

The indicator measures the existence in schools of the given service or facility but not its quality or operational state.

For every child to learn, UNICEF has eight key asks of governments:

  • A demonstration of how the SDG 4 global ambitions are being nationalized into plans, policies, budgets, data collection efforts and reports.
  • A renewed commitment to education to recover learning losses and manage impacts of COVID-19.
  • The implementation and scaling of digital learning solutions and innovations to reimagine education.
  • Attention to skills development should be a core component to education.
  • Focus to provide quality education to the most vulnerable – including girls, children affected by conflict and crisis, children with disabilities, refugees and displaced children.
  • A continued commitment to improving access to pre-primary, primary and secondary education for all, including for children from minority groups and those with disabilities.
  • A renewed focus on learning outcomes and their enablers, including learning in safe and adequate environments, support by well-trained teachers and structured content.
  • The implementation of SDG-focused learning throughout schools to raise awareness and inspire positive action.

Learn more about  UNICEF’s key asks for implementing Goal 4

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10 Lines, Short & Long Essay On The Importance Of Education For Children

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Points to Note While Writing an Essay on the Importance of Education

10 lines on the importance of education, short essay on the importance of education, long essay on the importance of education, what will your child learn from this essay on the importance of education.

Education is all about gathering knowledge and training the mind to think and apply reasoning to solve problems. It is the foundation on which any person, society, or country progresses. While our country has grown and developed over time, we may take the value of education for granted.

Children need to know and understand the value of education. Teachers encourage students to reflect upon its significance by writing an essay. Children will need to think of reasons why education is important to them and why it is valuable for society at large. Let us guide your child to write a good essay on this challenging topic for classes 1, 2 and 3: 

If you are asked to write a paragraph on the importance of education, remember these tips:

  • A short essay on the topic can be to the point, and include some facts about education.
  • Longer essays need an introduction, a body and a conclusion to form a coherent write-up.
  • These can be written as a combination of facts about education, and a personal perspective.
  • Use your imagination to think about how educated individuals are valuable members of society. Add these points to the essay in relevant places.
  • A specific topic like this can talk about education and the job market.

Here is a short, 10-line essay on the importance of education:

  • Education is a basic need for everyone in the modern day to live a good life.
  • It plays an important role in enabling us to use technological systems and services.
  • Well educated people can take up different jobs and become successful in life.
  • Without a good education, one will lose out on the opportunity to earn well.
  • Education also protects us from being exploited and cheated by others.
  • A large population of educated people is a valuable asset for the country.
  • Education helps move society forward and discard old and unproductive ways of thinking and conduct.
  • Education is essential for people from poor sections of the economy to develop and prosper.
  • Education will uplift an individual along with their family and community.
  • We should value our education and ensure that children from every section of society get an equal opportunity at education.

A short paragraph on the importance of education tests children’s knowledge and writing skills. Here is an example of an essay on the importance of education:

Education is a critical factor for the progress of an individual and the nation. It is about gathering knowledge and learning how to think and apply the knowledge to solve problems. In the modern-day world, where information dominates everyday life, it is important to be educated to understand the world. Through good education, we can get good jobs and improve the quality of our life and social status. Education also plays a significant role in becoming successful in life.

Education helps us use all the new technology available to us. Educated people can also teach their children well and raise the next generation of educated individuals ready to contribute to society. In this competitive world, education makes a major difference in getting good jobs and employment opportunities. 

A well-educated person is an asset to the family, society, and nation. We should strive to ensure that children from every section get good education opportunities.

To write a long essay on the importance of education, children need to gather their ideas and arrange them properly to write a coherent composition. Here is an example of an essay on the topic for students of class 3:

Education has immense importance in our lives. A world without education is a world that is still primitive, where the quality of life is low for everyone. In essence, education is all about gathering knowledge and developing reasoning skills to make good judgments. Education is critical for uplifting both the individual and their society.

It is often said that the home is where education first begins. Parents are the first teachers who teach many important lessons that are useful for life. Education then takes the form of schooling, where children learn about the world. Higher education in the form of college, later on, teaches people specific skills that give them job opportunities in different fields.

Although the knowledge acquired and skills gained during schooling and college is a major part of it, education is a continuous process that lasts our entire lifetime. Through education, we refine our thinking skills and gain different perspectives based on new information. We also learn how to differentiate false information from what is true. These essential life skills that education brings improve the quality of our work and personal life.

Education is crucial for people from a lower economic background to achieve a better standard of living. A decent schooling and basic education can help children come out of poverty when they grow up.

Good education is also essential for building wealth. Educated individuals understand different industries and can get high paying jobs. They will also be well informed to make good judgments on investments and learn to recognise opportunities for tremendous growth. When considering all the advantages, it can be said that there is no limit to how high education can take an individual in life.

Our education systems are evolving, and competition is increasing among people. People who are the most successful are also the most educated. In the future, where information is freely available, education is bound to take on new definitions. The educated people of the future will be those who can quickly assimilate information and apply it to solve problems and improve lives.

When writing about the importance of education, children will learn to express their ideas and knowledge in simple lines, as well as in long paragraphs. The examples given here are meant to show children how to use their thoughts and opinions about the given topic and weave it together coherently.

Children will understand the significance of education and why they come to school to learn. They will also realise the value of having the privilege of a good education when they look at the world around them.

Use some of these ideas suggested here and add your views and points to write a great composition on the topic!

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When I was a student, school choice benefited me and it will help Tennessee children too

Education freedom scholarships, with their decentralized approach, promotes a more nimble and responsive educational system than traditional public schools..

  • Walter Blanks Jr. is a spokesperson for American Federation for Children and is a member of the Beacon Center of Tennessee Impact Board.

Gov. Bill Lee's bold proposal for  Education Freedom Scholarships  in Tennessee is a beacon of hope for parents, families, and education reformers, ushering in what would be the next evolution in the state's approach to learning and educational attainment.

The scholarships offer a groundbreaking alternative, empowering parents with the ability to tailor their children's education, while demonstrating a level of accountability that outshines traditional public schools.

During the governor’s State of the State,  Lee doubled down on his plan  to give parents and students the opportunity and access to choose the best school that works for their own personal needs.

Lee stated, “The premise behind education freedom, and the one thing that most all of us agree upon, is that parents know what’s best for their child’s education.”

Lee then went on to say, “There are thousands of parents in the state who know their student would thrive in a different setting, but the financial barrier is simply too high. It’s time that we change that. It’s time that parents get to decide — and not the government — where their child goes to school and what they learn.”  

While the battle for school choice rages on, it’s extremely important not to forget the students who would actually benefit from such a program.

School choice benefited me and my family

Growing up in Ohio,  school choice became my lifeline , rescuing me from the clutches of a failing educational system.

The traditional public school I attended was struggling to provide quality education, leaving me disheartened and uninspired. The principal of the school told my mother, “If you give us five years, we will have the middle school and the high school turned around.”

My mother responded with, “In five years, Walter will either be in jail or in a body bag.” When my family discovered the school choice program, it opened a world of possibilities. School choice was more than an alternative; it was a catalyst for change, sparking a transformative journey that continues to shape my life positively.

Since moving to Tennessee, I have quickly realized  the education outcomes  in the state are not where they should be, and many families could benefit from similar programs that are being passed across the country.

Existing education choice programs across the nation have demonstrated impressive accountability mechanisms. By allowing parents to use allocated funds for various educational expenses, such as private school tuition, tutoring, or educational materials, choice programs like Education Freedom Scholarships promote a dynamic and tailored approach to learning. 

More: Gov. Bill Lee delivers State of the State to Tennessee General Assembly

Public schools, while essential, often face bureaucratic challenges that can hinder adaptability and responsiveness.

In 2023, the state of Tennessee spent roughly $10 billion dollars on public schools with very little (if any) accountability to parents and students. In Nashville,  roughly 30%  of third grade students are proficient (or considered “on track”). Within the public school system, families without the resources to change schools are left with empty promises, little improvements, and ultimately, no other option.

Education Freedom Scholarships, with their decentralized approach, promotes a more nimble and responsive educational system. This agility allows for quicker adjustments to address the evolving needs of students, ultimately better preparing the next generation for the challenges it will face.

Gov. Bill Lee's Education Freedom Scholarship proposal offers hope for Tennessee's education system, fostering innovation and unlocking its full potential. By prioritizing students' interests, the state can deliver quality education, ensuring a brighter future and a more adaptable model. It's time for Tennessee to embrace this opportunity, ushering in an era of empowerment and accountability in education.

Walter Blanks Jr. is a spokesperson for American Federation for Children and a beneficiary of a private school choice program, driven by a lifelong commitment to improving educational access. Blanks is a member of the Beacon Center of Tennessee Impact Board.

Diane Ravitch's Blog: Samuel Abrams Is Stepping Down at the National Center on the Study of Privatization in Education

  • Privatization

Educators and policymakers need unbiased analyses of the effects of privatization of education, and that is what the National Center on the Study of Privatization in Education at Teachers College, Columbia University has provided since it was founded by noted economist Henry Levin in 2000. In 2015, Levin stepped down and was succeeded by Samuel Abrams, who wrote a superb study of The Edison Project called  Education and the Commercial Mindset.  For the best nine years, Abrams has run NCSPE with integrity. Privatization is rapidly spreading around the globe, and the public needs a reliable source to keep watch on it. I hope that TC can find someone as able and thoughtful to succeed him.

Samuel Abrams wrote this letter about his decision and the next chapter in his career:

After nine years as the director of NCPSE, I’m writing to share that I’m stepping down to become the director of the International Partnership for the Study of Educational Privatization (IPSEP).

IPSEP will be anchored at the  National Education Policy Center  (NEPC) at the University of Colorado, Boulder. Partner institutions will include, to start, the Department of Economics at Stockholm University in Sweden; and the Turku University of Applied Sciences as well as the School of Education at the University of Turku in Finland. To receive IPSEP publications, please sign up  here  to join the NEPC mailing list (in case you’re not already a subscriber).

The idea for IPSEP derived from my time last year as a Fulbright visiting professor at the University of Turku, where I studied the role of public-private partnerships central to apprenticeship programs at vocational secondary schools. Nearly 50 percent of secondary students in Finland attend vocational schools (in comparison to about 5 percent in the U.S.). Such public-private partnerships make such robust participation in vocational education possible and pave the way to impressive job training and placement.

The private sector has nevertheless failed to distinguish itself in other educational domains in Finland. For example, commercial firms are playing a growing role in managing preschools and running teacher professional development. In both cases, significant questions have been raised about quality. In addition, school districts have allowed tech companies to play a growing role in determining curricula, with iPads and tablets replacing books, which may explain to a significant degree the plunge in reading proficiency among Finnish youth. The mean score for reading for the Finns on PISA dropped from 520 in 2018 to 490 in 2022, which amounts to nearly a year of learning, generating alarmist headlines in newspapers across Finland. A country known since the publication of the first PISA results in 2001 as an education mecca for policymakers seeking pedagogical solutions had lost its shine.

The realm of preschools may be most telling. A company called Pilke is now running 227 preschools across Finland, up from 19 in 2013. Pilke, in turn, was acquired in 2020 by a Norwegian preschool operator called Læringsverkstedet. Both Pilke and Læringsverkstedet now operate as subsidiaries of a parent company called Dibber, which counts over 600 preschools in its portfolio across several countries, from Norway, Sweden, and Finland to Latvia, Poland, Germany, South Africa, the UAE, India, and Hong Kong. In the spring of 2023, workers at Pilke went on strike twice to protest low pay and poor working conditions.

Such outsourcing in Finland echoes what’s happening in its Nordic neighbors as well as countries around the world. Across the Gulf of Bothnia, after all, Sweden went much further in introducing vouchers in 1992, allowing parents to send their children to private schools with public funds and permitting commercial firms to run such schools. Three decades later, about 15 percent of students at the primary and lower-secondary level and 30 percent of students at the upper-secondary level employ vouchers to attend private schools, about 75 percent of which are managed by commercial firms. On top of substantial documentation of corner-cutting by such commercial firms in the name of profits, segregation, grade inflation, and poor academic outcomes overall have been attributed to this dramatic transformation of the Swedish system.

With educational privatization clearly now a multifaceted global phenomenon, there is a need for an international multi-institutional version of NCSPE involving scholars abroad to conduct comparative research and disseminate findings. The outsourcing of management of preschools as well as teacher professional development, the prominence of vouchers in countries like Sweden as well as Chile, and the encroachment of ed tech on classrooms represent merely a slice of this story. Educational privatization has taken many other forms around the world: low-fee private schooling has proliferated across Sub-Saharan Africa, India, and Pakistan; “free schools” and “academies” in England (functioning much like charter schools in the U.S.) now enroll more than 50 percent of the nation’s primary and secondary students; and “shadow education” in the mold of after-school tutoring to aid students prepping for exams for admission to secondary schools as well as universities dominates the lives and strains the budgets of many families in many countries.

With NCSPE, Henry Levin laid the foundation for how a research center can address such issues in a dispassionate, rigorous way. While a professor at Stanford serving on an advisory board to assess the implementation of school vouchers in Cleveland in the mid-90s, Levin concluded that a glaring absence of reliable information on educational privatization precluded informed debate. To fill that void, Levin set to work on creating a research center that would provide impartial documentation, publish working papers, conduct research, and hold conferences. Lured in 1999 to Teachers College by then-President Arthur Levine to assume an endowed professorship and establish this center on Morningside Heights, Levin launched NCSPE the following year and ran it until 2015, when he asked me to take over.

It has been an honor to serve as the director of NCSPE. Following 18 years as a high school history teacher, I joined NCSPE as a visiting scholar in 2008 to work on a book on educational privatization. That book became  Education and the Commercial Mindset  (Harvard University Press, 2016), an exploration of the impact of market forces on public education in the U.S. and abroad. The last two chapters concern educational reform in Sweden and Finland, respectively. In doing the research for those two chapters, which involved school visits and interviews in Denmark and Norway as well as Finland and Sweden, I quickly learned the immense value of comparative analysis. To know one’s home, one must leave it.

In running NCSPE, I have had the privilege of collaborating with a range of gifted scholars in editing their working papers and contextualizing them in my announcements to the listserv. I have also had the privilege of getting to know a parade of visiting scholars from numerous countries and of working with a group of talented research associates who wrote book reviews and news commentaries for the NCSPE site. To all, I express my profound gratitude for all they have taught me. Finally, to Henry Levin, I am indebted for his faith in me to run this center and for his example of erudition, diligence, and openness. Levin has indeed been a role model for scholars everywhere and in all fields.

Going forward, I would like to thank Faith Boninger, Alex Molnar, and Kevin Welner, professors of education at the University of Colorado, Boulder, and experts on privatization, for their warm welcome to NEPC. In addition, for making this partnership international, I would like to thank Jonas Vlachos, a professor of economics at Stockholm University and an expert on privatization; Vesa Taatila, the rector of the Turku University of Applied Sciences and an expert on public-private partnerships; and Mirjamaija Mikkilä-Erdmann and Anu Warinowski, professors of education at the University of Turku and experts on teacher education. A board of advisors for IPSEP will be posted on the NEPC site in due time.

NCSPE is slated to remain operating at Teachers College. An update about the center’s status should appear on this site before long.

As I have continued to serve as a visiting scholar at the University of Turku, you may reach me with any questions at [email protected] .

Samuel E. Abrams NCSPE Director May 6, 2024

This blog post, which first appeared on the Diane Ravitch's Blog website, has been shared by permission from the author. Readers wishing to comment on the content are encouraged to do so via the link to the original post. Find the original post here:

The views expressed by the blogger are not necessarily those of NEPC.

essay on need of education for all

Diane Ravitch

Essay on Education for School Students and Children

500+ words essay on education.

Education is an important tool which is very useful in everybody’s life. Education is what differentiates us from other living beings on earth. It makes man the smartest creature on earth. It empowers humans and gets them ready to face challenges of life efficiently. With that being said, education still remains a luxury and not a necessity in our country. Educational awareness needs to be spread through the country to make education accessible. But, this remains incomplete without first analyzing the importance of education. Only when the people realize what significance it holds, can they consider it a necessity for a good life. In this essay on Education, we will see the importance of education and how it is a doorway to success.

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Importance of Education

Education is the most significant tool in eliminating poverty and unemployment . Moreover, it enhances the commercial scenario and benefits the country overall. So, the higher the level of education in a country, the better the chances of development are.

In addition, this education also benefits an individual in various ways. It helps a person take a better and informed decision with the use of their knowledge. This increases the success rate of a person in life.

Subsequently, education is also responsible for providing with an enhanced lifestyle. It gives you career opportunities that can increase your quality of life.

Similarly, education also helps in making a person independent. When one is educated enough, they won’t have to depend on anyone else for their livelihood. They will be self-sufficient to earn for themselves and lead a good life.

Above all, education also enhances the self-confidence of a person and makes them certain of things in life. When we talk from the countries viewpoint, even then education plays a significant role. Educated people vote for the better candidate of the country. This ensures the development and growth of a nation.

Get the huge list of more than 500 Essay Topics and Ideas

Doorway to Success

To say that education is your doorway to success would be an understatement. It serves as the key which will unlock numerous doors that will lead to success. This will, in turn, help you build a better life for yourself.

An educated person has a lot of job opportunities waiting for them on the other side of the door. They can choose from a variety of options and not be obligated to do something they dislike. Most importantly, education impacts our perception positively. It helps us choose the right path and look at things from various viewpoints rather than just one.

essay on need of education for all

With education, you can enhance your productivity and complete a task better in comparison to an uneducated person. However, one must always ensure that education solely does not ensure success.

It is a doorway to success which requires hard work, dedication and more after which can you open it successfully. All of these things together will make you successful in life.

In conclusion, education makes you a better person and teaches you various skills. It enhances your intellect and the ability to make rational decisions. It enhances the individual growth of a person.

Education also improves the economic growth of a country . Above all, it aids in building a better society for the citizens of a country. It helps to destroy the darkness of ignorance and bring light to the world.

essay on need of education for all

FAQs on Education

Q.1 Why is Education Important?

A.1 Education is important because it is responsible for the overall development of a person. It helps you acquire skills which are necessary for becoming successful in life.

Q.2 How does Education serve as a Doorway to Success?

A.2 Education is a doorway to success because it offers you job opportunities. Furthermore, it changes our perception of life and makes it better.

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Guest Essay

What Happens When Abusive Parents Keep Their Children

An illustration of a woman planting a flower as other flowers wilt behind it.

By Naomi Schaefer Riley

Ms. Riley is a senior fellow at the American Enterprise Institute and the author of “No Way to Treat a Child.”

In February 2023, Phoenix Castro was born in San Jose, Calif., suffering from neonatal opioid withdrawal after being exposed to fentanyl and methamphetamine in her mother’s womb.

Her mother was sent to jail and then ended up at a drug treatment facility. But her father, who had multiple drug arrests, was allowed to take the newborn to his San Jose apartment, even though a social worker had warned that the baby would be at “very high” risk if she was sent home. The county’s child protection agency had already removed the couple’s two older children because of neglect.

Three months later, Phoenix was dead from an overdose of fentanyl and methamphetamine.

The ensuing uproar, chronicled in detail by The Mercury News, focused on new efforts by the county to keep at-risk families together. In the past, children often would be removed from unsafe homes and placed in foster care, and newborns like Phoenix in all likelihood would not have been sent home.

Those policy changes led to a “ significant ” drop in removals of children from troubled homes in the San Jose area, according to the state’s social services agency. They reflected a larger shift in child welfare thinking nationwide that has upended the foster care system. Reducing the number of children placed in foster care has been hailed as an achievement. But leaving children in families with histories of abuse and neglect to avoid the trauma of removing them has had tragic results.

We need to ask whether avoiding foster care, seemingly at all costs — especially for children in families mired in violence, addiction or mental illness — is too often compromising their safety and welfare.

The use of foster care has been in decline even as more children are dying from abuse and neglect in their homes. In recent years, the number of children in foster care fell by nearly 16 percent while the fatality rate from abuse and neglect rose by almost 18 percent. Many factors were and are at work, among them caseworker inexperience, a lack of resources and the high bars for removing children from their homes that have been erected by child welfare agencies, policymakers and judges.

What is clear from a sampling of states that release fatality reports in a timely fashion is that we are seeing deaths of children in cases in which they had been allowed to remain in homes with records of violence, drug use and neglect.

In Minnesota, a children’s advocacy group’s study of 88 child fatalities in the state from 2014 to 2022 found that “many of these deaths were preventable” and were the result of a “child welfare philosophy which gave such high priority to the interests of parents and other adults in households, as well as to the goals of family preservation and reunification, that child safety and well-being were regularly compromised.”

The prioritization of family preservation has been advanced by states and the federal government and by the nation’s largest foundation focused on reducing the need for foster care, Casey Family Programs.

Three ideas seem to have guided the effort: the child welfare system is plagued by systemic racial bias, adults should not be punished for drug addiction, and a majority of children in the system are simply in need of financial support and social services.

This effort was bolstered in 2018 with the passage by Congress of the Family First Prevention Services Act , which enables states to use federal funds “to provide enhanced support to children and families and prevent foster care placements through the provision of mental health and substance abuse prevention and treatment services” and other programs.

The push certainly has been well-intentioned. There was a sense that child welfare authorities had overreacted to concerns about a crack baby epidemic in the 1980s. Mothers were arrested and babies and children taken away. The number of children in foster care more than doubled between 1985 and 2000. There was also deep concern — concern that persists — that Black children in particular were bearing the brunt of being removed from their homes and sent to foster care, which can cause its own upheaval for children.

In some states, the reductions in the number of children in foster care were drastic. But there are limits to how much those numbers can be reduced without putting children in grave danger.

In Santa Clara County, Calif., where Phoenix Castro died, an inquiry the previous year by the California Department of Social Services into the county’s child protection agency found “multiple” instances of “children placed into protective custody by law enforcement,” only to have the county agency “immediately” place “the children back in the care of the unsafe parent.” (In what appears to be an about-face by the county, The Mercury News reported that in the last two months of 2023, the number of children removed from their homes was triple the two-month average for the previous months of that year.)

In an email to Santa Clara County’s Department of Family and Children’s Services staff in 2021, explaining the new emphasis on keeping families together, the director at the time described the move as part of the county’s strong commitment “to racial justice and to healing the historical wounds underlying disproportionate representation of children of color in the child welfare system.”

As much as racial disparities in foster care are deeply troubling — Black children are twice as likely as white children to spend time in foster care — Black children also suffer fatalities from abuse and neglect at three times the rate of white children. Which means that policies intended to reduce disproportionality by reducing foster care may actually be resulting in more deaths of Black children.

Foster care is not a panacea. The trauma children suffer from suddenly being removed from their home and their siblings, to be placed in a strange home with a caregiver they don’t know, is well documented. But the alternative, allowing a child to remain in a dangerous home, should never be an alternative.

Naomi Schaefer Riley is a senior fellow at the American Enterprise Institute and the author of “No Way to Treat a Child.”

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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Utah Fits All vouchers all awarded. Here’s how families can spend $8k for next school year.

Nearly 10,000 awardees for the new scholarships have been selected — and families say they’re thrilled about their kids opportunities for this fall..

(Trent Nelson | The Salt Lake Tribune) Megan and Kaden Mattinson work with their homeschooled children Colten and Aspen in Springville on Thursday, May 9, 2024.

A traditional school setting for Megan Mattinson’s nine-year-old daughter with special needs just wasn’t working.

Despite her individualized education plan — designed to meet the specific educational needs of a student with disabilities — she was still falling behind. So last year Mattinson started homeschooling her daughter and her younger son.

“That has made all the difference,” Mattinson said. “She’s now excited about [education]…She actually loves it. She asks for more challenging things.”

While homeschooling has helped close the gaps in her daughter’s education, Mattinson said, the family hasn’t been able to afford additional services like speech or behavioral therapy that would greatly benefit their children.

(Trent Nelson | The Salt Lake Tribune) Megan Mattinson looks on as her homeschooled children Colten and Aspen work on assignments in their Springville home on Thursday, May 9, 2024.

That’s why she applied for the Utah Fits All scholarship , hoping to secure at least an $8,000 piece of the $80 million in public funds available through school vouchers.

Initially, the state allocated $42 million for the fall — enough funding for about 5,000 students to each receive the allotted $8,000 share. But in late February, lawmakers injected another $40 million into the pot, raising the number of available scholarships to 10,000.

She was thrilled when both of her children were granted a scholarship, totaling $16,000, which Mattinson plans to use for those services the family has otherwise been unable to afford.

“We’re really grateful that we were given that opportunity,” she said.

Mattinson’s children are among roughly 10,000 other Utah students who have been selected for a scholarship through the state’s largest-ever school voucher program.

The $8,000 scholarship can be used beginning this fall for private school tuition, children’s ballet lessons , therapy services, homeschooling expenses and more.

But some might consider the Mattinsons lucky. Only a third of applicants were selected as the number of applications far exceeded the number of scholarships available.

Vouchers by the numbers

According to the Alliance for Choice in Education (ACE), the organization hired by the Utah State Board of Education to manage the voucher program and application process, 15,914 applications were submitted, representing 27,270 students, with some families submitting one application for multiple siblings.

Of those, 9,890 scholarships were granted to low-income families, or 100% of all scholarships doled out. Utah law mandates that low-income families receive priority over all other income levels when there are more applicants than scholarships available.

“Low income” refers to households earning at or below 200% of the federal poverty level, which is approximately $60,000 for a family of four. No families outside of this income bracket received a scholarship, according to ACE officials.

As to how those families intend to use the money (private school, homeschooling, extracurriculars, etc.), ACE said that’s currently unknown. However, families can begin accessing their spending accounts starting in early August – and the possibilities are almost nearly endless.

(Christopher Cherrington | The Salt Lake Tribune)

How Utah families can use the scholarship

Utah law allows students who are homeschooled and attending microschools to use vouchers for a variety of “educational expenses,” defined broadly as expenses “related to extracurricular activities, field trips, educational supplements and other educational experiences.”

But there are some limitations. For example, the law prohibits the use of scholarship funds for transportation, like a plane ticket, ACE officials said. Themeparks such as Disneyworld, would also not qualify as allowable extracurricular expenses. However, a basketball hoop or a season ski pass for a student would be approved expenses under the law, they said.

Still, that money can only be spent through “qualifying providers” that ACE vets and selects. So far, ACE has approved more than 160 providers , ranging from monthly subscriptions for new educational tools and materials to online film programs to virtual schools.

The list of vetted providers will likely continue to grow, because there is no deadline for providers to apply to participate in the program, according to ACE’s website.

Ronni Peck, who lives in La Verkin City, said all three of her school-aged children received the scholarship, but she’s still deciding how best to use it.

Her top choice is spending it on tuition for her kids, who are currently enrolled in public school, to attend a microschool called Acton Academy in St. George, about a 30-minute drive south of La Verkin.

(Trent Nelson | The Salt Lake Tribune) Aspen Mattinson works on a homeschool assignment in her Springville home on Thursday, May 9, 2024.

Microschools are a hybrid of homeschooling and private schooling that operate on a small scale. They’ve been gaining popularity in Utah and other conservative-led states where there is a strong push to expand school choice options .

Peck said she feels Acton Academy champions “passion-led” learning over other traditional models.

“Outside of the regular public school world, I love that you can individualize education,” Peck said. “You can choose things that kids are actually interested in. Even if it’s something like YouTube, [they] can learn video editing software.”

Peck said her affinity for “passion-driven” education models stems from her decadelong experience as an on-set tutor for child actors when she lived in California.

“[The scholarship] is going to allow me to choose a different educational path for my kids that would not have been an opportunity before, so I’m really excited about it.”

Peck said she believes all families deserve that same opportunity and hopes that funding for next year will be increased.

“The world is changing completely, and people are learning how to create their own success,” Peck said. “And I think that education needs to adapt as well. Traditional public schools no longer fit the [needs of] all students.”


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Only a third of utah school voucher applicants will get one. here’s what’s next., utah’s school voucher application portal launches with initial technical difficulties, utah voucher boosters are promoting a ‘misleading’ website, state education officials say, kilby court block party: fans come to utah from all over for the music, have the courage to have children despite climate change and wars, pope francis says, sundance chooses utah as a viable option in 2027 and beyond, man won’t face charges after girlfriend killed in locked murray storage unit fire, plan to ok skyscrapers around delta center for sports district meets resistance from slc council chair, featured local savings.


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    Educators and policymakers need unbiased analyses of the effects of privatization of education, and that is what the National Center on the Study of Privatization in Education at Teachers College, Columbia University has provided since it was founded by noted economist Henry Levin in 2000. In 2015, Levin stepped down and was succeeded by Samuel Abrams, who wrote a superb study of The Edison ...

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    Higher Education Reporting Portal Help; Contact Us; More. Display Site Navigation. Show Colleges You're Ready ... College Board provides everything you need to prepare. Get Ready for Test Day Educators: Learn about the SAT Suite. The SAT Suite of Assessments is an integrated system of tests including the SAT, PSAT/NMSQT, PSAT 10, and PSAT 8/9. ...

  27. A FAFSA Fiasco Has Students Still Asking: Which College Can They Afford

    The Education Department's redesigned form for the Free Application for Federal Student Aid, or FAFSA, was supposed to make applying for tuition aid easier and more accessible. But faced with a ...

  28. Essay on Education for School Students and Children

    500+ Words Essay on Education. Education is an important tool which is very useful in everybody's life. Education is what differentiates us from other living beings on earth. It makes man the smartest creature on earth. It empowers humans and gets them ready to face challenges of life efficiently. With that being said, education still remains ...

  29. Opinion

    Ms. Riley is a senior fellow at the American Enterprise Institute and the author of "No Way to Treat a Child." In February 2023, Phoenix Castro was born in San Jose, Calif., suffering from ...

  30. Utah Fits All vouchers all awarded. Here's how families can spend $8k

    According to the Alliance for Choice in Education (ACE), the organization hired by the Utah State Board of Education to manage the voucher program and application process, 15,914 applications were ...