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| Author | : Nat J. Colletta |
| Publisher | : World Bank Publications |
| Total Pages | : 47 |
| Release | : 1989 |
| Genre | : Comparative education |
| ISBN | : |
| Author | : Okwach Abagi |
| Publisher | : |
| Total Pages | : 36 |
| Release | : 1999 |
| Genre | : Education and state |
| ISBN | : |
| Author | : Rob Vos |
| Publisher | : |
| Total Pages | : 60 |
| Release | : 2004 |
| Genre | : Education |
| ISBN | : |
| Author | : Council for Education in the Commonwealth (Great Britain) |
| Publisher | : Commonwealth Secretariat |
| Total Pages | : 170 |
| Release | : 2009 |
| Genre | : Education |
| ISBN | : 9780850928273 |
Explores the various economic, political and social pressures which may affect the progress of educational provision, as well as the different national educational policies and strategies themselves, as they play out in five very different Commonwealth African countries: Ghana, Kenya, Nigeria, Tanzania and Zambia.
| Author | : Daniel N. Sifuna |
| Publisher | : Nova Science Publishers |
| Total Pages | : 334 |
| Release | : 2021 |
| Genre | : Education |
| ISBN | : 9781536192254 |
"Many countries all over the world are struggling to achieve for all. As part of such effort, they have strategized to provide universal primary education which normally refers to the enrollment of all school age children in primary schools, namely achieving one hundred percent of the net enrollment. While such efforts have been realized in many developing countries, it is a major challenge in most developing countries, especially in Africa following the attainment of independence. This book focuses on the influence of donor agencies in setting for the development of education in Africa leading to the preliminary interventions by different African English countries through the provision of free primary education. It is noted that most of the countries which introduced fee remission through free primary education experienced massive enrollments as many children from disadvantaged groups took advantage of the policy intervention to send their children to school. However, the push for it came to be identified with increasing deterioration in the quality of primary education right from the provision of physical facilities, teaching and learning materials, deployment of teachers, performance and transition from primary to secondary education. The quality of infrastructure and teaching and learning materials were in a deplorable state, especially in the rural areas, where such enrollments were well above the official recommended number of pupils per classroom. It proceeds to provide an interesting and easy to read accounts of the development of universal primary education in selected countries analyzing successes and challenges. Among the key challenges identified in the implementation of the UPE policy include; the lack of adequate planning, financing, inadequate infrastructure, and the HIV/AIDS scourge. On the basis of the above challenges, it is important that policy measures are put in place to improve the quality of primary education in many countries"--
| Author | : |
| Publisher | : BRILL |
| Total Pages | : 267 |
| Release | : 2015-01-01 |
| Genre | : Education |
| ISBN | : 9463000259 |
The concept of universal education is, however, not well defined and is used to mean many different things to different people. This book contains a five-year research work conducted by a group of African and Japanese researchers who have developed an equal partnership and network to review the expansion of primary education, some policies prompting the free primary education intervention, and the challenges of implementation based on the case study of two districts in four countries, namely, Ghana, Kenya, Malawi, and Uganda.
| Author | : Nancy Birdsall |
| Publisher | : Earthscan |
| Total Pages | : 197 |
| Release | : 2005 |
| Genre | : Business & Economics |
| ISBN | : 1844072215 |
First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.
| Author | : Judith A. Obiero |
| Publisher | : |
| Total Pages | : 268 |
| Release | : 2012 |
| Genre | : Education |
| ISBN | : |
The adoption of Free Primary Education in 2003 has expanded access to millions of children in Kenya. However, large numbers of children are still out of school. The majority of the out-of-school children belong to ethnic minority groups and the rural and urban poor, who live in abject poverty. This situation is disturbing given that free primary education was intended to universalize access to primary education, particularly for the poor. In Kenya, where gender parity has been achieved in primary education, gender disparities become obvious when analyses include geographical region and high levels of poverty. The degree to which gender parity is met varies from region to region and across ethnic groups. However this experience is not unique to Kenya. Recent global assessments of education reveal that out-of-school girls are disproportionately represented in excluded groups. But what helps explain this disproportionate representation of poor marginalized girls among those who are out of school? Understanding and addressing discrepant rates of participation requires close examination of factors underlying poor educational participation among those at the margins of society. However, such investigation must take into account the unique ways in which culture, poverty, ethnicity, and gender interact to affect educational processes. This study adopts a feminist theory of intersectionality to argue, based on the experiences of urban poor and rural girls in Nyanza Province of Kenya, that the educational marginalization of poor girls can be understood as an outcome of intersecting, socio-political and economic processes that emerge from their social locations within sexism, poverty, ethnic chauvinism, classism, and the simultaneity of oppression related to multiple discrimination. Based on the perspectives of the poor girls themselves, the study argues that greater acknowledgment be given to the intersectional framework within which educational exclusion occurs, paying particular attention to the interactions of culture, economy, home, and school as domains of intervention.
| Author | : D. N. Sifuna |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2021 |
| Genre | : Community organization |
| ISBN | : 9781536191608 |
Many countries all over the world are struggling to achieve for all. As part of such effort, they have strategized to provide universal primary education which normally refers to the enrollment of all school age children in primary schools, namely achieving one hundred percent of the net enrollment. While such efforts have been realized in many developing countries, it is a major challenge in most developing countries, especially in Africa following the attainment of independence. This book focuses on the influence of donor agencies in setting for the development of education in Africa leading to the preliminary interventions by different African English countries through the provision of free primary education. It is noted that most of the countries which introduced fee remission through free primary education experienced massive enrollments as many children from disadvantaged groups took advantage of the policy intervention to send their children to school. However, the push for it came to be identified with increasing deterioration in the quality of primary education right from the provision of physical facilities, teaching and learning materials, deployment of teachers, performance and transition from primary to secondary education. The quality of infrastructure and teaching and learning materials were in a deplorable state, especially in the rural areas, where such enrollments were well above the official recommended number of pupils per classroom. It proceeds to provide an interesting and easy to read accounts of the development of universal primary education in selected countries analyzing successes and challenges. Among the key challenges identified in the implementation of the UPE policy include; the lack of adequate planning, financing, inadequate infrastructure, and the HIV/AIDS scourge. On the basis of the above challenges, it is important that policy measures are put in place to improve the quality of primary education in many countries.
| Author | : Barbara Bruns |
| Publisher | : World Bank Publications |
| Total Pages | : 254 |
| Release | : 2003 |
| Genre | : Education |
| ISBN | : 9780821353455 |
Annotation This book seeks to provide answers to the following questions: Where do we stand today in relation to the target of universal primary completion? Is universal primary completion achievable by 2015? What would he required to achieve it? The book includes a CD-ROM containing a "hands-on" version of the simulation model developed by the authors and all of the background data used.
