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This paper reviews a cross-section of research on implementing Education for All, a goal and timeline established by the United Nations for educating all children. It examines how education policies in developing countries affect educational conditions and outcomes, comparing the merits of alternative education policies using five criteria: academic achievement; school efficiency; parental choice, control and satisfaction; school environment; and enrollment/attainment growth. The paper concludes that education markets with specific interrelated features (minimal regulation, private ownership of schools, vigorous competition, minimally inhibited consumer choice, and at least some direct payment of tuition by parents) are likely to produce specific qualities (superior academic achievement, higher efficiency, improved facilities/maintenance/atmosphere, greater responsiveness to parental demand, and faster enrollment growth) when compared to government schools and heavily-regulated and 100-percent government funded private schools. The paper notes that despite their many benefits, education markets share one problem in common with other systems: they cannot, by themselves, ensure universal access to good schools, particularly among the poorest families. (Contains 46 references.) (SM)

Descriptors: Academic Achievement, Access to Education, Developing Nations, Educational Policy, Elementary Secondary Education, Enrollment Trends, Free Enterprise System, Parent Attitudes, Private Schools, Public Education, School Choice, School Effectiveness

Autor: Coulson, Andrew J.


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