Progress towards regional targets for universal primary education: A statistical review

Fredriksen, Birger

doi:10.1016/0738-0593(81)90022-5

Cited by 13 publications

(5 citation statements)

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“…There are, however, considerable variations within these regions and only a few countries have actually achieved UPE in real terms (see Frederiksen, 1981;Brock, 1981;Thompson, 1981;Watson, 1981).…”

Section: (Ii) Universal Primary Schoolingmentioning

confidence: 97%

“…By far the greatest increase took place in LDCs, as can be seen from Table II. Unfortunately, such global statistics distort the true picture for not only are there enormous regional variations as between Asia, Africa, Latin America and the Middle East, but there are considerable variations between countries in the same region and within countries between urban and rural enrolments (see, for example, 142 K. Watson Frederiksen, 1981). Writers like Foster & Sheffield (1974, p. 10), however, recognised this as an inevitable corollary of the growth process.…”

mentioning

confidence: 94%

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Forty Years of Education and Development: from optimism to uncertainty

Watson

1988

Educational Review

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For the past forty years educational investment in the countries of the Third World has been high on the political agenda. Whereas, however, economists and educational theorists in the 1950s and 1960s had a relatively simplistic understanding of the linkages between education and economic development, the complexities of the inter-relationship have gradually become better known and documented. Today there is far less certainty. This paper seeks to trace the major thrusts in educational development during this time, partly through a study of the literature, partly through a study of some of the experiments, and failures, that have taken place. It assesses the achievements and the ongoing problems, while at the same time looking at some of the lessons that have been learnt. It ends by identifying a number of ongoing issues likely to dominate the 1990s.

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Section: (Ii) Universal Primary Schoolingmentioning

confidence: 97%

mentioning

confidence: 94%

Forty Years of Education and Development: from optimism to uncertainty

Watson

1988

Educational Review

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“…The four regional conferences convened in the early 1960s to agree on target years for reaching Universal Primary Education (UPE) were an important instrument in mobilizing global political commitment to this goal. The conferences were organized in Karachi, Pakistan, for Asia (1960); Addis Ababa, Ethiopia, for sub-Saharan Africa (SSA) (1961); Santiago, Chile, for Latin America (1962); and Tripoli, Libya, for Arab States (1966), see Fredriksen (1981, 1983). The target years were 1970 for Latin America, and 1980 for Asia, SSA and Arab states.…”

Section: A Development Failure Threating the Future Of African Childr...mentioning

confidence: 99%

“…Finally, the reader should be aware that the arguments in this article are heavily influenced by my personal experience during my more than 50 years’ association with the “UPE-movement,” including being part of the UNESCO team monitoring progress toward the UPE targets during the 1970s and early 1980s (Fredriksen, 1978, 1981, 1983), at the World Bank, including participating in the Jomtien and Dakar conferences (see above), and as a writer after retirement (Fredriksen, 2005, 2020).…”

Section: A Development Failure Threating the Future Of African Childr...mentioning

confidence: 99%

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Promise not kept: universal primary education for all children in sub-Saharan Africa

Fredriksen

2022

JICE

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PurposeThis article examines why Universal Primary Education (UPE) has shifted from being a developing country challenge more broadly in the last half of the 20th century to become largely a sub-Saharan Africa (SSA) challenge today. It discusses a number of national and education sector system-wide challenges that have constrained the implementation of UPE in SSA more so than in other developing regions.Design/methodology/approachThis article reviews the literature and policy documents on a wide range of developing country issues, and discusses why most SSA countries have faced unparalleled challenges in achieving UPE.FindingsSSA governments should take the opportunity offered by their post-pandemic “build back better” efforts to fundamentally reset education policies to address the key causes of this major development failure. The overarching objective must be to develop education systems that are more inclusive, equitable and responsive to national development needs by better serving the large population groups, parts of society and economic sectors that currently derive little benefit from public education spending. This article highlights the urgency and challenges associated with achieving this objective.Originality/valueAlthough the main responsibility lies with SSA governments, this paper stresses that the global community will be affected in many ways by how effectively this crisis is addressed. Therefore, this effort merits sustained global support including through more catalytic use of aid.

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The arithmetic of achieving universal primary education

Fredrisken¹

1983

Int Rev Educ

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Progress towards regional targets for universal primary education: A statistical review

Cited by 13 publications

References 1 publication

Forty Years of Education and Development: from optimism to uncertainty

Forty Years of Education and Development: from optimism to uncertainty

Promise not kept: universal primary education for all children in sub-Saharan Africa

The arithmetic of achieving universal primary education

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