Progress of IBSA Countries Towards Universal Primary Education: A Comparative Analysis
DOI:
https://doi.org/10.52634/mier/2020/v10/i2/1340Keywords:
Universal Primary Education, Literacy Rate, Drop-Out Rate, Sustainable Development Goal.Abstract
Free and compulsory primary education remains a priority area in the international policy perspective, starting from the Universal Declaration of Human Rights, 1948 to the formulation of Sustainable Development Goals in 2015. Under the impact of globalization, an impressive expansion in the access to primary education has been observed in recent decades and the global trends in enrolment rates across the developing world have attested this fact. However, many developing countries, such as India, Brazil and South Africa (IBSA), are still struggling with the goal of quality primary education for all. The IBSA countries are emerging economies and very proactive in addressing past inequalities prevalent in their countries. With the cooperation of international organizations, national policy planning and other initiatives, these countries have performed quite well in the educational attainment. But even today, these countries have not achieved the goal of quality primary education for all. This paper reviews the attainment of free and compulsory primary education in these countries, along with the challenges faced in the achievement of universal primary education. These challenges may hinder the progress of these countries towards the achievement of Sustainable Development Goal.
Downloads
Metrics
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Sarabjit Kaur
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles published in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) are distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
- Copyright on any open access article in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) published by Model Institute of Education and Research (MIER) is retained by the author(s).
- Author(s) grant MIER a license to publish the article and identify himself/herself/themselves as the original publisher.
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
- The Creative Commons Attribution License 4.0 formalizes these and other terms and conditions of publishing articles.
References
Best, J., & Kahn, J. V. (2007). Research in education. New Delhi: Prentice-Hall.
Bhat, S. A. (2013). Millennium development goals: Achieve universal primary education from Indian perspective. International Journal of Scientific & Research Publication, 3(11), 1-9.
Government of India (GOI). (2014). Educational statistics at a glance. New Delhi: Bureau of Planning, Monitoring and Statistics, Ministry of Human Resource Development.
Government of India (GOI). (2018). India in Figures 2018. New Delhi: Central Statistics Office, Ministry of Statistics and Programme Implementation. Retrieved from http://mospi.nic.in/sites/ default/files/publication_reports/India_in_figures-2018_rev.pdf.
Inter-Agency Commission. (1990). World declaration on education for all and framework for action to meet basic learning needs. New York: UNICEF.
Jain, N. (2015). Education under globalisation: Burial of the constitutional dream. Delhi: Aakar Books.
Jha, P., & Parvati, P. (2014). Assessing progress on universal elementary education in India: A note on some key constraints. Economic & Political Weekly, 49(16), 44-51.
Kempner, K., & Jurema, A. L. (2002). The global politics of education: Brazil and the World Bank. Higher Education, 43, 331-354.
Neri, M., & Buchmann, G. (2008). From Dakar to Brasilia: Monitoring UNESCO's education goals. Prospects, 38, 415-423.
Motala, S. (2013). South Africa: Making post-apartheid rights into realities. In C. Harber (Ed.), Education in Southern Africa (pp. 189-206). London: Bloomsbury.
Pandey, B. (2018). Achieving SDG4 in India: Moving from Quantity to Quality Education for All (Discussion Paper # 232). New Delhi: Research & Information System for Developing Countries. Retrieved from https://ris.org.in/newasiaforum/achieving-sdg-4-india-moving quantity-quality-education-all.
Singh, R. (2012). Development of elementary education in India, Brazil and South Africa: A comparative study (M.Ed. dissertation). Punjabi University, Patiala.
Soares, F. (2004). Quality and equity in Brazilian basic education: Facts & possibilities. In Colin Brock & Simon Schwartzman (Eds.), The challenges of education in Brazil (pp. 61-88). Oxford: Oxford Studies in Comparative Education.
Souza, P. R. (2001). Education and development in Brazil, 1995-200. Cepal Review, 73, 65-80.
United Nations Development Programme (UNDP). (2015). Human Development Report 2015: Work for Human Development. New York: United Nations Development Programme.
UNDP. (2016). Human Development Report 2016: Human Development for Everyone. New York: United Nations Development Programme.
UNDP. (2018). Human Development Indices and Indicators: 2018 Statistical Update. New York: United Nations Development Programme.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2002). EFA Global Monitoring Report 2002: Education for AllIs the World on Track. Paris: United Nations Educational, Scientific and Cultural Organization.
UNESCO. (2003). EFA Global Monitoring Report 2003/4: Gender and Education for All-the Leap to Equality. Paris: United Nations Educational, Scientific and Cultural Organization.
UNESCO. (2010). EFA Global Monitoring Report 2010: Reaching the Marginalized. Paris: United Nations Educational, Scientific and Cultural Organization.
UNESCO. (2015). EFA Global Monitoring Report 2015: Education for All 20002015: Achievements and Challenges. Paris: United Nations Educational, Scientific and Cultural Organization.
UNESCO Institute of Statistics (UIS). (2008). International Literacy Statistics: A Review of Concepts, Methodology and Current Data. Montreal: UIS.
UIS database (2019). Education 1990-2018, Retrieved from http://data.uis.unesco.org.
United Nations (UN). (2015). Transforming Our World: The 2030 Agenda for Sustainable Development. New York: United Nations.
United Nations Children's Fund (2012). Brazil: Access, Permanence, Learning and Conclusion of Basic Education at the Right Age: A Right of Each and all Children and Adolescents: Executive summary. Brazil: UNICEF.
Wolhuter, C. C., Steyn, S. C., & Steyn, H. J. (2003). Learning from south-south comparison: The education system of South Africa and Madagascar. South African Journal of Education, 23(1), 29-35.
World Bank. (2018). World Development Report: Learning to realize education's promise. Washington, DC: World Bank.
World Bank Data (2019). Education 1990-2017. Retrieved from https://data.worldbank.org.