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Millennium Educational Development – Methods of Implementation


Dr. Tooley: Conclusions on Private Education and Entrepreneurship

Professor James Tooley has criticized the United Nations proposals to abolish all prizes in public primary schools to reach the goal of universal education by 2015. According to Dr. Tooley, the UN puts a special emphasis on the fact that regions that are worse than "South Africa and South Asia support the wrong horse." In the poorest countries in the world, such as Ghana, Kenya, Nigeria , In India and China, Dr. Tooley found that poorly-educated private schools are better performing their public opinion. Most of the majority of school children come from unknown schools and children from such schools make similar students in government schools in the most important school subjects The private schools of the poor are the scholars of the elite private schools. While elite private schools meet the needs of privileged classes, they reach non-elite private schools which, as stated by entrepreneurs, have come from a mixture of charity and commerce created by scarce resources. This is the private sector's goal of offering the poorest people the best possible quality while paying affordable rates [3].

Thus Dr. Tooley came to the conclusion that private education can be made available to everyone. He suggested that the quality of private education, especially private-private schools, should increase with the help of international support. If the World Bank and the United States International Development Agency (USAID) could find investment in private schools, then the original education may result. 4 Offer loans that help schools improve their infrastructure or provide valuable teacher training or create partial vouchers that will help the poor to access private schools. Dr. Tooley believes that since many poor parents are using private and non-state schools, "Education is much easier for everyone than they have ever believed".

MED-related barriers

Teachers are key factors in the learning phenomenon. They should now become the focus of national efforts to reach the dream of making every child well-trained by 2015. Yet, 18 million teachers are needed if every child receives quality education. 100 million children still denied access to school. Millions in the overcrowded classrooms sit for a few hours a day.5 Too many excellent teachers make teaching more exciting, change professors to higher payouts while less productive teachers retire at work and on the beach to retire.6 How can millions of millions are we teachers?

In the area of ​​access to learning, girls are discriminated against by habitual behavior, early marriage and pregnancy, inappropriate and gender-based teaching and learning materials, sexual harassment and the lack of adequate physical and other wise educational facilities Continues to exist. 7

Child labor is common in third world countries. Too many children are using hard housework at an early age and are expected to take great responsibility. Many children rarely enjoy proper nutrition and are forced to work hard.

Peace and economic struggles are other aspects. For example, the Bhutan country needs a large population growth (3%), high population density, huge mountainous areas, limited resources and unemployment. Sri Lanka was a stunning record, but the civil war has an impact on its ability to mobilize the funds as defense spending consumes one quarter of the national budget.

Placing your kids at school is not necessarily enough. Bangladesh Education Minister ASH Sadique has achieved 65% literacy, has risen by 3% since Dakar and since 1990 has risen by 30%. While primary education and literacy improved in this country, he said that quality was sacrificed in pursuit of No. 9. Nigel Fisher, UNICEF Kathmandu, says "fewer children in their country live in 5th grade than in any region of the world." Repetition was the gross waste of resources.

In addition, the further challenges of meeting the target include: (1) How can we educate HIV / AIDS orphans in regions such as Africa when pandemics causes destruction? (2) How to provide education to an increasing number of refugees and displaced persons? (3) How to help teachers understand their new role and how to take advantage of new technologies for the benefit of the poor. And (4) in a world where 700 million people live in forty-two heavily indebted countries-how can it help to increase poverty and provide millions of children with the opportunity to realize their full potential.10

Education for Everyone: How?

The goal is simple: Get the 100 million children out of school education.
The question is: How?

The most important problem in education is the lack of teachers and must first be addressed. The teaching staff should be improved through better recruitment strategies, mentoring and training academies. 11 Assistant teacher can be trained. During mentoring, assistant teachers develop skills to become good teachers. In order to build a higher standard of teaching staff; account should be taken of selective recruitment, long professional practice with comprehensive evaluation, regular and rigorous staff assessment, taking into account pay-perks rewards. 12 Remuneration of teachers motivates good teachers to stay and perform less honestly.

Problems with gender discrimination and child labor have to be eliminated. The Beijing Platform for Action (BPFA), for example, dealt with gender inequality. BPFA calls upon governments and relevant sectors to create an educational and social environment in which women and men, girls and boys are treated equally and ensure access and retention of girls and women at all levels of education. 13 The Global Response The strengths of child labor and education, as well as the proposed role of advocacy, coordination and research were supported by the Beijing participants. The UN added that the poorest families should be encouraged to support their children's education.14

The highly indebted countries complain about the lack of resources. Most of these countries spend money on education and health debt repayments. If these countries have poor poor programs that are very different from primary education, will debt relief help them? Should these regions be the debt relief halls?

Partially explains the lack of progress since rich countries reduced their international development support by paying dividends paid at the end of the Cold War. In 2000, the real value of aid was only 80% of the 1990 level. In addition, the proportion of subsidies between 1990 and 2000 has decreased by 30% compared to education to 7% of bilateral subsidies. 15 In view of this, what is the odds for the United Nations? calls donors to double the billions of dollars in support? According to John Daniel, UNESCO (2001-2004) Director General of Education, 97% of the funds for education in developing countries now originate from the country and account for only 3% of international funding. The most important principle is that primary responsibility for "everyone" is with national governments. International and bilateral agencies can help, but the drive itself comes from the country. These countries are recommended to make a sustainable strategy for education for everyone. This may mean that resources are reallocated from other spending to education. It can often mean redistribution of resources in the education budget for basic education and beyond. 16

A closer look: private and public schools

The most disadvantaged people in the planet are voting with their feet: they leave the state schools and move their children to private schools. Why better private schools in public schools?
Teachers in private schools are more responsible. There are more classroom activities and teacher levels. recommendation. Teachers are responsible for the manager who is able to get rid of when they see incompetence. The manager can also be accountable to parents who can revoke their children. Basically, private schools receive negative confirmation. However, these wires produce positive results. Private schools are better able to provide quality education than public schools. The new research has found that private schools in the poor segments exist in the valley areas, which are designed to help the disadvantaged to gain access to quality education. The poor supported the poorest.

Such accountability is not included in public schools. Primary school teachers can not shoot because of incompetence. Leaders / senior teachers are not responsible for parents unless their children receive adequate education. The researchers noted that irresponsible teachers were "locked in school … for months, with a lot of alcoholic teachers and senior teachers who asked the kids to do homework, including their baby. These operations are obviously negligent." [19659002] Are there any means to fight the system of neglect, which spoils the state schools, if international aid is invested solely in private schools that are performing better and abandoning the complete collapse of public schools? If private education appears to be hoping education for all, why not privatize all low school schools? If public schools are being developed through regular change, does competition between public and private schools lead to much better results? What is the chance for all the education entrepreneurs in the world to adapt to the dedication and the dedication in the spirit of octal work – offering free spaces for the poorest students and visiting their needs?

State schools can be improved. Excellent schools can be where the resources are there, the community is present and teachers and other school workers get the necessary support and respect. The government must handle the quality of public school education. For example, in New York, ACORN cooperated with other community groups and teachers' unions to improve the 10 low-performing 9th district schools. The cooperating $ 1.6 million grant to the majority of its overall plan requires more effective principles, supporting a strong educational effort and building strong family-school partnerships. 18

Standardized tests are vital to improving the performance of schools and students. This provides comparable information on schools and identifies well-functioning schools that are poorly worked and some are hardly working. By standardized tests, student performance data is an indispensable diagnostic tool to improve performance. 19

Privatization of public schools is by no means the answer. Take the charter schools for example. As an alternative to unsuccessful state schools and government bureaucracy, US local communities used state resources to start their own schools. And what began in a handful of states has become a national phenomenon. However, according to a new national comparison among children in charter schools and regular state schools, most schools are not considered by schools. The findings of the Ministry of Education showed that in almost all racial, economic and geographical categories, the fourth classroom of traditional state schools outperforms the fourth grades of charter schools. If the government can take advantage of the quality of public schools and if the World Bank and bilateral agencies find ways of investing in private and public schools – rather than just investing in private schools where only a small percentage of students can access quality education, while the majority is behind – and then the original education.

Conclusion

Education for everyone is obviously a simple goal, but it takes a lot of time for the world. Many devastating forces hinder the way to reach the goal, and the fear of failure is strong. There are many solutions available to eliminate the failure of state schools, but the best solution is still unknown. Private schools face a number of challenges to meet their responsibilities, but the resources are scarce. Each country is committed to developing its education to attract all children to school, but most are still struggling with mountainous debts.
Primary education for everyone by 2015. & # 39; it will not be easy. However, everyone must be guaranteed that the millennium development goal is possible and accessible. Since the Dakar meeting, many countries have reported on progress in education. For example, thirteen countries in Africa have reached or should have reached primary general education (UPE) by 2015. 23 Other countries, even those lagging behind in universal education, are challenged to base their policies on programs that have proved effective in other African countries. There are still many people working for the purpose, all of them moving in different steps. One thing is clear; the World is committed to achieving the goal. The challenge is not that this commitment suffers because a well-trained world will be a world that will cope better with conflicts and difficulties: a better life situation.

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