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Extra resources for Education for All: Is the World on Track? Efa Global Monitoring Report 2002 (Education on the Move)

Sample text

Nevertheless, these arguments do not resolve the question as to how much education should be universally available. The Universal Declaration of Human Rights and each of its successors – including the Dakar Framework – deliberately left the definition of the primary span of education unspecified. At present the length of primary systems around the world varies between four and seven years of schooling. Thus, the attainment of universal primary education (UPE) would seem to represent the provision of almost twice as much schooling in some countries as in others.

2 0 0 2 Education and other development goals If all people have a right to education, and if its impact upon people’s capabilities is intrinsically part of our notion of development, it follows that the provision of a basic level of education for all people must be made universal. The case is clear and uncompromising: countries’ development strategies cannot be judged successful without EFA. Nevertheless, these arguments do not resolve the question as to how much education should be universally available.

The net enrolment ratio (NER) takes account of the age structure of those enrolled by excluding all those children who are older or younger than the officially school-eligible age group from the numerator of the ratio. Thus, by definition, it cannot exceed 100%. 5 shows NERs in 1999/2000, by development status and region. 6. Variation in net enrolment ratios by region (1999) Palestinian A. T. Albania 99 100 100 93 90 Malaysia Mongolia 100 90 Argentina 100 95 Finland Maldives 100 100 87 87 80 78 70 82 81 79 81 Kyrgyzstan Thailand Nicaragua Cyprus 60 62 51 40 Yugoslavia 30 10 75 Islamic Rep.

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