The practice, challenges and Prospects of the Implementation of universal primary education In Harar
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Date
2010-06
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Addis Ababa Univerisity
Abstract
Progress towards universal primary education aims at ensuring that by 2015 all
children, including girls, children in difficult circumstances poor marginalized and
those belonging to ethnic minorities, have access to and complete, free and
compulsory primary education of good quality. This program is obviously in
progress entirely in the country to achieve the goal at the targeted date. Therefore,
this study attempts to investigate the practice, challenges and prospects of the
implementation of UPE and its predicted outcomes in the Harari region education
system. This study is conducted taking 20 primary schools within selected five subdistricts
as a sample. It applied descriptive survey method utilizing quantitative and
qualitative data obtained through questionnaire, interview and document analysis.
Passing through these steps the study found out that the region need to go long
way to improve net enrolment, equity and quality primary education to achieve
UPE.
In fact, remarkable gains have been registered in the region in gross enrolment
towards universal primary education. But it still has long way to go. Progress has
been too slow and too uneven in rural parts of the region. There is a clear and
persistent danger that some key activities will not fully accomplished. Averting that
danger is vital, not just because education is a basic human right, but also it is
crucial for improving child and maternal health, individual incomes, environmental
sustainability and economic growth and driving progress towards UPE and other
MDGs. Getting all children into and through primary education requires a far
stronger focus on the marginalized rural poor and urban disadvantaged. Gender,
income and location interact with other factors of disadvantage, such as language,
ethnicity and disability, to multiple barriers to school entry. Activities of improving
educational opportunities for the poor rural marginalized groups are observed far
below average. There is no satisfactory education opportunities arranged and
delivered to those children with disabilities. Among the most serious obstacles,
however, are negative attitudes towards the disabled which affects both school
participation and self-confidence of children with disabilities.
This survey report persuasively argues that equity must be at the centre of the UPE
agenda, to offset rising inequalities. Getting girls into schools demands concerted
action to change attitudes and household chores. Financing, participation and
governance reforms have an important role to play. This clearly has to change in
order to achieve UPE. But increasing financing without equity will not benefit the
relatively most vulnerable and disadvantaged groups. Improving all aspects of
quality education and ensuring excellence of all so that recognized learning
outcomes will be achieved. Quality is at the centre of education. When children lack
trained teachers, learning materials, instructional time and adequate school
facilities, they are unlikely to master the basics. This report looks quality in terms of
learning facilities, learning conditions, the teaching workforce and learning
outcomes. There are short comings in terms of educational facility inputs,
instructional processes and its yields.
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Keywords
Education