Maintaining Universal Primary Education

Lessons from Commonwealth Africa

image of Maintaining Universal Primary Education

Every country that has worked towards, and then attained, universal primary education has celebrated that achievement as a great step forward. Maintaining universal primary education, once achieved, offers new challenges, examined in this book. Lalage Bown and her co-researchers from the Council for Education in the Commonwealth explore the various economic, political and social pressures which may affect the progress of educational provision, as well as the different national educational policies and strategies themselves, as they play out in five very different Commonwealth African countries: Ghana, Kenya, Nigeria, Tanzania and Zambia. The contributors’ findings will inform the decisions of both national and international education policy-makers working to ensure that universal primary education becomes, and remains, a reality across Africa.




There has been remarkable progress towards some of the EFA goals since the international community made its commitments in Dakar in 2000. Some of the world’s poorest countries have demonstrated that political leadership and practical policies make a difference. It is evident that far more needs to be done to get all children into school through primary education and beyond.Whereas many Commonwealth member countries have put in place accelerated measures towards achieving the two education MDGs, they cannot neglect the need for approaches that will sustain UPE well beyond the target deadline of 2015.


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