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.



Ghana – Towards FCUBE (Free and Compulsory Universal Basic Education)

This first case-study takes the recent educational history of Ghana, the earliest African country to regain independence from British rule and the one with, at the time, the strongest economy. It focuses on the experience of Ghana in developing and implementing strategies to achieve Universal Primary Education – UP(B)E. It maps the period from the 1950s to the present in terms of progress, achievements, external and internal drivers and factors that contributed to success and later regression in different aspects of UP(B)E. Based on this discussion, the study identifies particular areas, old and new, where ongoing efforts need to be made to achieve UPE goals, in terms of both enrolment and progression and with increased emphasis on quality.


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