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.



UPE and UBE in a federal system

What happened in Nigeria

The three previous chapters have provided in-depth and detailed studies of the UPE experience of three countries, one from Western, one from Eastern and one from Southern Africa. This chapter and the next are designed to add two outlines – of Nigeria as the most populous African country and Tanzania as a case where scarce resources did not inhibit educational development. For reasons of time and resource constraints, these two cases were not studied so deeply, but the research team believe that the narratives that follow will enrich and illuminate the whole issue of sustaining and maintaining UPE.


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