Download Achieving Quality Education for All: Perspectives from the by Geoff N. Masters (auth.), Phillip Hughes (eds.) PDF

By Geoff N. Masters (auth.), Phillip Hughes (eds.)

Due to the advance of the overseas schooling for All and schooling for Sustainable improvement events, for which UNESCO is the lead organisation, there was an expanding emphasis at the energy of schooling and education to aid construct extra simply and equitable societies. therefore giving each person the chance to boost their abilities to the entire, despite features comparable to gender, socio-economic prestige, ethnicity, spiritual persuasion, or local position. As enshrined within the United countries statement on Human Rights over 5 a long time in the past, each person has the fitting to obtain a top quality and proper schooling. with a view to try and do so excellent, many nations are considerably re-engineering their schooling structures with an expanding emphasis on selling fairness and equity, and on making sure that everybody has entry to a top quality and correct schooling. also they are relocating clear of the normal outlook of virtually solely stressing formal schooling in colleges because the most precious method during which humans study, to accepting that vital and worthwhile studying doesn't simply take place in formal, committed schooling associations, but additionally via casual and non-formal potential. therefore studying is either lifelong and life-wide. This ebook brings jointly the event and examine of forty regarded and skilled opinion leaders in schooling around the globe. The booklet investigates the simplest methods of making sure the UNESCO goal of powerful schooling for everyone within the trust that not just should still schooling be a correct for all, but in addition that schooling and education has the capability to rework person lives and to give a contribution to the improvement of extra simply, humane and equitable societies.

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5 Realizing Moral Purpose 27 The key to system-wide success is to situate the energy of educators as the central driving force. This means aligning the goals of reform and the intrinsic motivation of participants. Intrinsic energy derives from doing something that is important to you and to those with whom you are working. Thus, policies and strategies must generate the very conditions that make intrinsic motivation flourish. This is as basic as the human condition. What turns most people on is being effective at something that is personally meaningful and which makes a contribution to others as well as to society as a whole.

This does not mean that the process should be abandoned, that the vision of a strong and socially representative public school system of the kind envisaged by Henry Parkes should now be dismissed as some Utopian scheme whose full benefits could never be realised. 6 Public Education: Its Value Is Beyond Price 33 I recall, in particular, Phillip Hughes’ own great disappointment that little defence was mounted of the decision in late 1987 to abolish the Australian Capital Territory (ACT) Schools Authority.

It would be difficult to conceive of a more exploitative mechanism. The minister’s words have raised my hopes that we are hearing the beginnings of a more sensible and ethical policy narrative that does justice to our whole school system. If public schools are the backbone of our education system, as the minister has stated, then that backbone must be strong and well-nourished by those responsible – that is, by the whole Australian community through our democratically elected governments. We may at last be seeing leadership based on an understanding that we can be free to celebrate our cultural diversity – our religious and ethnic and other social traditions and loyalties – without resorting to a class-stratified school system where choice and competition are driven by gross resource disparities among schools.

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