It is a sad fact that in this highly advanced society of unbelievable modernity in lifestyle and technology, Education as a basic human right is not available to all the people of the world.Like all other human rights, education is universal and it is an entitlement everyone can expect no matter what economic status, ethnicity, gender or religion they belong to. Education leads the way to the exercise of most other human rights by promoting empowerment of individuals, freedom of expression and provides important benefits in all spheres. Yet, it is an increasingly worrying factor that millions of children and adults globally are devoid of basic opportunities to study, mostly as a result of impoverishment and weak economies.World bodies such as the United Nations and UNESCO have formatted legal obligations concerning the right to education for every individual. These legal instruments provide the pathway for every individual to receive access to good education without discrimination. They recognize education as a most powerful tool that can help children and adults become economically and socially empowered and help them lead more fulfilled lives.The statistics are staggering. Nearly 93 million children all over the world remained out of school, as on 2006; nearly 80% of this number lives in Africa and in poorer regions in South Asia.The Education for All (EFA) initiative, formed in the early 1990s involves a broad group of governments, developmental agencies and NGOs who have endorsed commitment to “six primary goals” that will enable education to reach ‘every citizen in every society’.However, since the initiative came about, the underlying realization also set in that these goals cannot be achieved by merely providing access to education; duration and quality of education at primary and secondary levels are extremely important factors. The guiding force of human rights values and ethics must provide a backdrop in classrooms to ensure that children who enroll in primary school complete their schooling.The agenda laid down by the EFA went under the assumption that public policy enactment can help to transform education systems radically provided governments and political resources enact policies for implementation emphasizing capacity and quality development of literacy.By 2000, the expected targets were far from met. The World Education Forum attended by 165 countries in Dakar, Senegal proposed the Dakar Framework for Action affirming the goals of the EFA for providing quality education to all by the year 2015; particular emphasis for educating and developing the girl child received special attention. In reaffirmation, two goals proposed by the EFA – universal primary education, empowering women and promoting gender equality were included in the Millennium Development Goals (MDGs).The UNICEF is one of the five conveners of the EFA and a key contributor in achieving the goals; its responsibility covers early childhood care, education in emergency situations and providing policy and tech support.Indeed, achieving the goals for providing Education for All requires sustained and committed global response and involvement by civil society, development agencies, NGOs media and world governments to help every child irrespective of caste, color and creed achieve and realize the right to a quality education.
For over 30 years America has been trying to “reform” our Public Educational system. Yet, was it ever broken to begin with? It has in fact functioned well wherever possible despite some missing pieces and occasional mission drift. We can back track this terrific sham to 5 main premises never adequately questioned or disputed. Was it, and is it, fair or in our interests to compare this nation to nations such as China, India, Russia or other European countries academically? And, did we ever fully digest the drastic differences in national values, lifestyles, and overall accomplishments between the U.S. and those nations? We did not.Since the 1980′s to present and in reaction to the Reagan Administration’s, A Nation at Risk commission on “our failing public education system,” education reformers have fully invested in 5 mythical premises:1. We are to compare our national educational statistics to that of our international economic competitors2. We are to align our educational standards to meet the needs of a future global workforce3. We are to rely heavily on standardized test scores to measure student performance for international comparison4. We are to blame teacher quality, or lack thereof, for this proposed failure of our national education performance output5. We are to tinker heavily in the privatization of education throughout the nationFirst, as mentioned in previous articles, how could we ever compare nations with different governmental structures, differing values, differing statistical integrity standards, and differing societal/class distinctions, etc.? For example, China is a communist country which imposes national educational standards upon its students, ignoring the uniqueness and intricacies of locales. They do this because they embrace communism and “the state” decides what, which, and where their industries are to be established. Their workforce is selected, tracked, and groomed from the elementary stage into adulthood. The absence of individual choice is trumped by a fierce utilitarian function embedded into their political system. This is not an American value and we have learned of the historical dangers of practicing such ideologies.We are compared to India with its middleclass growing exponentially along with growth in software engineering, manufacturing, and medical industries. Their results at face value, is impressive. However, we overlook their impasse with issues of gender discrimination, class/caste distinctions, and racial barriers. While the US is no stranger to these issues, and certainly not innocent of them, we have put mechanisms in place to confront them, (though steadily losing their potency). Women are more likely to be educated and valued in the US presently. America still professes to value the combination of individuality and equality. Another historical lesson we have already embraced and implemented through our ideal of providing Public Education.The globalized workforce affecting our educational priorities is a sketchy assertion at best. Why? Because it relies wholly on political agendas and policy decisions made during each US election cycle. Industry travels wherever corporate taxes are lowest and to where labor is cheapest. Since economic policy changes can be made within a single election cycle, does this mean we are to change our educational priorities along with time each time? Are we to focus on mathematics more simply because China and/or India are producing more engineers? Is quantity the issue or quality? And, are those nations producing more because of their quality, or because of their larger populations and more exploitable workforce? There was a time when America took pride in its citizenry and their quality of life, (or we at least professed this). Education rooted firmly materialism cannot thrive. The globalized workforce is a concept embracing the value of production, but ignoring our historical embrace of domestic innovation and citizens’ quality of life.Standardized test scores may only make sense when attempting to justify funding from an outside source (a legislator) that is not present in the classroom, having no knowledge of a particular locale’s economic engine, and is a stranger to a community’s resources, challenges and cultural makeup. It is a one-size fits all suit, where a tailor made one is obviously best. Just as there may be multiple learning styles, there are multiple assessment tools to demonstrate learning and understanding. In America, we value individuality, individual growth, the uniqueness of community, and the benefits to diversity. Did we sensationalize test standardization to address educational quality, or to justify punishment and prepare for hostile takeover of school districts? This issue is linked to teacher quality. A teacher may only be as good as the resources made available, the support they receive, the development made ready, and the quality of life this professional may enjoy as a result of their commitment.Lastly, privatization has been the cure all presented to the public at large. However, it subtly eludes the murky question of accountability. There is no guarantee to every citizen in the private domain. The private institution tackles admission as it pleases, administers discipline as it wishes, pays employees however it wants, and the bottom line is its ultimate concern. The private institution runs itself as a monarchy making decisions from the top down, appointing its nobles rather than collectively considering merit, and selling us convenience and speed while ignoring the necessary time to debate, analyze, compromise, and collectively agree. Democratic practices are lost.These are the values in which we should be proud of and should celebrate: 1) we do not track our students, we facilitate them, 2) we do not compete our students against each other, but rather against their own circumstances, 3) we strive to value ALL of our citizens and their quality of life, 4) we embrace diversity, because we are proudly a diverse nation, and 5) we value our natural environment, our multilingual, multi-racial, multi religious and non-religious differences and recognize that citizenship in our nation requires advanced citizenship. We educate to create societal citizen engineers. America suffers from an education equality problem in distribution, NOT an educational quality problem.