Abstract
The quest to achieve Education for All (EFA) is fundamentally about assuring that children, youth and adults gain the knowledge and skills they need to better their lives and to play a role in building more peaceful and equitable societies. It is therefore imperative to focus on quality in order to achieve EFA. As many societies strive to universalise basic education, they face the momentous challenge of providing conditions where genuine learning can take place for each and every learner. The six goals adopted at the World Education Forum in Dakar, Senegal, in April 2000, implicitly or explicitly integrate a quality dimension. Goal 6, in particular, commits countries, with the support of their EFA partners, to improve all aspects of the quality of education. The benefits of early childhood, literacy and life-skills programmes largely depend on the quality of their contents and of their teachers. The conceptual paper aims at analysing whether South Africa will meet the goals of Education for All in 2015 which are part of Millennium Development Goals (MGD).The question to be asked is: “Is South Africa going to meet goals of Education for All in the provision of quality education?” DOI: 10.5901/mjss.2014.v5n23p1285
Highlights
The quest to achieve Education for All (EFA) is fundamentally about assuring that children, youth and adults gain the knowledge and skills they need to better their lives and to play a role in building more peaceful and equitable societies
Better quality education is attributed by the UNESCO (2004 p. 17) where challenge, definition of quality, benefits of education, years of learners in school, test scores, resources and coordination are discussed as follows: The challenge: Education for all cannot be achieved without improving quality
Services for young children in South Africa are on the brink of transformation as the country is developing its first national Early Childhood Development (ECD) policy and strengthening its ECD policy and legislative framework
Summary
The six goals adopted at the World Education Forum in Dakar, Senegal, in April 2000, implicitly or explicitly integrate a quality dimension. Goal 6, in particular, commits countries, with the support of their EFA partners, to improve all aspects of the quality of education. The benefits of early childhood, literacy and life-skills programmes largely depend on the quality of their contents and of their teachers. Reducing gender disparities in education relies strongly on strategies that address inequalities in the classroom and in society. Primary and secondary education – the central planks of most education systems–are expected to ensure that all pupils acquire the knowledge, skills and values necessary for the exercise of responsible citizenship (UNESCO, 2004)
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