Abstract
The dream of universal elementary education in developing countries by the year 2000 will certainly not come true, despite the impressive efforts those countries have made to expand their enrolment rates. External forces coupled with the chronic inefficiency of most of their education systems, reflected in the persistent high rates of repeaters and drop-outs particularly in the early grades, have contributed to the elusiveness of the dream. Nevertheless, the most commonly reported impediments to the goal of universalization are factors external to the education system. These include limited financial resources, fast population growth, high drop-out rates tied to socio-economic difficulties, inhibitory attitudes in the community, shortage of qualified human resources, inadequate number of trained teachers, and lack of career incentives for teachers.
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