education for aLL : achieving universal primary education

just wrote an article about one of the Millennium Development Goals..

the Millennium Development Goals, Goal 2, Target 3

the goal and target

in the article… i define primary education as an impurely public goods with the characteristic of rivalry.  According to Sandler’s terms of goods type, in impurely public goods with rivalry , always has a crowding cost, which is the additional cost needed if the user increases. Education, unlike global warming, global warming doesnt have crowding cost, because the number of user/consumer didnt account for the size of the coast, but in education, if the user increases, the cost would increase to.

if crowding costs exist, the consequence is the usage of the goods has to be limited, means there will be an exclusion for some people who couldnt afford it.

and the MDG, adopted by 158 countries and 150 NGOs, targetted that by 2015, the net enrollment of school aged children to school is 99%…

this means,, that MDG wants PRIMARY EDUCATION, which is excludable in nature, to be a good with no exclusion

well. if you’d like to read more about this… just look at my page…

the full article is there, but in Indonesian.. hehehehehehe

titlled MENUJU PENDIDIKAN DASAR YANG UNIVERSAL

KEY TOPICS on my articles are:

• Primary education is a right and should be made available to everyone. a

• With a 2015 target date for achieving the goals, very little time for action is left. A majority of countries have a six-year primary school cycle. To achieve universal primary education (UPE) in these countries by 2015, all children of the age to complete primary school that year will have to be enrolled by 2009, less than two years away. 1p.14

• Around 72 million children of primary school age are not enrolled in school. Many more are forced to drop out before completing a full course of primary schooling.

• The goal of achieving “education for all” cannot be reached without improving the quality of education. How well pupils are taught and how much they learn can have a crucial impact on the frequency and duration of school attendance.

• Good quality education is essential for enabling developing countries to achieve the level of economic growth needed to tackle poverty and make sustainable development a reality. It enables people to transform their own lives and the society in which they live.

• Educating girls and women has particular benefits for the health and prosperity of developing countries. For example in Africa, children of mothers who received five years of primary education are 40 per cent more likely to live beyond age five. b

• Certain groups of children are more likely to be excluded from school on the basis of caste, ethnicity, religion or disability. Disabled children, disabled girls in particular, constitute a significant group that is denied access to education. The challenge is to support governments to provide quality education for excluded groups.

DFIF (2007) stated that:

• Globally, 570 million primary aged children are enrolled in school. But there are still around 72 million primary aged children who are not enrolled in school.
• More than half of the world’s out-of-school children are girls, and seven out of ten live in sub-Saharan Africa or South and West Asia. 1p.268 These regions are given priority by DFID.
• Abolishing primary school user fees in Malawi, Uganda, Tanzania and Kenya has helped more than one million extra children to enrol in primary school, in each country.
• Girls’ net enrolment ratio (NER) in primary school (as a proportion of boys’ NER) has improved from a global average of 88% in 1991 4p.335 to 96% in 2005. 2 Gender parity has already been achieved at primary level in 100 countries, and another 18 are on track to achieve it by 2015.
• More than 18 million extra teachers will be needed over the next decade to provide every child with a quality primary education. It is estimated that sub-Saharan Africa will need an in flow of 4 million teachers in order to maintain stock and to achieve UPE by 2015. This includes 1.6 million new teaching posts that will need to be created.
• The impact of HIV/AIDS could add an additional US$1 billion to the annual bill for achieving UPE. 7p.15
• It is estimated that up to US$10 billion additional aid is needed annually to achieve the UPE and gender goals alone.