Education for All: Is the World on Track? Efa Global by UNESCO
By UNESCO
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However, translating into practice the principle of human rights as a basis for education policy is more problematic. Firstly, securing a shift in budgetary priorities and planning practices at the national level so as to give first call to EFA goals is not an easy process. Until recently this has been more common among international agencies5 than at the level of individual governments. Secondly, progress within a human rights framework for education depends upon careful monitoring, upon the commitment of individual governments and the ability of international bodies such as the United Nations to seek compliance to human rights treaties, conventions and agreements.
EFA Global Monitoring Report The diversity in ECCE provision can be understood through its historical development. The pattern of ECCE development in industrialized countries shows that it was expanded after universal primary schooling had been achieved. This is not to say that ECCE was perceived to be less important from an educational point of view, but that priority in terms of resource allocation was given first to primary schooling. However, some regions and countries have a long-standing tradition in ECCE.
11. Sen (1996), p. 5. 32 The capability approach thus gives rise to a distinct framework for evaluating development policies and processes. Policies are judged to be successful if they have enhanced people’s capabilities – whether or not they have also affected income, growth, and other important means to this end. 1). As Sen puts it, it is often asked whether certain political or social freedoms, such as the liberty of political participation and dissent, or opportunities to receive basic education, are or are not ‘conducive to development’.