By Geoff N. Masters (auth.), Phillip Hughes (eds.)
Due to the advance of the overseas schooling for All and schooling for Sustainable improvement activities, for which UNESCO is the lead organization, there was an expanding emphasis at the strength of schooling and education to assist construct extra simply and equitable societies. hence giving every body the chance to enhance their skills to the whole, despite features resembling gender, socio-economic prestige, ethnicity, spiritual persuasion, or local place. As enshrined within the United international locations statement on Human Rights over 5 many years in the past, every person has the perfect to obtain a top quality and correct schooling. as a way to attempt to do so perfect, many nations are considerably re-engineering their schooling structures with an expanding emphasis on selling fairness and equity, and on making sure that everybody has entry to a top quality and correct schooling. also they are relocating clear of the normal outlook of virtually completely stressing formal schooling in colleges because the most dear approach within which humans study, to accepting that vital and worthwhile studying doesn't simply ensue in formal, devoted schooling associations, but in addition via casual and non-formal skill. therefore studying is either lifelong and life-wide. This e-book brings jointly the adventure and examine of forty recognized and skilled opinion leaders in schooling world wide. The e-book investigates the simplest methods of making sure the UNESCO target of powerful schooling for each person within the trust that not just should still schooling be a correct for all, but additionally that schooling and education has the capability to rework person lives and to give a contribution to the improvement of extra simply, humane and equitable societies.
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Additional info for Achieving Quality Education for All: Perspectives from the Asia-Pacific Region and Beyond
Catholic parochial schools were maintained as schools of commitment, often through heroic contributions from parents and parishes, but inevitably it was difficult to maintain good standards. Most protestant schools, mainly recruiting students from families able to afford substantial tuition fees, became schools of privilege. These two sorts of school – of commitment and of privilege – characterised the private sector until the 1970s when, after a prolonged campaign for ‘state aid’ led by the Catholic authorities, the Whitlam Labor Government introduced needs-based funding for all schools.
Nor would we want them to be. We “merely” want all children to have the opportunity to spend their time in schools that keep providing the time and place for them to learn “in the company” of interesting and interested adults. I want to end by quoting from an essay by the late Alice Seletsky—whose work I loved to observe in action over the many years we taught in the same school building. ” with these words: What I like best about teaching is that there are no easy answers—to anything. Even after twenty-five years, I have to keep wondering, tinkering, changing my mind, learning….
1007/978-94-007-5294-8_6, © Springer Science+Business Media Dordrecht 2013 29 30 L. Connors serving higher and lower income families and communities, even in that jurisdiction characterised by relatively high socio-economic status. As educators, we see hope and optimism as a professional obligation. So I am writing now with evidence that there is some cause for hope coming from where, I am sad to say, I had grown to least expect it. But I have just read the following statement: Government schools are the backbone of our education system.