Achieving Universal Primary Education by 2015: A Chance for Every Child

By Barb Bruns, A. Mingat, Ramahatra Rakotomalala. 2003

424 citations recorded by the source corpus.

A number of countries committed themselves to the Millennium Development Goals (MDGs), aimed at eradicating extreme poverty, and improving the welfare of people by the year 2015. The book assesses whether universal primary education can be achieved by 2015. The study focuses on the largest low-income countries that are furthest from the goal, home to about seventy five percent of the children out of school globally. By analyzing education policies, and financing patterns in relatively high-performing countries, the study identifies a new policy, and financing framework for faster global progress in primary education. The authors use a simulation model to show how adoption of this framework, could accelerate progress in low-income countries, currently at risk of not reaching the education MDG. The study however, makes it clear that worldwide attainment of universal primary education by 2015, will necessitate an even stronger combination of political will, deep and sustained reform, faster dissemination of best practices, and intensified financial effort than has been marshaled to date.

Subfields: Demography, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/c6d721fe2fcea1de2df7aa660d5de4ccd5aef1e5

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Citations in the corpus

Schools, Teachers, and Education Outcomes in Developing Countries (2006, background): “According to a study of 55 low-income countries, on average, teacher salaries and benefits account for 74 percent of government recurrent expenditures on education (Bruns et al., 2003).”
Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience (2006, background): “for children at five to six years of primary schooling” (Bruns et al. 2003).”
Ending Africa's Poverty Trap (2004, background): “The UN Millennium Project needs assessment (UN Millennium Project, 2004) draws on several works including Bruns, Mingat, and Rakotomalala (2003), World Bank (2002), Delamonica, Mehrotra, and Vandermoortele (2001), FAO (2002), Commission on Macroeconomics and Health (2001), and Global Water…”
School Drop-Out and Push-Out Factors in Brazil: The Role of Early Parenthood, Child Labor, and Poverty (2007, background): “JEL Classification: I21, O15, D1 Keywords: school drop-out, investment in human capital, education, development, Latin America, Brazil Corresponding author: Ana Rute Cardoso IZA P.O. Box 7240 D-53072 Bonn Germany E-mail: cardoso@iza.org”
The Trouble with the MDGS: Confronting Expectations of Aid and Development Success (2007, background): “Bruns et al. (2003) estimate that 86 out of 155 countries are at risk of not achieving the goal of universal primary education.”
The Long Walk to School: International Education Goals in Historical Perspective (2004, background): “This re ects a complex interaction of employer practices, societal expectations, economic forces, government policies, and so on (World Bank 1997).”
Conditional, unconditional and everything in between: a systematic review of the effects of cash transfer programmes on schooling outcomes (2014, background): “The list of CCT programmes and references found in the review ‘Conditional Cash Transfers: Reducing Present and Future Poverty’ (Fiszbein and Schady 2009) contains data on over 40 programmes and hundreds of references. It is fair to say that CCTs are one of the most studied programmes in development”