If all children are to attend school regularly at the right ages and reach levels of achievement that national norms identify, then consistent action is needed tailored to different national systems. Create has generated a 12-point plan that identifies actions critical to making the right to education a reality. The targets to universalise access to education in the region will not be achieved and will be revised at some point before 2015. Any new targets, which will probably be set for 2025, need to recognise that access is more than enrolment, and that quality, equity and valued outcomes are inseparable if meaningful access to education is to be achieved. Most of what needs to be known to universalise access is known but is often not applied in practice. The most powerful reasons why so many children miss out on their right to a basic education lie with the political economy of commitments to widen access to opportunity mobilise domestic resources and manage public services effectively towards clear goals. are no good reasons why all children will not attend and complete basic education successfully in 2015. If it does not happen it will be testimony to the failure of one generation of adults to believe in the futures of the next 2.1.8 PEDP and the Improvement of Access/Quality of Education What does quality mean in the context of education? Many definitions of quality in education exist, testifying to the complexity and multifaceted nature of the concept. The terms efficiency, effectiveness, equity and quality have often been used
If all children are to attend school regularly at the right ages and reach levels of achievement that national norms identify, then consistent action is needed tailored to different national systems. Create has generated a 12-point plan that identifies actions critical to making the right to education a reality. The targets to universalise access to education in the region will not be achieved and will be revised at some point before 2015. Any new targets, which will probably be set for 2025, need to recognise that access is more than enrolment, and that quality, equity and valued outcomes are inseparable if meaningful access to education is to be achieved. Most of what needs to be known to universalise access is known but is often not applied in practice. The most powerful reasons why so many children miss out on their right to a basic education lie with the political economy of commitments to widen access to opportunity mobilise domestic resources and manage public services effectively towards clear goals. are no good reasons why all children will not attend and complete basic education successfully in 2015. If it does not happen it will be testimony to the failure of one generation of adults to believe in the futures of the next 2.1.8 PEDP and the Improvement of Access/Quality of Education What does quality mean in the context of education? Many definitions of quality in education exist, testifying to the complexity and multifaceted nature of the concept. The terms efficiency, effectiveness, equity and quality have often been used