Relevant bibliographies by topics / World Conference on Education for All (1990 : Jomtien, Thailand)

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Academic literature on the topic 'World Conference on Education for All (1990 : Jomtien, Thailand)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "World Conference on Education for All (1990 : Jomtien, Thailand)"

1

Tomé, José Manuel Salum. "Educational Inclusion By Conviction." Advances in Social Sciences Research Journal 7, no. 12 (2020): 286–97. http://dx.doi.org/10.14738/assrj.712.9474.

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Inclusive education has begun to be addressed within the context of the broader international debate on “Education for All” (EFA), a debate launched at the World Conference held in 1990 in Jomtien, Thailand. From Jomtien until today , thinking has evolved from the almost symbolic presence of special educational needs in the initial documentation, towards the recognition that inclusion must be a fundamental principle of the EFA movement as a whole. Within this process, the contribution of the Salamanca Declaration on Special Educational Needs: Access and quality (Unesco, 1994) stands out, from which the concept of educational inclusion emerges strongly. Thereafter thescope and perspectives of inclusive education has been based on the idea that all children and young people have the right to a quality education with equivalent learning opportunities, regardless of their social and cultural background and their differences in skills and abilities (OIE -UNESCO, 20 08) .
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Kearney, Mary-Louise. "Adult Education from Jomtien, via Hamburg and Paris, to Dakar." Journal of Adult and Continuing Education 7, no. 1 (2001): 9–19. http://dx.doi.org/10.1177/147797140100700102.

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This short paper considers the development of thinking within UNESCO since the Education for All Conference in Jomtien, Thailand in 1990. It traces developments through to the Fifth International Conference on Adult Education (Confitea V) held in Hamburg in 1995 to the World Conference on Higher Education held in Paris in 1998 and finally to the Education for All (EFA) 2000 Assessment which was convened in Dakar, Senegal, in April 2000. The goals at each of these points in time are outlined together with an assessment of outcomes. It can be concluded that there has been considerable achievement over this period, but even more remains to be accomplished. It is argued that there are clear rationales for investing in adult learners that are obvious from a number of perspectives including active citizenship, social exclusion, living standards and employability. Yet, despite progress achieved, one adult in four was illiterate at the end of the 20th Century. For this reason, the Dakar EFA Follow-up is giving special attention to this issue. Higher Education has a duty to help meet this challenge and to do so effectively major reorganization of the traditional university learning context is needed. A greater capacity for adaptation and flexibility amongst academics is urgently called for, as widening access becomes a priority that will not disappear.
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Fraser, Sherwin. "The Path to Inclusion for Children with Learning Disabilities in Guyana: Challenges and Future Considerations." Journal of International Special Needs Education 20, no. 2 (2017): 79–89. http://dx.doi.org/10.9782/2159-4341-20.2.79.

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Abstract One of the major challenges facing special and general education teachers and parents in Guyana is the current educational move towards inclusion. This move has been characterized by the changing political and economic systems which have resulted in inclusion gaining increased momentum in many circles including major organizations, institutions, and even among members of civil society. Inclusion has also been touted as the prelude to meaningful political, economic, social, educational, religious, and cultural engagement in governance and other decision making processes in Guyana. The concept hinges on the right to participate and become involved in various activities regardless of ability or disability. The Jomtien Declaration (1990) which was adopted by the World Conference on Education for All in Thailand in March 1990, mandates the removal of barriers to education for all children. The declaration also affirms the right to education for every individual as well as equal access for all categories of persons with disabilities (United Nations Education, Scientific and Cultural Organization (UNESCO), 1990). While the main pillar of the declaration is the right to education, it also mandates the removal of barriers that would prevent equal learning opportunities for vulnerable and marginalized groups (UNESCO, 1990). This paper examines issues relevant to inclusion and the education of children with learning disabilities in Guyana. The author gives an account of the political system, inclusive education, and legislation for persons with disabilities, and highlights the challenges faced by teachers in educating children with learning disabilities in Guyana.
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Hasaba, Sarah. "Perspectives on literacy: Exploring functional vs. sociocultural views on adult literacy learning in the case of Uganda." International Journal of Literacy, Culture, and Language Education 2 (January 1, 2013): 21–39. http://dx.doi.org/10.14434/ijlcle.v2i0.26842.

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Illiteracy remains a global concern, especially among developing countries like Uganda. The 1990 World Education Conference in Jomtien, Thailand drew attention to the increasing number of illiterate individuals in the world, especially in developing countries. Consequently, the Education For All (EFA) campaign was launched, with UNESCO spearheading it. The campaign urged both developed and developing countries to invest in improving literacy and education levels among children and adults. The support for universal primary education has been enormous, with the United Nations putting forward eight Millennium Development Goals in 2000 to be achieved by 2015; goal 2 emphasizes universal primary education. This paper explores adult literacy promotion as an EFA effort and presents UNESCO’s drive for functional literacy. It also presents the Ugandan government’s Functional Adult Literacy Program and juxtaposes it against other alternative approaches to literacy learning, such as the social and sociocultural views of literacy. Findings from research conducted in 2006 and 2011 on the Functional Adult Literacy Program in Uganda not only point to program challenges limiting its effectiveness, but also call for a social approach to implementing any adult literacy program.
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Dy, Sideth S., and Akira Ninomiya. "Basic Education in Cambodia: The Impact of UNESCO onPolicies in the 1990s." education policy analysis archives 11 (December 18, 2003): 48. http://dx.doi.org/10.14507/epaa.v11n48.2003.

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Efforts to enhance opportunities for Basic Education have been growing within many developing nations after the1990 World Conference on Education For All (WCEFA) in Jomtien, Thailand. In the face of political turmoil, financial constraint and social insecurity, Cambodia with the encouragement and assistance of the United Nations Educational, Scientific, and Cultural Organization (UNESCO), took measures to increase educational opportunities for all her citizens through Basic Education strategic plans and pledged to eradicate illiteracy by the year 2000. This article examines the joint efforts during the 1990s of this organization as a key assistance and support UN agency for educational policy and strategy formulations, and the Cambodian government as a national agency for educational initiatives and implementation. UNESCO’s inputs for policy implementation are also detailed to evaluate the overall impact of the organization during the last decade. Analyses are based primarily on interviews with some key government policymakers, fieldwork observation and interviews with school-aged children, several speeches of top government officials, and existing related official education statistics and indicators in Cambodia.
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Obonyo, Paul Muga, Samuel N. Waweru, and Onyango G. Adino. "The Role of NGOs in Financing Public Primary Education in Kenya." Msingi Journal 1, no. 1 (2018): 350–84. http://dx.doi.org/10.33886/mj.v1i1.59.

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The World Conference on Education for All, held in Jomtiem, Thailand 1990 stated that education is so diverse, complex and demanding to expect governments alone to meet the vast arrays of learner needs. The call for a multi-sectoral approach and building new alliances between governments, private, and NGOs forces was central to the thematic round tables on "NGOs and Literacy" and Mobilizing for "Education for All" (Hadaad 1990). This study examined the role of NGOs in financing public primary education in Budalangi, Kenya. The specific objectives of the study were: to determine NGOs participation areas in public primary education provision focusing on disbursement procedures and equity considerations for different socio-economic groups; to find out the various sources of NGOs‘ funds; to reveal the challenges facing NGOs in their effort to support public primary education and finally, to find out the adequacy and relevance of NGOs support as perceived byschool heads, parents and pupils in the region. The study adopted a descriptive survey paradigm. The target population comprised of 16 NGOs supporting publicprimary education, 33 primary schools and 16518 pupils and their parents benefiting from NGOs support. The sample included nine NGOs, seven public primary schools and 111 pupils and their parents. This gave a total of 238 respondents. The data was collected using questionnaires for NGO administrators and head teachers and interview schedules for parents and pupils. The study found out that NGOs play a central role in promoting quality, access, equity and relevance of primary education by providing physical facilities, direct support to pupils and parents. It was noted that the number of supported pupils was significant (31%) in relation to the total school enrolment. However, NGOs faced the challenge of insufficient funds, lack of exit strategy and mistrust by the government. The study recommends that the NGOs should use capacity building for sustained support and to work hand in hand with the government and all other stakeholders in education to help Kenya meet her international commitment in achieving the MDG goal in Education and EFA goals adopted in Dakar in 2000.
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Hostins, Regina Célia Linhares, and Idorlene Da Silva Hoepers. "Transferência e mobilidade de políticas de educação superior na américa latina em tempos neoliberais." education policy analysis archives 25 (December 1, 2017): 120. http://dx.doi.org/10.14507/epaa.25.2756.

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Abstract: The paper aims to trace the flows of global education policies in Higher Education policies in two Latin American countries - Brazil and Argentina – during the decades of 1990 and 2000, from Stephen Ball’s theoretical and methodological framework. Two major events were used for analysis - the World Conference on Education for All (Jomtien, 1990), and the World Education Forum (Dakar 2000), which are references in the transfer movement and transnational mobility of education policies led by international agencies such as the World Bank and The United Nations Organization for Education, Science and Culture (UNESCO), among others. These events and resulting documents inaugurated the discursive and epistemic connectivity of global policy networks and the export/import of reform speeches (Ball, 2014), in an environment conducive to the flow of ideas, people and values. As a result, concepts, set priorities and ratified agendas of transnational actions were disseminated, in which the Latin American countries had significant participation and established consensus on Education Reform. Within Higher Education in countries like Brazil and Argentina, a strong expression of the concepts and recommendations of the documents signed at these events was observed during this period. Thus, this paper highlights the recommendations incorporated in some policies of these countries and the interpretation of movements in the context of national policies, taking into account the historical context and political networks established in each country.
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Bolaji, Stephen Dele, Sullay Jalloh, Bisi Imonitie, and Abdulai Walon-Jalloh. "Reversing the Trend of Educational Disparity in West Africa." International Journal of Learning and Development 8, no. 2 (2018): 130. http://dx.doi.org/10.5296/ijld.v8i2.13089.

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This study was an outcome of research report on closing the gap of educational disparities in two West Africa countries (Nigeria and Sierra Leone). Both countries were among the 155 countries that agreed at the World Conference on ‘Education for All’ in Jomtien (1990), to make primary education accessible to all children and to massively reduce illiteracy before the end of the decade. There has been little demonstrated success since the implementation of the UBE program over a decade ago. Findings from the analysed data collected through document analysis and interview with thirty bureaucrats in the capital Territories of the two countries revealed that more than eight million children of school age (six to 15 years) are still not in school in Nigeria (Bolaji, Campbell-Evans and Gray, 2016; NUT, 2008; UENSCO, 2006; World Bank, 2007, UBEC, 2004), and over 28% of school-aged children are out of school and those children that have dropped out of school are engaged in domestic and economic slavery in Sierra Leone(World Bank Report, 2014; UNICEF Report, 2009; 2015). Meeting the United Nations (UN) Millennium Development Goals (MDGs), which aim to achieve compulsory universal basic education for all children 2050, is in serious doubt in both countries because of the issue of implementation. This study advocates regional managerialism of education as alternative approach to achieving education for all in 2050.
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Al Mushaqiri, Mahfouda Rashid, Zahari Ishak, and Wail Muin Ismail. "EFFECTIVENESS OF THE PEACE EDUCATION PROGRAM ON THE SOCIAL AND EMOTIONAL BEHAVIOUR FOR PRE-SCHOOL IN THE SULTANATE OF OMAN." International Journal of Education, Psychology and Counseling 5, no. 36 (2020): 211–25. http://dx.doi.org/10.35631//ijepc.5360016.

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The present study aims at providing a peace education program for pre-school children through classroom teaching methods and processes. As peace education is an essential component of good basic education, it is an integral part of UNICEF’s vision of basic education awareness. The Universal Declaration on Education for All (1990) (The Jomtien Declaration) clearly states that basic learning needs are not only essential tools such as literacy and numeracy but also knowledge, skills, attitudes, and values required to live, work with dignity and participate in development. It also states the Inter-Agency Commission, World Conference on Education For All (WCEFA., 1990) that meeting those needs entails responsibility and the promotion of social justice, acceptance of differences, and peace. Furthermore, the present study provided a peace education program (PEP) for pre-school children aged (4 - 6) years in Oman. Where the program contains (28) training sessions are offered within (15) weeks at the rate of one hour per session. The researcher used a scale of two images, the behaviour of the children was measured before and after the experiment, where the researcher adopted the quasi-experimental method, the sample consisted of (40) children in the experimental group and (40) children in the control group. In addition, the results of the current study were in favour of the experimental group, where an improvement in their behaviour was observed after being enrolled in the program. The study finds that pre-school education is very important to spread peace since it focuses on a critical era in children’s life. Thus, the study recommends the ministry of education to consider the findings for a better peaceful learning environment.
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Books on the topic "World Conference on Education for All (1990 : Jomtien, Thailand)"

1

World Conference on Education for All (1990 Bangkok, Thailand). World declaration on education for all: And, Framework for action to meet basic learning needs : adopted by the : World Conference on Education for All, "Meeting basic learning needs", Jomtien, Thailand, 5-9 March, 1990. Inter-Agency Commission for the World Conference on Education for All, 1990.

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2

Chabbott, Colette. Constructing education for development: International organizations and education for all. RoutledgeFalmer, 2002.

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3

Centre, IBE Documentation, and World Conference on Education for All (1990 : Bangkok, Thailand), eds. World Conference on Education for All: Catalogue of documents : WCEFA, Jomtien, Thailand, 5-9 March 1990. Unesco, 1992.

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IBEdata (Ibedata). United Nations Educational Scientific and Cultural Organization (UNESCO), 1992.

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Framework for action to meet basic learning needs, Republic of Maldives: Document presented to the World Conference on Education for All, Jomtien, Thailand, 5-9 March 1990. Ministry of Education, Republic of Maldives, 1990.

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6

Constructing Education for Development: International Organizations and Education for All. Taylor & Francis Group, 2009.

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Himes, James. Implementing the Convention on the Rights of the Child:Resource Mobilization in Low-Income Countries. Springer, 1995.

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R, Himes James, ed. Implementing the Convention on the Rights of the Child: Resource mobilization in low-income countries. M. Nijhoff, 1995.

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Implementing the convention on the rights of the child: Resource mobilization inlow-income countries. M. Nijhoff, 1995.

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