Why Universal Primary Education must mean to Universal Primary Completion ?
Till date, all education institution are focused heavily on getting children enrolled in school rather that improving or completion rates. This is a kind of problematic for several reasons.
First, a growing body research shows that completion of at least 5 to 6 years of schooling is a critical threshold for sustainable mastery of basic competencies, such as literacy and basic numeracy. All children enrolled in primary school and ensuring that all children complete the 5-6 years primary schooling are substantial difference than other children. Its impact on their lifelong literacy rather than others.
Second, schooling enrollment ratios, are poorly co-related with the rate of primary school completion. In every developing country, the horizontal line of an average enrollment shows the underlying reality of a curve shaped schooling profile in which many more children begin school than complete it. By the different kind of data and research only about lower numbers of students make fully completeness on primary schooling. A crucial issue from that standpoint of monitoring is the fact that a gross enrollment ratio, or even single net enrollment ration has no consistent correlation between the completion primary rate.
Disparities between these two ration arises for many reasons; children enter school early before than official schooling age, in developing countries, they start school late and repeat grades. Another common problem is that children drop out school before the end of year due to their family problems like illness, or families needs for their labor and rejoins the same grade following years. By these kinds of problem or factors that effects on gross enrollment ration 10-60 percent higher than completion rates.
Important gender differences also becomes a key point in comparison of gross enrollment ratio against completion rate, as well. Most of the countries have a low in number of girls enrollment numbers rather than boys as same in the completion ratios. As important as analyzing the overall completion rate is decomposing it for different groups. In around the world, the completion rate children of poor families and rural areas are lower. And also in countries gender equity is also an issue.
"Every children can learn." This more flexible concept is a more relaisitc - and substantively meaningful-goal for developing countries as well. It will put the different view points to school systems to prepare their teachers with different strategies to meet children's different learning needs. It might requires schools to allocate their resources as their students needs like slow learner, children with physical or emotional disabilities, etc. By these kind of efforts and learning assessments can help to ensure the children's grade progression actually reflects adequate mastery of the primary curriculum. By these kinds of paths children's are lead to primary school completion that is a reality for many children in developing world !!!!!
Till date, all education institution are focused heavily on getting children enrolled in school rather that improving or completion rates. This is a kind of problematic for several reasons.
First, a growing body research shows that completion of at least 5 to 6 years of schooling is a critical threshold for sustainable mastery of basic competencies, such as literacy and basic numeracy. All children enrolled in primary school and ensuring that all children complete the 5-6 years primary schooling are substantial difference than other children. Its impact on their lifelong literacy rather than others.
Second, schooling enrollment ratios, are poorly co-related with the rate of primary school completion. In every developing country, the horizontal line of an average enrollment shows the underlying reality of a curve shaped schooling profile in which many more children begin school than complete it. By the different kind of data and research only about lower numbers of students make fully completeness on primary schooling. A crucial issue from that standpoint of monitoring is the fact that a gross enrollment ratio, or even single net enrollment ration has no consistent correlation between the completion primary rate.
Disparities between these two ration arises for many reasons; children enter school early before than official schooling age, in developing countries, they start school late and repeat grades. Another common problem is that children drop out school before the end of year due to their family problems like illness, or families needs for their labor and rejoins the same grade following years. By these kinds of problem or factors that effects on gross enrollment ration 10-60 percent higher than completion rates.
Important gender differences also becomes a key point in comparison of gross enrollment ratio against completion rate, as well. Most of the countries have a low in number of girls enrollment numbers rather than boys as same in the completion ratios. As important as analyzing the overall completion rate is decomposing it for different groups. In around the world, the completion rate children of poor families and rural areas are lower. And also in countries gender equity is also an issue.
"Every children can learn." This more flexible concept is a more relaisitc - and substantively meaningful-goal for developing countries as well. It will put the different view points to school systems to prepare their teachers with different strategies to meet children's different learning needs. It might requires schools to allocate their resources as their students needs like slow learner, children with physical or emotional disabilities, etc. By these kind of efforts and learning assessments can help to ensure the children's grade progression actually reflects adequate mastery of the primary curriculum. By these kinds of paths children's are lead to primary school completion that is a reality for many children in developing world !!!!!
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