LEADER 05935nam 2200865Ia 450 001 9910960986103321 005 20251116152735.0 010 $a1-136-55007-0 010 $a1-280-47631-1 010 $a9786610476312 010 $a1-84977-357-2 010 $a600-00-0095-2 010 $a1-4237-0902-0 024 7 $a10.4324/9781849773577 035 $a(CKB)1000000000242822 035 $a(EBL)430193 035 $a(OCoLC)808801582 035 $a(SSID)ssj0000260679 035 $a(PQKBManifestationID)11937428 035 $a(PQKBTitleCode)TC0000260679 035 $a(PQKBWorkID)10224609 035 $a(PQKB)11686419 035 $a(OCoLC)647501936 035 $a(MiAaPQ)EBC430193 035 $a(Au-PeEL)EBL430193 035 $a(CaPaEBR)ebr10128898 035 $a(CaONFJC)MIL47631 035 $a(OCoLC)60706945 035 $a(EXLCZ)991000000000242822 100 $a20050630d2005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $aco 200 00$aToward universal primary education $einvestments, incentives, and institutions /$fLead authors: Nancy Birdsall and Amina Ibrahim (Coordinators), Ruth Levine 205 $a1st ed. 210 $aLondon ; Sterling, Va. $cEarthscan$dc2005 215 $a1 online resource (203 p.) 300 $aSponsored by the United Nations Development Programme on behalf of the UN Development Group. 311 08$a1-138-47189-5 311 08$a1-84407-221-5 320 $aIncludes bibliographical references (p. [167]-183). 327 $aToward universal primary education: investments, incentives, and institutions; Copyright; Foreword; Contents; Task force members; Preface; Acknowledgements; Abbreviations; Millennium Development Goals; Executive summary; Part 1 Setting the stage; Chapter 1 The task force's contribution; Task force methods; Audience and organization of the report; The contribution of the task force; Chapter 2 Education and society: multiple benefits, unrealized potential; Education is society's main instrument for reproducing itself and can be a key ingredient for social change 327 $aEducation is an end in itself and has tremendous benefits for individuals and societyThe benefits of education are conditioned by the context; Chapter 3 The Goals and the history of goal-setting in education; Chapter 4 Trends in primary education and gender parity; A host of factors affect enrollment and retention rates; Learning achievement needs to be measured; Conclusions and future prospects; Part 2 Education systems in developing countries: income, institutions, and incentives; Chapter 5 Education systems in developing countries 327 $aHigh-performing educational systems can achieve results even with limited resourcesCountries with low-performing systems need to address a variety of governance problems; Conclusion; Chapter 6 Strategies for creating more and better educational opportunities; Strategy 1: get out-of-school children into school; Strategy 2: create better institutions, increase transparency, and provide better incentives; Chapter 7 Financing the education Goals; Part 3 Forging an international compact for education: roles and responsibilities of donors and developing countries 327 $aChapter 8 A global compact for basic educationChapter 9 What donors should do; Recommendation 1: support bold political leadership and provide firm financial commitments to make Education for All and the Fast Track Initiative work; Recommendation 2: reform the donor business; Recommendation 3: use a transparent accountability framework for reporting; Recommendation 4: invest in genuine evaluation; Chapter 10 A call to action; Appendixes; Appendix 1. Commissioned papers for educational report 327 $aAppendix 2. Summary of the civil society e-discussion on the education report of the Task Force on Education and Gender EqualityAppendix 3. Success stories in policy interventions toward high quality universal primary education; Appendix 4. Data issues; Appendix 5. Major initiatives that promote the Millennium Development Goals on education and gender equality; Appendix 6. Need for postprimary education; Notes; References 330 $aThe Millennium Development Goals, adopted at the UN Millennium Summit in 2000, are the world's targets for dramatically reducing extreme poverty in its many dimensions by 2015?income poverty, hunger, disease, exclusion, lack of infrastructure and shelter?while promoting gender equality, education, health and environmental sustainability. These bold goals can be met in all parts of the world if nations follow through on their commitments to work together to meet them. Achieving the Millennium Development Goals offers the prospect of a more secure, just, and prosperous world for all. The UN Mi 517 1 $aOn title page: UN Millennium Project 2005, Task Force on Education and Gender Equality 517 3 $aUN Millennium Project 2005 517 3 $aTask Force on Education and Gender Equality 606 $aEducation, Elementary$zDeveloping countries 606 $aEducation, Primary$zDeveloping countries 606 $aEducation$zDeveloping countries 606 $aEducational equalization$zDeveloping countries 615 0$aEducation, Elementary 615 0$aEducation, Primary 615 0$aEducation 615 0$aEducational equalization 676 $a372.0115 676 $a372.91724 686 $a81.74$2bcl 701 $aBirdsall$b Nancy$0923750 701 $aLevine$b Ruth$f1959-$01875230 701 $aIbrahim$b Amina$01875231 712 02$aUN Millennium Project. 712 02$aUN Millennium Project.$bTask Force on Education and Gender Equality. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910960986103321 996 $aToward universal primary education$94486181 997 $aUNINA