Achieving Quality Education for All: Perspectives from the Asia-Pacific Region and Beyond (Education in the Asia-Pacific Region: Issues, Concerns and Prospects Book 20)

Due to the development of the international Education for All and Education for Sustainable Development movements, for which UNESCO is the lead agency, there has been an increasing emphasis on the power of education and schooling to help build more just and equitable societies. Thus giving everyone the opportunity to develop their talents to the full, regardless of characteristics such as gender, socio-economic status, ethnicity, religious persuasion, or regional location. As enshrined in the United Nations Declaration on Human Rights over five decades ago, everyone has the right to receive a high quality and relevant education. In order to try to achieve this ideal, many countries are substantially re-engineering their education systems with an increasing emphasis on promoting equity and fairness, and on ensuring that everyone has access to a high quality and relevant education. They are also moving away from the traditional outlook of almost exclusively stressing formal education in schools as the most valuable way in which people learn, to accepting that important and valuable learning does not just occur in formal, dedicated education institutions, but also through informal and non-formal means. Thus learning is both lifelong and life-wide. This book brings together the experience and research of 40 recognised and experienced opinion leaders in education around the world. The book investigates the most effective ways of ensuring the UNESCO aim of effective education for all people in the belief that not only should education be a right for all, but also that education and schooling has the potential to transform individual lives and to contribute to the development of more just, humane and equitable societies. Front Matter....Pages i-xvi Front Matter....Pages 1-2 The Power of Belief....Pages 3-8 If Wishes Were Horses.......Pages 9-13 The Great Australian Divide: Public and Private Schooling....Pages 15-20 What Is a Good School?....Pages 21-23 Realizing Moral Purpose....Pages 25-27 Public Education: Its Value Is Beyond Price....Pages 29-35 Basic Schooling for Universal Lifelong Learning: Renegotiating the Policy Agenda....Pages 37-42 Education: Social Elevator or Holding Area?....Pages 43-48 Front Matter....Pages 49-50 Teaching for Learning, Living and Serving....Pages 51-55 How the Call for High Standards of Teaching May Be Hijacked....Pages 57-61 A High-Quality Education for All....Pages 63-68 Quality Education for All....Pages 69-73 Student School Engagement, Self-Efficacy and Post-compulsory Retention....Pages 75-79 Did I Experience a Good Education?....Pages 81-84 Supervising or Coaching? Thoughts on Student Teaching....Pages 85-89 The Power of Teaching....Pages 91-95 Let’s Emphasise Teachers’ Professionalisation....Pages 97-101 The Expectations Have It....Pages 103-108 Front Matter....Pages 109-110 Students with Additional Needs....Pages 111-116 Reflections on Education in Remote Indigenous Australia....Pages 117-121 Front Matter....Pages 109-110 Two Sides of the Coin: Priorities for Good Schools....Pages 123-126 Getting Accountability Settings Right for Remote Indigenous Australians....Pages 127-132 Quality and Equity in Education: A Perspective from Mexico....Pages 133-136 Front Matter....Pages 137-138 Grandparents and Reciprocal Learning for Family Harmony....Pages 139-145 Flying Upwards and Outwards....Pages 147-151 Four Priorities for Australian Education....Pages 153-157 Rotten at the Core: Paideia Politicised....Pages 159-164 Let Us Turn Around and Face the Future....Pages 165-175 Providing a Balanced Schooling in a Networked World....Pages 177-182 Educating Everybody: Properly!....Pages 183-186 Three Priorities for a Great Education....Pages 187-191 Front Matter....Pages 193-194 A Humanistic Education....Pages 195-200 Democracy and Pedagogy Count....Pages 201-206 Literacy Ain’t Everything....Pages 207-210 A World-Class Education for Mauritius in the Twenty-First Century....Pages 211-215 Values: The Core of Successful School Leadership....Pages 217-222 Education for Some or Education for All?....Pages 223-228 Back Matter....Pages 229-244 Due to the development of the international Education for All and Education for Sustainable Development movements, for which UNESCO is the lead agency, there has been an increasing emphasis on the power of education and schooling to help build more just and equitable societies. This seeks to give everyone the opportunity to develop their talents to the full, regardless of characteristics such as gender, socio-economic status, ethnicity, religious persuasion, or regional location. As enshrined in the United Nations Declaration on Human Rights over five decades ago, everyone has the right to receive a high quality and relevant education. In order to try to achieve this ideal, many countries are substantially re-engineering their education systems with an increasing emphasis on promoting equity and fairness, and on ensuring that everyone has access to a high quality and relevant education. They are also moving away from the traditional outlook of almost exclusively stressing formal education in schools as the most valuable way in which people learn, to accepting that important and valuable learning does not just occur in formal, dedicated education institutions, but also through informal and non-formal means. Thus learning is both lifelong and life-wide. This book brings together the experience and research of 40 recognised and experienced opinion leaders in education around the world. The book investigates the most effective ways of ensuring the UNESCO aim of effective education for all people in the belief that not only should education be a right for all, but also that education and schooling has the potential to transform individual lives and to contribute to the development of more just, humane and equitable societies This book brings together the experience and research of 40 recognised and experienced opinion leaders in education around the world. The authors investigate the most effective ways of ensuring the UNESCO aim of effective education for all people in the belief that not only should education be a right for all, but also that education and schooling has the potential to transform individual lives and to contribute to the development of more just, humane and equitable societies