Educational Goals Development

Post 1909, the number of students going to school has risen drastically. Prior to this, just a handful of boys used to go to school. At the onset of the 21st century, almost all the kids from across the globe began to go to school. Statistics reveal that almost 73 million kids, mainly females from poor families were not able to attend elementary school. The numbers grew worst with the passing of time, and it is revealed that over 200 million kids could not reach secondary school. Primary education is a necessity for everyone and this is also one out of the eight International Millennium Development Goals. Although there is a vast improvement in this area, yet it is becoming increasingly difficult to obtain charitable funding from potential donors. Research reveals that unclear aid plans, conflicting donor priority and lack of transparency are some of the major hindrances which need to be overcome. Transparency International has also revealed that the corruption which exists in the education sector is also another hurdle which prevents this goal from becoming a reality. Besides this, the developed nations are not quite focused on this goal. The government of various nations has shown hesitation to bear the recurring expenses involved. Often it is the parents themselves who oppose this policy as they would rather make their kids earn money instead of gaining education.

Recently a study by the UNESCO International Institute for Educational Planning revealed that expanding the capacity of educational planning & management is likely to have a vital effect on the overall system. In order to attain sustainable capacity development a lot of intervening would be needed at various levels such as the individual level, organizational as well as institutional level. This intervention needs may depend on essential foundational principles such as:

• National leadership as well as ownership needs to be made the basis for intervening.
• Strategies which have been chalked out need to be relevant to the context and specific to the goal in hand.
• The strategies need to be flexible and accommodating to accept other complementary interventions.
• The partners should not shy away from their commitment related to the development and should also focus on both short term as well as long term goals.
• External intervention should be assessed on a case to case basis bearing in mind the impact it will have in the national capacity.
• Some students need to be removed in order to enhance the academics. This is commonly seen in schools after the completion of the 10th grade.