Comparative Education

            In various regions of the world the EFA Goals are frustrated by social, cultural and economic factors. Analyse and discuss and with reference to one specific country. In India today, there are 90 percent of children from poor families who remain illiterate despite completing four years of education. It is also alarming to know that 30 percent of children reach the illiteracy rate even after completing five to six years in education. These are just a few to name amongst the many alarming findings in the UNESCO's 11th Education For All (EFA) Global Monitoring Report. The report states that the speed of achieving universal primary education, lower secondary education and youth literacy is extremely slow in different notions (UNESCO, 2014b).
             The EFA movement is a global commitment to provide quality basic education for all children, youth and adults. It is fundamental that all children, youths and adults equip themselves with education, as it is the key to the new global economy. In addition, education is important for primary school and life-long learning and it is central to human development and freedom and social progress. In fact, education is there to educate people, equips them with some need-based skills (UNESCO, 2014a). In terms of the area of early childhood care and education, primary education, gender, youth and adolescents, adult education and quality of education, India has see to made constant improvements. In the past few years, India has made some progress in terms of increasing primary education enrolment, retention, regular attendance rate and expanding literacy to approximately three fourths of the population (UNESCO, 2014a). The paper starts by introducing the EFA goals and its inception. It notes the reasons for the chosen country being discussed. It then considers the effects of the social, cultural and economic which hinders the country in achieving the set EFA goals.