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Comparative Education


It also describes the major challenges facing in achieving goals of EFA in India and finally suggests possible enablers for providing education to everyone. .
             In the year 2000, the world's governments adopted the eight Millennium Development Goals (MDGs) and the six EFA goals, which is the two outmost frameworks in the field of education (UNDP, 2014). In 1990, UNESCO, UNDP, UNFPA, UNICEF and the World Bank conceived the EFA movement at the world conference in Thailand. Ten years following that, in 2000, a conference was held in Dakar, Senegal where the international communities came together to reaffirm their commitment to achieving the EFA goals by 2015 (UNESCO, 2000). The initiative to launch EFA was global, having been adopted by the international community. Over the last decade or so, several international conferences were organised focusing on EFA and other critical issues. As many countries far from having reached this goal, the international community met again in 2000, coming up with a framework for action on the EFA. It was a follow up meant to reactivate earlier resolutions and commitments. The Dakar Framework for Action set six major goals out of which two will be looked at in this paper (UNESCO, 2000).
             India gained its independence from Britain in 1947 after a long freedom struggle led largely by the Indian Congress and its visionary leaders especially Mahatma Gandhi. India's acquisition of independence resulted in the formation of two countries, India and Pakistan (Incredible India, 2013). As this paper reviews the background surrounding India's education system, the history of the country and the contributing factors that impact it has to be looked at. With a population of approximately 1.2 billion and the world's fourth-largest economy, India's recent growth and development has been one of the most significant achievements (UNICEF, 2014a). As of December 2013, it has been recorded that India has allocated 3.


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