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Education for All: The Globalization of Learning Targets
Vol. 40, No. 1 (Feb., 2004), pp. 7-14
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/4134657
Page Count: 8
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It is argued that the ambitious programme 'Education for All', launched by UNESCO, could be seriously undermined by its reliance upon the achievement of numerical 'targets'. Evidence from existing attempts by countries to impose educational targets reveals undesirable side-effects and distortions of educational systems. The paper explores some of the possible consequences of UNESCO's adherence to such targets.
Comparative Education © 2004 Taylor & Francis, Ltd.