Education for all as determined by the few?

Abstract

The text talks about the World Conference on ‘Education For All’ world charter, and the subsequent issues raised by educationalists while examining their documents. The text examines eleven such issues. First, the narrow economistic and utilitarian view of education focused on human capital formation rather than a humanistic vision. Second, education is portrayed as adaptative and socializing rather than transformative and liberating. Third, ignorance being equated with illiteracy, ignoring the knowledge and wisdom of non-literate people and the destruction caused by the literates. Fourth, the documents treat Education For All as a techno managerial problem rather than recognizing it as a fundamentally political decision requiring political will. Fifth, disparities in education are presented as the reason for underdevelopment, ignoring that educational disparities are rooted in socio-economic and political inequalities. Sixth, gender justice receives only superficial attention despite women constituting 70% of those denied education. Seventh, other marginalized groups like the tribals, scheduled castes, the poor, minorities are also largely ignored. Eighth, literacy is underplayed despite being central to Education For All. Ninth, the process is highly centralized, excluding the common people whose learning needs are to be met. Tenth, resource mobilization discussions fail to address debt burdens and defense expenditures that divert resources from education. Finally, the whole process and language of the documents risks new forms of colonization, with educational agendas determined mainly by donors and experts from the North. The paper concludes by calling for this initiative to be critiqued, discussed, and debated to ensure that Education For All becomes a genuine concern of all people.