dc.contributor.advisor	Balzer, Geraldine	en_US
dc.contributor.committeeMember	Orlowski, Paul	en_US
dc.contributor.committeeMember	Lemisko, Lynn	en_US
dc.creator	Richards, Patrick	en_US
dc.date.accessioned	2013-01-03T22:27:13Z
dc.date.available	2013-01-03T22:27:13Z
dc.date.created	2011-09	en_US
dc.date.issued	2012-04-06	en_US
dc.date.submitted	September 2011	en_US
dc.description.abstract	My study explored the international attempts to provide Universal Primary Education (UPE) and to discover the reasons for their failure. There have been international initiatives intended to achieve UPE since the end of World War II, yet there are 72 million children worldwide left without access to primary education. I hope that the information presented in this paper will lead to improved initiatives in UPE in the future. The study is oriented in Critical Theory and uses Grounded Theory as a methodology in order that the obstacles in achieving UPE emerge from the data. The data came from literature regarding UPE. This literature is largely from international institutions and academic journals that focus on international development. I found that a lack of funding and inappropriate international policies have poisoned UPE initiatives before they are implemented. The international powers that have dominated these efforts have used an educational philosophy that is irrelevant for the local contexts. Not only has this led to 72 million children lacking access to primary school but numerous others receive an inadequate education where many do not reach minimum literacy and numeracy levels. The educational philosophy dominant in international initiatives is based on human capital theory and neoliberalism. These philosophies have a narrow economic perspective that is irrelevant to communities in developing countries looking to expand access to education. This information can be used to reorient current and future endeavors in expanding access to primary education. An international institution based on the model from the Global Fund to fight AIDS, tuberculosis, and malaria would solve many of the current problems. Such an institution would pool funds and include more stakeholders in decision making ensuring that local communities contribute to the education plans in their region. Furthermore, if such an institution used the Freirean Perspective in its educational philosophy further problems could be avoided. The Freirean Perspective pursues equality and progress towards democracy through respectful dialogue between the stakeholders in education. This would ensure a more robust definition of development where educational opportunities are increased.	en_US
dc.identifier.uri	http://hdl.handle.net/10388/ETD-2011-09-128	en_US
dc.language.iso	eng	en_US
dc.subject	Universal primary education	en_US
dc.subject	education for all	en_US
dc.subject	global education	en_US
dc.subject	education for development	en_US
dc.title	Universal Primary Education: A History of Failure	en_US
dc.type.genre	Thesis	en_US
dc.type.material	text	en_US
thesis.degree.department	Curriculum Studies	en_US
thesis.degree.discipline	Curriculum Studies	en_US
thesis.degree.grantor	University of Saskatchewan	en_US
thesis.degree.level	Masters	en_US
thesis.degree.name	Master of Education (M.Ed.)	en_US

Universal Primary Education: A History of Failure

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