AUICK Second 2005 Workshop

THEME

Universalization of Primary Education for Urban Poor

BACKGROUND

The Program of Action adopted at the United Nations International Conference on Population and Development (ICPD) held in Cairo in September 1994 set numerical goals to be achieved by 2015, including the goal of universal access to primary education in all countries and the elimination of gender gap in education, and ensuring that by 2010 the net primary school enrollment ratio for children of both genders will be at least 90 percent. The Millennium Development Goals (MDGs) adopted at the United Nations General Assembly in September 2000 declares that universal primary education must be achieved, and the gender gap must be closed by 2015.

It is recognized internationally that ensuring access to primary education is not merely a private issue, but a key factor to sustainable development of society, and every government of the whole world places high priority on universalization of primary education. Primary education is well rooted especially in Asian countries, some boasting almost 100 percent in primary school enrollment rate. However, high school-enrollment rate does not necessarily translate into high school-completion rate, and there still remain problems to be addressed. In addition, the lack of access to primary education is highly serious among the urban poor, especially girls.

Today, medium-sized cities in Asia are experiencing rapid population growth. While concentration of population in urban areas can encourage economic activities and improve living conditions, it also expedites the growth of the poor strata and the deterioration in their living standards. If sustainable, healthy urban environment is to be achieved, it is necessary to implement policies focusing on the urban poor, especially women.

AIM

This workshop is focused on the issue of universal primary education, especially for the urban poor. The workshop is designed for senior city officials in charge of education. The workshop will provide the participants with basic knowledge to deepen their understanding on the issue through presentations, case studies on best practices, discussion on current states and challenges of AACs, in association with population and development issues. The participants will learn basic knowledge and skills to develop concrete task plans which they would take back to their respective cities for possible implementation.

PARTICIPANTS

The workshop targeted the top or the second top officials of education department, from 9 AUICK Associate Cities: Chittagong (Bangladesh), Weihai (China), Chennai (India), Surabaya (Indonesia), Kuantan (Malaysia), Faisalabad (Pakistan), Olongapo (Philippines), Khon Kaen (Thailand), and Danang (Vietnam). Alphabetical order of country name.

Mr. Helal Uddin Ahmed
Private Secretary to Mayor (Senior Assistant Secretary), Chittagong City Corporation, Bangladesh

Ms. Chunjie Song
Vice-chairman, Weihai Education Society, China

Mr. Shiv Das Meena
Joint Commissioner, Education, Revenue and Finance, Corporation of Chennai, India

Mr. Arthur Pinontoan
Director, Education Department, Surabaya City Government, Indonesia

Mr. Saudi Lakim
Headmaster, St. Thomas Primary School, District Education of Kuantan, State Education, Malaysia

Mr. Asghar Pervaiz Cheema
District Education Officer, District Government, Faisalabad, Pakistan

Mr. Randino Albina Ledesma
Community Development Assistant 1, Urban Basic Services Program (UBSP-Reach-Up), Office of City Mayor, Olongapo City, Philippines

Mr. Suphat Laochai
School Director, Education Administration, Education Bureau, Khon Kaen Municipality, Thailand

Mr. Huynh Van Hoa
Director, Education and Training Department, Danang People's Committee, Vietnam

Accompanying Interpreter

Ms. Nguyen Thuy Anh
Head, International Cooperation Division, Danang People's Committee, Vietnam (Mr. Huynh Van Hoa's interpreter)

SCHEDULE/PROGRAM

REVIEW

The workshop program was a very judicious mix of classroom sessions, field visits, for exchange of experiences and an opportunity for the participants to reflect on the education department in their own countries and where and how improvements can be brought about. This combination should continue. Exposure to field situations and case studies of best practices should receive more emphasis.

Most of the program components received very high evaluation from all the participants. In particular, they were greatly impressed with the visits to schools and learned quite a bit by their site visits and interaction they had with teachers. Through the visits to a municipal primary school in a rural sparsely inhabited area located on the outskirts of Kobe City and a municipal primary school in Kobe City, they learned that every child could receive the same education in the school facilities of the equal standard anywhere in Japan.

The discussion with the Kobe city officials in charge of primary education and primary school teachers stimulated them to tackle problems they are facing in achieving the goal of universalization of primary education especially for the urban poor.

The guidelines for action plans on universal primary education left room for improvement. The theme, "universalization of education" itself may not have been appropriate although it is one of the key goals of MDGs. Most of the participants submitted mid- to long-term action plans which take more than three years for implementation, and concrete outcome cannot be monitored within a couple of years. Some cities have no authority over universal primary education for the urban poor.

Although nobody directly commented on duration of the workshop, there was indirect suggestion of more time being required for preparation of the action plans.