Universal Primary Education in Africa: Facets and Meanings

Abstract

This chapter describes and analyzes multiple facets and meanings of Universal Primary Education (UPE) in Sub-Saharan African countries based on the data collected through ethnographic fieldwork. Informative qualitative data obtained from a series of in-depth case studies provides a wide range of insights into UPE and its realities observed on the ground. Disparities and inequities exist particularly in terms of educational quality even if UPE is achieved. It examines the gap between policy and practice, access to education and its quality, and perspectives from students, teachers, and parents. Transition from primary school to secondary school or work is also discussed. Moreover, it argues that a school is not only a place where new knowledge and skills are acquired for future employment, but also the space to protect children, establish enduring friendships and build large networks. The UPE was a key target in the Millennium Development Goals (MDGs) for 2015, but many African countries failed to achieve this goal. As the post-MDGs, Sustainable Development Goals (SDGs) for 2030 were set in 2015 with SDG 4 for quality education; many countries moved away from UPE as a specific goal to target quality education. The SDG 4 primarily prescribes to ensure inclusive and equitable quality primary and secondary education leading to relevant and effective learning outcomes. However, achieving UPE has become more problematic than before because of these additional aspects, which are more difficult to attain. Although the international community may willingly provide assistance in line with this SDG goal, as discussed in this chapter, sustainable development in education as the overarching long-term challenge is a critical issue.