ABSTRACT
The general situation of Education for All in the early twenty-fi rst century is rather different from what it was in the 1960s and even 1990. While for many countries in the less developed world, enrollment and access to basic education are still the major concern, there is also a legitimate concern about what kind of basic education should be provided. The concern in many countries, developed and developing, has gone beyond universal attendance. Parents used to ask, “When will my child have a place in the school?” Now that their children are in schools, they ask, “What has the school done to my child?” This underpins the general sentiments in many jurisdictions where people decide to reform for quality education.
