ABSTRACT
Advocacy for universal access to formal education for children requires defi nition of its purpose. The purpose may be viewed from various aspects, depending on one’s perceptions of need. For example, in this volume, Cheng (Chapter 2) considers preparedness for specifi c functions in conditions of change and increasing global knowledge; Charfi and Redissi (Chapter 12) focus on acquiring values of tolerance and moderation in the context of human civilization and social and scientifi c development alongside national and religious identity of the learners.
