Basic education

According to the International Standard Classification of Education (ISCED), basic education comprises the two stages primary education and lower secondary education.^[1]

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Laura: My name is Laura Ramirez, and I’m going to PCC to get my GED and get into a teaching program. Because I would like to be a teacher. This is my kids and myself. I have four of them: three girls and a little boy. I got pregnant as a teenager. And back then, they didn’t like the pregnant teens to be with the regular students, so they take you out and put you in the pregnant teen school. Where you don’t really learn anything, so that kind discouraged me a little. And then after I had my daughter, I went back to regular high school, but then they make you feel like an alien because you had a kid. So, I didn’t like to be treated differently because I had a baby. So, I quit. So I was like, hmm. I should just work and not go back to school. When I heard about Portland Community College had an ABE program, I decided to come back to school and I was like really scared or nervous. Because, like, I’m older and to me it’s like only the younger, the kids, get to go to school. My first day of class was nerve wracking. But then when my teacher started talking and just saying that everybody was at a different level and don’t feel pressured. Basically, don’t compete with others; just do whatever you can and then we’ll work from there. And that set me at ease. And then my second was like, oh, I can’t wait to come back to school. Just being in the class and doing homework and turning it in and getting it back, just reading the teacher’s comments on it, kind of encourages me to, like, keep on coming and do better next time. One of my favorite activities is writing the journal because I’m finding out that I love to write. And just getting my ideas on paper. I was writing today’s journal about I just got my first birthday party last Sunday. So I was writing about that. I think I will always remember that. I would recommend it, the ABE program, to other students because they’re always working at your level. They push you to do better, but, you know, you work at your own pace. You’re not rushing to catch up with the rest of the students. I’ve noticed that I like helping people. My mother didn’t go to school. She only knows how to read. She doesn’t know how to write. My father, me and my elder, my other brother, taught him how to read and write. So I like helping, like, people like that who can’t read and write. I want my kids to be proud of me and so when I tell them they need to do good in school, I need to put an example for them. I’m going to stay on at Portland Community College until I get my teacher’s certificate. Levi: High school. High school was not so good for me. Oh, hello. Oh, beagles. I love my hounds. Joy is my dog and, well, we’ve had her for over a year. She’ll be two in April. She just had this look in her eyes. What we pretty much only saw until we met her was just this picture of her. She had that cockeyed ear sticking out and just this look on her face like, I just knew I wanted her to be my dog. And so I just kind of loved her ever since. Yeah. High school can be a very hard time for a kid, you know. When I was getting towards the end of my time at high school, I left at the end of my junior year. It had gotten basically rock bottom for me. My math teacher had stopped asking me for my homework, basically stopped calling on me in class and had given up on me in general. By the time I got out of high school I was a much more unhappy person. But then the ABE program kind of turned me around in that way. I found out about PCC’s ABE program actually from my mom. She told me about it and she told me that I could go in through the YES program which basically took care of everything for me. And it was a big, big change. The YES program is basically a program that takes high school aged students and it pays for the ABE classes. It pays for the GED test. They basically pay for everything. And along with that, once a week they’ll have like a little seminar class session kind of thing where they teach you about things that you’ll be expecting in college, how to file for financial aid or FAFSA, how to find a job, how to dress and act in an interview, just a bunch of different things. So along with helping you to get your GED and succeed, they teach you how to succeed once you get outside of the GED program. My first impression walking into the room was, “wow! This is different.” My fear going into the ABE program was that I was going to be with, you know, I wasn’t really with high school kids anymore. Everybody’s just kind of gathered together. It’s a much more adult, mature environment. But at the same time, it’s a lot more free and easy. You’re not treated like you’re stupid. You’re treated like you’re a peer, like you’re at their level. When you’re not doing any kind of specialized activity, you’re studying. And when you’re studying, you are in a group. You are at a table with other people. And you really get to know the people at your table. You guys become a really, you know, tight kind of almost family with each other. And usually you’re studying up on the same things and you know you kind of get to discuss and converse. And it really helps the learning environment because we’re all basically on the same track when it comes to things. What I’m doing now is I’m basically getting on with things. I’m trying to move on. I took my SAT class. I got a 1780 in my SATs and based on that score that they got from my GED scores, that’s what got me into college. And so I’m going to be going to college. I haven’t quite decided on my major yet, but, you know. The GED is a very scary, confusing thing if you’re trying to get it by yourself. But if you go through the ABE program, you get a lot of confidence. Because they make sure you’re ready before you go in. They tell you just how it’s going to happen. They explain to you the whole process. And it makes it really easy and comfortable. And not only that, they make sure you go in knowing that you’re going to pass. I’m Levi Prussack. I got my GED in November of 2008. Sheila: My name is Sheila Burkhardt. I am a grandmother. I’m a mother of two children. This is a picture of me and my granddaughter, the love of my life. She is now 22 years old, has gone through school. It’s bothered me for 45 years that I never finished high school. I had a hard time studying in school. And it was very tough for me to concentrate during grade school, junior high and high school. I had depression. I didn’t know it at the time, but I was depressed most of the time. So, at 17 I got married and dropped out of school. I’ve had some people remark that why are you doing this. Why go back to school? Why do it now? And it’s just something I have to do. I researched it, signed up for the testing. I was very scared when I came to PCC. I looked around and I saw these young people and our instructor sat us down and had everyone in the room tell a little bit about ourselves and what brought us back to school. And it was really interesting and I started calming down a little bit, then. Finding out most of the people were there for the same reason that I was, to get an education, to be able to get a job and to be able to go on with our lives. My first day in the GED class, our instructor came, opened the door, and welcomed all of us to class. Our instructor explained the program to us, made me feel very comfortable. All the students are very supportive of each other. We help each other in class and we clap and we’re happy for people when they pass a test or do really well on something. Being in the ABE program is changing my life where I have more self-respect. I’m hoping to go into administrative kind of assistant office work. And if I can’t get it there, if I can’t get a job in that, I can use those skills in volunteering for some nonprofit group, too. I’d like to be able to do that. It’s taken me a long time, but it’s something that I really enjoy doing. I enjoy learning. I love coming to school every day. And now that I’m here, I don’t want to stop. I want to keep on going. So, we’ll see where it leads me. & ü h %ÿ ‡ ˆ Ú Û ø ù æ ç P Q £ ¤ > ? . / M N & ' ô õ Ó Ô ° ± ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý & þ Ì Í Ñ Ò · ¸ ð ñ â ã “" ”" ÷# ø# /% 0% & & & ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý 1 h °Ð/ °à=!° "° # $ %° ¥ @ @ñÿ @ N o r m a l CJ _H aJ mH sH tH D A@òÿ¡ D D e f a u l t P a r a g r a p h F o n t R i óÿ³ R T a b l e N o r m a l ö 4Ö l 4Ö aö ( k ôÿÁ ( N o L i s t 0 ÿÿÿÿ ÿÿ z™ ÿÿ z™ ÿÿ z™ ' . 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Universal basic education

Basic education featured heavily in the 1997 ISCED document, but the term was not included in the glossary.^[2] Each country interpreted the term in different ways, and leading up to the 2011 revision, a discussion paper was issued to seek clarification.^[3]

In most countries, ISCED 1 corresponds to the nationally designated primary education, and basic education includes that and also ISCED 2 lower secondary education (the lower level of secondary school). In other countries, where there is no break between primary and lower secondary education, “basic education” covers the entire compulsory school period. For statistical reasons, ISCED 1 is then considered to be the first six years of schooling.^[4]

Universal basic education is regarded as a priority for developing countries and is the focus of the Education For All movement led by UNESCO. It is also included in the Millennium Development Goals as goal number 2: achieve universal primary education by 2015.^[5]

An extensive number of studies have proven its benefits for public health (e.g. lower spread of HIV/AIDS; better vaccination; prevention and medication of disease; better nutrition; lower maternal, infant, and child mortality), demography (e.g. longer life expectancy, accelerated demographic transition through better birth control) and the economy (e.g. increased purchase power, increased productivity in traditional sectors, increased demand on service sectors). Other benefits, although more difficult to measure, include a beneficial impact on democracy, human rights, governance, and political stability through increased understanding of non-violent ways to solve problems and mutual understanding between groups in conflict.^[6]^[7]

The Convention on the Rights of the Child (CRC), established by UNICEF in 1989, protects children's inalienable rights by setting standards for multiple issues, one of which is education.

Gender equality in basic education

Gender equality in education has traditionally been narrowly equated with gender parity at different levels of formal education. Gender has been a traditional factor of inequality and disparity in education, most often to the disadvantage of girls and women. Yet there has been significant progress in narrowing the gap around the world since 2000, with a larger proportion of girls and women accessing different levels of formal education. Indeed, gender parity in primary education has been achieved in Central Europe, Eastern Europe, Central Asia, East Asia and the Pacific, Latin America and the Caribbean, North America and Western Europe. In addition, significant progress has been made since 2000 in narrowing the gender gap, particularly in South and West Asia and to a lesser degree in sub-Saharan Africa and the Arab States. However, despite the significant progress made, the majority of out-of-school children are girls, while two-thirds of youth and adults with low levels of literacy in the world are women. To help ensure women's empowerment, boys and men must also be engaged in the fight against gender inequality. This must begin with basic education.^[8]

Sources

This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from Rethinking Education: Towards a global common good?, 44, UNESCO. UNESCO.

References

^ "International Standard Classification of EducationI S C E D 1997". www.unesco.org. 11 April 2013.
^ "Education transforms lives | UNESCO".
^ Truong, Nhung. "Review of the International Standard Classification of Education (ISCED 97) Basic Education and the review of the ISCED" (PDF). UNESCO. Archived from the original (PDF) on 26 April 2017. Retrieved 25 April 2017.
^ "Educational Programmes Manual for ISCED-97 Implementation in OECD Countries" (PDF). OECD. 1999. p. 30. Retrieved 25 April 2017.
^ "Goal :: Achieve Universal Primary Education". Mdg Monitor. 2011-05-15. Retrieved 2012-10-18.
^ Cutler, David M.; Lleras-Muney, Adriana (July 2006). "Education and Health: Evaluating Theories and Evidence". NBER Working Paper No. 12352. CiteSeerX 10.1.1.497.5604. doi:10.3386/w12352.
^ Mazumder, Bhashkar (2008-05-19). "Does Education Improve Health? A Reexamination of the Evidence from Compulsory Schooling Laws". Economic Perspectives. Rochester, NY. SSRN 1134064.
^ Rethinking Education: Towards a global common good? (PDF). UNESCO. 2015. p. 44. ISBN 978-92-3-100088-1.

External links

Unicef Archived 2010-07-18 at the Wayback Machine
Teachers First
UNESCO
health website

This page was last edited on 22 December 2023, at 20:53

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