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In December 2007, a test dubbed “Program for International Student Assessment” was provided to 15-year-olds in 30 industrialized countries. The test’s primary focus was math and science, which are the usual subjects examined in international comparisons. The average science score for U.S students was lower than 16 of the other countries. American students did even worse in math; the average score was lower than 23 other countries. The countries that performed best were Finland, Hong Kong, and Canada.

These trends are not improving. In 2008, the Organization for Economic Cooperation and Development revealed that the U.S was slipping even further behind other countries in major academic areas. Considering the “No Child Left Behind Act” and other dramatic measures taken by public officials, why are we doing so poorly?

Our education system has been struggling with religious arguments over evolution and creationism for years. When I was in elementary school, reliable, tested theories of evolution, carbon dating, and natural selection were barely touched, and the emphasis was always on creationism. Granted, this was a private education, but my parents decided it was the lesser of two evils. What is astounding is that this situation has not improved in over 25 years! While secular nations are roaring ahead with higher literacy and graduation rates, the U.S. is still plodding along while conservative politicians are constantly trying to find loopholes which would favor religion over logic in the classroom.

I am not saying that creationism is the sole cause for our educational demise. There are many other cultural, economic, and political factors that are holding us back. However, I believe that we would all be doing ourselves a huge favor by dropping the Intelligent Design and Creationism arguments for public education. How can anyone not agree that religion is a personal matter between parents and their children?

Professor James Tooley criticized the United Nations’ proposals to eliminate all fees in state primary schools globally to meet its goal of universal education by 2015. Dr. Tooley says the UN, which is placing particular emphasis on those regions doing worse at moving towards ‘education for all’ namely sub-Saharan Africa and South Asia, is “backing the wrong horse”.1

On his extensive research in the world poorest countries such as Ghana, Kenya, Nigeria, India, and China, Dr. Tooley found that private unaided schools in the slum areas outperform their public counterparts. A significant number of a large majority of school children came from unrecognized schools and children from such schools outperform similar students in government schools in key school subjects.2 Private schools for the poor are counterparts for private schools for the elite. While elite private schools cater the needs of the privilege classes, there come the non-elite private schools which, as the entrepreneurs claimed, were set up in a mixture of philanthropy and commerce, from scarce resources. These private sector aims to serve the poor by offering the best quality they could while charging affordable fees.3

Thus, Dr. Tooley concluded that private education can be made available for all. He suggested that the quality of private education especially the private unaided schools can be raised through the help of International Aid. If the World Bank and United States Agency for International Development (USAID) could find ways to invest in private schools, then genuine education could result. 4 Offering loans to help schools improve their infrastructure or worthwhile teacher training, or creating partial vouchers to help even more of the poor to gain access to private schools are other strategies to be considered. Dr. Tooley holds that since many poor parents use private and not state schools, then “Education for All is going to be much easier to achieve than is currently believed”.

Hurdles in Achieving the MED

Teachers are the key factor in the learning phenomenon. They must now become the centerpiece of national efforts to achieve the dream that every child can have an education of good quality by 2015. Yet 18 million more teachers are needed if every child is to receive a quality education. 100 million children are still denied the opportunity of going to school. Millions are sitting in over-crowded classrooms for only a few hours a day.5 Too many excellent teachers who make learning exciting will change professions for higher paid opportunities while less productive teachers will retire on the job and coast toward their pension.6 How can we provide millions of more teachers?

Discrimination in girls access to education persists in many areas, owing to customary attitudes, early marriages and pregnancies, inadequate and gender-biased teaching and educational materials, sexual harassment and lack of adequate and physically and other wise accessible schooling facilities. 7

Child labor is common among the third world countries. Too many children undertake heavy domestic works at early age and are expected to manage heavy responsibilities. Numerous children rarely enjoy proper nutrition and are forced to do laborious toils.

Peace and economic struggles are other things to consider. The Bhutan country for example, has to take hurdles of high population growth (3%), vast mountainous areas with low population density, a limited resources base and unemployment. Sri Lanka reported an impressive record, yet, civil war is affecting its ability to mobilize funds since spending on defense eats up a quarter of the national budget.8

Putting children into school may not be enough. Bangladesh’s Education minister, A. S. H. Sadique, announced a 65% literacy rate, 3% increase since Dakar and a 30% rise since 1990. While basic education and literacy had improved in his country, he said that quality had been sacrificed in the pursuit of number.9 According to Nigel Fisher of UNICEF Kathmandu, “fewer children in his country survive to Grade 5 than in any region of the world. Repetition was a gross wastage of resources”.

Furthermore, other challenges in meeting the goal include: (1) How to reach out with education to HIV/AIDS orphans in regions such as Africa when the pandemic is wreaking havoc. (2) How to offer education to ever-increasing number of refugees and displaced people. (3) How to help teachers acquire a new understanding of their role and how to harness the new technologies to benefit the poor. And (4), in a world with 700 million people living in a forty-two highly indebted countries – how to help education overcome poverty and give millions of children a chance to realize their full potential.10

Education for All: How?

The goal is simple: Get the 100 million kids missing an education into school.
The question: How?

The first most essential problem in education is the lack of teachers and it has to be addressed first. Teacher corps should be improved through better recruitment strategies, mentoring and enhancing training academies. 11 Assistant teachers could be trained. Through mentoring, assistant teachers will develop the skills to become good teachers. In order to build a higher quality teacher workforce; selective hiring, a lengthy apprenticeship with comprehensive evaluation, follow ups with regular and rigorous personnel evaluations with pay-for-performance rewards, should be considered.12 Remuneration of teaching staff will motivate good teachers to stay and the unfruitful ones to do better.

Problems regarding sex discrimination and child labor should be eliminated. The Beijing Platform for Action (BPFA), for example, addressed the problem of gender inequality. BPFA calls on governments and relevant sectors to create an education and social environment, in which women and men, girls and boys, are treated equally, and to provide access for and retention of girls and women at all levels of education.13 The Global Task Force on Child Labor and Education and its proposed role for advocacy, coordination and research, were endorsed by the participants in Beijing. The UN added that incentives should be provided to the poorest families to support their children’s education.14

Highly indebted countries complain on lack of resources. Most of these countries spend on education and health as much as debt repayments. If these countries are with pro-poor programs that have a strong bias for basic education, will debt cancellation help them? Should these regions be a lobby for debt relief?

Partly explains the lack of progress, the rich countries, by paying themselves a piece dividend at the end of the Cold War, had reduced their international development assistance. In 2000, the real value of aid flows stood at only about 80% of their 1990 levels. Furthermore, the share of the aid going to education fell by 30% between 1990 and 2000 represented 7% of bilateral aid by that time. 15 Given this case, what is the chance of the United Nations’ call to the donors to double the billion of dollars of aid? According to John Daniel, Assistant Director-General for Education, UNESCO (2001-04), at present, 97% of the resources devoted to education in the developing countries come from the countries themselves and only 3% from the international resources. The key principle is that the primary responsibility for achieving ‘education for all’ lies with the national governments. International and bilateral agencies can help, but the drive has to come from the country itself. These countries are advised to chart a sustainable strategy for achieving education for all. This could mean reallocation of resources to education from other expenditures. It will often mean reallocation of resources within the education budget to basic education and away from other levels. 16

A Closer Look: Private and Public Schools

Some of the most disadvantage people on this planet vote with their feet: exit the public schools and move their children in private schools. Why are private schools better than state schools?
Teachers in the private schools are more accountable. There are more classroom activities and levels of teachers’ dedication. The teachers are accountable to the manager who can fire them whenever they are seen with incompetence. The manager as well is accountable to the parents who can withdraw their children.17 Thus; basically, the private schools are driven with negative reinforcements. These drives, however, bear positive results. Private schools are able to carry quality education better than state schools. The new research found that private schools for the poor exist in the slum areas aiming to help the very disadvantage have access to quality education. The poor subsidized the poorest.

Such accountability is not present in the government schools. Teachers in the public schools cannot be fired mainly because of incompetence. Principals/head teachers are not accountable to the parents if their children are not given adequate education. Researchers noted of irresponsible teachers ‘keeping a school closed … for months at a time, many cases of drunk teachers, and head teachers who asked children to do domestic chores including baby sitting. These actions are ‘plainly negligence’.

Are there any means to battle the system of negligence that pulls the state schools into failing? Should international aids be invested solely to private schools that are performing better and leave the state schools in total collapse? If private education seems to be the hope in achieving education for all, why not privatize all low performing state schools? Should the public schools be developed through a systematic change, will the competition between the public and the private schools result to much better outcomes? What is the chance that all educational entrepreneurs of the world will adapt the spirit of dedication and social works – offering free places for the poorest students and catering their needs?

Public schools can be made better. They can be made great schools if the resources are there, the community is included and teachers and other school workers get the support and respect they need. The government has to be hands on in improving the quality of education of state schools. In New York City for example, ACORN formed a collaborative with other community groups and the teachers union to improve 10 low-performing district 9 schools. The collaborative won $1.6 million in funding for most of its comprehensive plan to hire more effective principals, support the development of a highly teaching force and build strong family-school partnerships. 18

Standardized tests are also vital in improving schools and student achievements. It provides comparable information about schools and identifies schools that are doing fine, schools that are doing badly and some that are barely functioning. The data on student achievement provided by the standardized tests are essential diagnostic tool to improve performance. 19

The privatization of public schools is not the answer at all. Take for instance the idea of charter schools. As an alternative to failed public schools and government bureaucracy, local communities in America used public funds to start their own schools. And what started in a handful of states became a nationwide phenomenon. But according to a new national comparison of test
scores among children in charter schools and regular public schools, most charter schools aren’t measuring up. The Education Department’s findings showed that in almost every racial, economic and geographic category, fourth graders in traditional public schools outperform fourth graders in charter schools. 20

If the government can harness the quality of state schools, and if the World Bank and the Bilateral Agencies could find ways to invest on both the private and the public schools – instead of putting money only on the private schools where only a small fraction of students will have access to quality education while the majority are left behind – then ‘genuine education’ could result.

Conclusion

Education for all apparently is a simple goal, yet, is taking a long time for the world to achieve. Several of destructive forces are blocking its way to meet the goal and the fear of failure is strong. Numerous solutions are available to fix the failed system of public schools but the best solution is still unknown. Several challenges are faced by the private schools to meet their accountabilities, but the resources are scarce. Every country is committed to develop its education to bring every child into school but most are still struggling with mountainous debts.
‘Primary education for all by 2015′ will not be easy. However, everyone must be assured that the millennium development goal is possible and attainable. Since the Dakar meeting, several countries reported their progress in education. In Africa, for example, thirteen countries have, or should have attained Universal Primary Education (UPE) by the target date of 2015. 23 It challenges other countries, those that are lagging behind in achieving universal education to base their policies on programs that have proved effective in other African nations. Many more are working for the goal, each progressing in different paces. One thing is clear; the World is committed to meet its goal. The challenge is not to make that commitment falter, because a well-educated world will be a world that can better cope with conflicts and difficulties: thus, a better place to live.

Most business people usually see the balanced scorecard as a useful strategic management approach for the commercial industry. Now, business experts and statisticians are developing and enhancing it as a useful assessment tool for educational institutions. The balanced scorecard of colleges and universities are no different from that found in most commercial businesses. However, the measurement units or the performance indicators are more specific. Performance indicators can give substantive reports for tactical decision-making. Another notable significance of education BSC indicators is the difference between the uses of indicators for externally- and internally-driven assessments.

There are two sides when measuring the performance of colleges and universities. In the audience category, externally-driven indicators may include consumers such as students and parents, governing bodies like agencies, accrediting companies, or legislators, or revenue generators like alumni, foundations, and donors. Internally-driven indicators for the audience may include the faculty, academic administrators, and non-academic administrators. In the area of concerns, there is also a gap. As with its external indicators, the balance scorecard must measure the undergraduate education and the image management. As with its internal indicators, the BSC must measure the organization agenda of the body and the priority on resource allocation.

The comparison of internal and external indicators in assessing a higher educational institution does not end with the audience and the concerns. It also covers on focus and format. The external drivers in the area of focus may include influence, choice, and audience relevance. The internal drivers for the focus category may include influence and political coalitions. As with the format, the external drivers may include report cards, rankings, and indices while the internal drivers include faculty committee and institutional reports.

Although the indicators used in assessing the performance are somehow complex, authors and pioneers of the balanced scorecard system suggest four sections that companies should look into. These four areas are financial, internal and commercial processes, learning and innovation, and customer. A very common question that administrators often ask regarding financial matters is how the school appears to the stakeholders.

In addition to the four sections of focus, schools should consider five organizational areas when realizing and measuring the achievement of vision. These are academic excellence, student learning experience, diversity, engagement and outreach, and resource management. The BSC for education gives integrated perspective on targets, goals, and measures of progress. This is precisely why the school must always consider these important areas.

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