Free Education

This paper was set out to assess the implementation of access to free and compulsory education in Nigeria. The issue of access to free and compulsory basic education as a right being the third attempt in the Nigerian democratic system of governance compared to the first and second efforts with the nature of implementation by the federal government is still questionable. Nigeria as a democratic nation unlike other African nations considered free and compulsory education as a right to every child of school age as a step forwards towards eradicating poverty among parents who cannot withstand imposed levies by public and private school system nationwide. With this latest development in Nigerian education, several bills were sponsored which was equally signed into laws directing both federal and state governments to make education at every tiers of education tuition free. This implies that the quality of free and compulsory education depends on the political systems that are tied with the responsibilities to developed education system within her strength. Base this assessment, this research paper identified some basic elements that served as obstacles to the implementation of free and compulsory education in Nigeria. These include, education imbalance between urban and rural areas, differences in levels of learners intelligence, unreliable education statistics, under funding of education matters, poor control and management or scarce resources to be shared among schools, inadequate teaching personnel's and so forth. This paper finally concludes with some workable steps towards realizing the goals of increasing access to free education nationwide.

The aim of this article is to report on research that was done on the realization of free primary education for all in one country, namely Lesotho. The article commences with an outline of the state of education (achievements and challenges) in the Sub-Saharan African region and the state of universal, free primary education, followed by a depiction of the context of and education in Lesotho. The research method is then explained and the findings presented. Conclusions regarding the pursuance of free primary education in Lesotho are then drawn within the Sub-Saharan Africa education perspective.

La gratuité de l’enseignement est une question cruciale. Elle révèle la place qu’une société entend accorder à son système scolaire autant qu’à ses services publics. Mais l’école en Communauté française n’est pas gratuite, et cette situation est plutôt récente. Pour le premier numéro de son nouveau trimestriel, le Forum bruxellois de lutte contre la pauvreté revient sur cet enjeu de la gratuité de l’enseignement. C’est un véritable plaidoyer en la matière que nous livre ici Mathias El Berhoumi, professeur invité à l’Université Saint-Louis – Bruxelles. Pour ce spécialiste de l’école, le constat est clair : « A l’époque où se succèdent les politiques scolaires affichant l’objectif d’une plus grande égalité, la gratuité reste une promesse non tenue, voire oubliée ».

The study examined the effect of the free education policy on girl-child education in Nigeria; using Niger state as a case study. It also examined the effect of the policy on students‟ performance in final exams. Both primary and secondary sources were used to gather data. The primary data were analyzed using descriptive statistics technique. It is assumed that once education is made free and the economic factor hindering the girl-child access and participation in school is removed, the influences of other
noneconomic factors become insignificant. Findings of the study indicate that in spite of the free education policy, girl-child education is still hindered by noneconomic factors such as early marriage, religion and household factors. The study also demonstrated that free education has negative impact on students‟ performance in final exams (WAEC and NECO). Also it was discovered that a few percentage
of the populace are unaware of the modus operandi of the policy; to the extent that they still pay school fees. Consequently the following recommendations were made: the State Agency for Mass Education should be repositioned to handle campaign of the policy while being included among Agencies responsible for implementation of the Niger State Education Sector Strategic Plan; the tuition fees of female students schooling in the state's tertiary institutions should be subsidized; The state should re
introduce the payment of final examinations fee; and the establishment of single-sex (girls only) tertiary institution in the state.

The Constitutions of India and Pakistan guarantee justiciable human rights and incorporate the Directive Principles of State Policy. Fundamental rights are justifiable through courts, while the principles of policy enjoy immunity from judicial interference. Right to education was constitutionally recognized as one of the principles of policy, not as a fundamental right in both countries. Although its status was earlier elevated from the directive principles of state policy to a fundamental right, owing to judicial activism, however, it was incorporated by a Constitutional Amendment in the Indian Constitution under Article 21-A. While in Pakistan, it was the 18th Amendment of the Constitution which elevated it to the status of a fundamental right. Resultantly, now it is subject to judicial review, under newly inserted Article 25-A. Now, the governments are obliged for its provision to all children, aging from five to sixteen years. Learning a lesson from the Indian recognition, Pakistan must cover its distance more swiftly and smartly, instead of wasting time in litigation or enactment of supportive legislation.

The actual purpose of this research investigate on how the Free Senior High School (FSHS) policy has been implemented in rural areas of Ghana and the extent to which the problem of over – congestion is affecting this policy. Rural areas are often faced with challenges that serve as a barrier to effective policies implemented by the government. These barriers have the potential to hinder The FSHS policy from meeting its intended purposes and positivism in the rural areas of Ghana.  Literature on access to education, World Bank report on education 2018, United Nations Development Programme (UNDP) report on education, Education in Ghana and Challenges of Education in Ghana is reviewed. The positive and negative impacts of education universally is also reviewed. Finally, the literature review investigates the connection between school quality, supply of teachers, challenges of students of teachers, resource impact on schooling and free school analysis within the FSHS Policy. The literature suggests that whilst making education free has the potential to increase the level of literacy, it also has the potential to create economic and social development. The important role of extending free education to rural areas is also highlighted.  Primary data was collected in by interviewing officials at Ghana Education Service (GES), students, teachers, educationalists, head teachers and bureaucrats engaged in the educational sector in western region, Ghana. Limitations to education that were identified in the literature review were investigated in the field research. Whereas there is a probability for these limitations to generate unexpected tensions, they do not appear to affect the feasibility of this policy in a negative way. Adding to this, whilst some sensitive issues because of over – congestion in the FSHS policy were identified, a common idea and assumptions helped in creating mutual respect and tolerance.  The aim of this study was to analyse the context and purpose of the reforms. By analysing what has been  enacted so  far and its future  intentions.  I  intended to make  predictions as to the  limitations  of  the  policy,  and  where  possible  to  make  recommendations. relevant and  useful  source  for  concerned  citizens  wishing  to  have  an  in The  research  could  be  a depth  insig ht  and  knowled on the how  the FSHS p olicy  is implemented in the  rural areas of  Ghana.

The concept of free education in Namibia has not been understood correctly, owing to lack of proper explanation and context. The objective of this review was to analyse the concept of free education in Namibia from constitutional and statutory perspectives, to generate an undoubted constitutional definition of free education. This review was necessitated by diverse misinterpretations of free education in Namibia, and by assertions that the concept was birthed by certain political personalities in recent times. In addition, citizenry did not know the difference between the constitutional "free education" and the statutory "parental contribution" to School Development Fund, which lack of knowledge compromised the quality education in public schools. The review was carried out by documentary analysis of the relevant Article of the Constitution of the Republic of Namibia, coupled with an analysis of the relevant Sections, Subsections and Regulations of the Education Act of the Republic of Namibia. Relevant media articles on free education were also reviewed. The findings were analysed thematically, presented and discussed according to similarities. Key findings revealed that the Namibian citizenry was short of an ideal constitutional and statutory interpretation of free education concept, which unfortunately instigated stakeholders, particularly parents, to neglect their statutory mandate in respect of educational provisions. This neglect ultimately compromised the quality of education for their children. Even politicians who engineered the statutes failed to appreciate an ideal definition of free education and distinguish it from statutory parental contribution to School Development Fund. Recommendations points to the broad Namibian citizenry to assimilate an ideal constitutional and statutory interpretation of free education, and play their part in contributing meaningfully to the pursuit of quality education in Namibian public schools.

A famous Greek philosopher, Socrates, once said that an unexamined life is not worth living. Great philosophers of education of all ages agreed that analysis of concepts, issues and statements is the hallmark of philosophy. This informed the researcher's interest in this very over-used and sometimes abused concept of "Free Education" in Nigeria.

Corruption practices has been a great problem in education. The available literatures focus of the impacts of corruption to education at the national level. To understand the way corruption affects the daily lives of individuals and to understand the interplay between corruption and Education, one must study corruption at the individual level. The current study sought to assess the Impacts of Corruption towards the provision of Education in secondary schools. The specific objectives that guide the study were: examining of corruption practices in secondary schools in Nyamagana district, identification on the impacts of corruption towards the provision of education in secondary schools in Nyamagana district and examining of  the efforts made by community and government to prevent and combat corruption in secondary schools in Nyamagana district. In this study the researcher used both simple random sampling and purposive sampling where the sample size was a sum of sixty-one (61) respondents. From which thirty-six (36) of them were students, twelve (12) of them were parents, nine (9) of them were teachers and four (4) of them were PCCB officers. Under this study the research instruments used were questionnaire, interview and documentary review.
Both qualitative and quantitative approaches were employed in data analysis. Findings indicated that corruption have negative impacts on the provision of education in secondary schools. Some of the impacts are, the students expelled from school, termination of teacher’s contract, inequality of education and spread of diseases. Corruption practices are: sexual corruption, money corruption and favoritism. Efforts made by community and government to prevent and to combat corruption are: provision of education, enacting of ant-corruption laws and reporting corruption actions.
Researcher recommended that every individual have to obey the laws and regulation which it may facilitate accountability and responsibility in order to eliminate corruption in Tanzania and everyone should report those corruption practices direct to PCCB officers.

This research is about the effect of free education on the academic performance of students in primary schools in Hargeisa. That collected four government selected primary school of Hargeisa. 
The study used the general questions to come up with the impact of free primary education on selected government schools.  The study implemented a descriptive approach design to collect information. During the study we conducted each those schools 17 including 10 students, 2 head teachers “School's director Second Director of the School” and 5 teachers, so our sample size was 68.  Data was analyzed using Statistical Package for Social Sciences (SPSS) Computer program and Microsoft excel was used to analyses data from the questionnaires. Simple descriptive statistics, including custom tables and mean scores are presented the data.
The study we found that this program has negative and positive effects of academic performance of the students, so there is no difference of gender in excellence.

Meskipun beberapa analis menyatakan bahwa program Compulsory Education dan Free Education di Indonesia belum maksimal, namun upaya pemerintah selama ini perlu di-apresiasi. Kebijakan pemerintah dalam memenuhi hajat rakyat terhadap pendidikan yang berkualitas telah dilakukan dalam batas kemampuan negara. Hal disebabkan oleh sejumlah prioritas pembangunan yang harus diwujudkan bersamaan dengan prioritas pembangunan pendidikan, termasuk peningkatan kualitas pendidikan agama dan pendidikan keagamaan.

ABSTRACT:
Educational institutions, both public and private, currently use digital resources as a way to implement the established pedagogical program. These resources have created new paradigms in educational development, but they suffer from a problem of diversification and penetration due to the limitations in infrastructure and socio-
economic capacity in rural areas, especially when the student withdraws from the educational entity. That is why the general objective of this research is about; to determine the mechanisms for free access to digital pedagogical resources for low-income students of the middle level of public institutions. The work has a qualitative approach, from exploratory to descriptive depth, with transversal and non-experimental design; of these research tools seeks to mark the path that the present
study will have. For the development of this research work, the methods of observation, survey and interview were used; to later apply the technique of direct observation of primary, secondary and field work sources; also interviews with experts and the focused survey, which were conducted in the city of Hernandarias, Department of Alto Paraná from August 13th to 20th, 2018. The population is the Public Institutions of Middle Education of Paraguay; its sample are public institutions of the
middle school of the district of Hernandarias, Department of Alto Paraná, and its Analysis Unit is the students of the secondary education. In the research, it was found that the total number of students has a mobile device with Internet access. In parallel, the largest mobile phone company in the country has a range of at least 2G, which guarantees a minimum connectivity for educational content, but not recreational.
Finally, it is concluded that there is a great difference in abilities between students with access to pedagogical resources outside the educational institution and those who do not possess it by different reasons; therefore, It is recommended free access for users of smart mobile devices (smartphones) of the pedagogical directions specified in this
work, in order to facilitate and enhance the educational development of students who are in farer areas of the urban centers.

The actual purpose of this research investigate on how the Free Senior High School (FSHS) policy has been implemented in rural areas of Ghana and the extent to which the problem of over – congestion is affecting this policy. Rural areas are often faced with challenges that serve as a barrier to effective policies implemented by the government. These barriers have the potential to hinder The FSHS policy from meeting its intended purposes and positivism in the rural areas of Ghana. Literature on access to education, World Bank report on education 2018, United Nations Development Programme (UNDP) report on education, Education in Ghana and Challenges of Education in Ghana is reviewed. The positive and negative impacts of education universally is also reviewed. Finally, the literature review investigates the connection between school quality, supply of teachers, challenges of students of teachers, resource impact on schooling and free school analysis within the FSHS Policy. The literature suggests that whilst making education free has the potential to increase the level of literacy, it also has the potential to create economic and social development. The important role of extending free education to rural areas is also highlighted. Primary data was collected in by interviewing officials at Ghana Education Service (GES), students, teachers, educationalists, head teachers and bureaucrats engaged in the educational sector in western region, Ghana. Limitations to education that were identified in the literature review were investigated in the field research. Whereas there is a probability for these limitations to generate unexpected tensions, they do not appear to affect the feasibility of this policy in a negative way. Adding to this, whilst some sensitive issues because of over – congestion in the FSHS policy were identified, a common idea and assumptions helped in creating mutual respect and tolerance. The aim of this study was to analyse the context and purpose of the reforms. By analysing what has been enacted so far and its future intentions. I intended to make predictions as to the limitations of the policy, and where possible to make recommendations. relevant and useful source for concerned citizens wishing to have an in The research could be a depth insig ht and knowled on the how the FSHS p olicy is implemented in the rural areas of Ghana.

This paper attempted to locate the genesis of free education in Nigeria and to trace its developmental processes. Besides, a philosophical critique of the policy and practice of free education in the country is also attempted with the facts and fallacies highlighted. The paper was an analytic and applied philosophical analysis. In the concluding part, it was suggested among other things that, government at all levels in Nigeria should state more clearly their stance on free education, publicize this, together with the most important aspects of the policy statements on free education so that the citizenry can know the limit of their expectations from the government.

Bharti Airtel Foundation is the philanthropic arm of Bharti(Airtel) Enterprises that provides free and quality education to Underprivileged children from marginalized groups in India through its flagship rural education initiative - The Satya Bharti School Program in Punjab, India.

The creation of South Africa was accompanied by the creation of an
education system that would reflect Eurocentric ideologies, concepts,
and livelihoods. When South Africa attained ‘democracy’, this creation
was not abolished. A direct consequence of this was that the racial
epistemology of conquest continues. The #feesmustfall and
#FreeDeclonisedEducation protests were a response to the persistence
of this creation. However, these calls were also not realised. Which
means that the racial epistemology of conquest persists. In this article I
attempt to show how the realisation of these calls could have dealt
with the challenges that the education system and sector faces as a
result of the coronavirus pandemic. I do this by problematising the
exclusionary nature of the type of education and learning that is
prevalent in South Africa. I opine that in order for the racial ontology of
conquest to be abolished, there should be free and decolonised
education.

The aim of this article is to report on research that was done on the realization of free primary education for all in one country, namely Lesotho. The article commences with an outline of the state of education (achievements and challenges) in the Sub-Saharan African region and the state of universal, free primary education, followed by a depiction of the context of and education in Lesotho. The research method is then explained and the findings presented. Conclusions regarding the pursuance of free primary education in Lesotho are then drawn within the Sub-Saharan Africa education perspective.

Colombia es el único país de América Latina en el que la constitución y la ley permiten a las instituciones educativas estatales realizar cobros académicos en todos los grados escolares. La consecuencia de esto es que el Gobierno Nacional no se ha interesado por elaborar una política de gratuidad de la educación. Sin embargo, la Constitución tiene disposiciones que permiten integrar los tratados de derechos humanos ratificados por Colombia al ordenamiento jurídico interno; allí, es donde está consagrada la gratuidad de la educación. Ésta es un imperativo jurídico que el Estado no puede desconocer. La Corte Constitucional ha protegido el acceso y la permanencia al sistema educativo con base en el Derecho Internacional pues cuando existe una disposición de derechos humanos que consagra un derecho, los argumentos de costo beneficio quedan excluidos, en especial si es un derecho universalmente reconocido. Nuestra tesis es que no hay ninguna razón para que el Estado restrinja el disfrute del derecho a la educación a través de cobros, especialmente porque la gratuidad de la educación primaria les permite a las personas acceder y permanecer en el sistema educativo y es un instrumento privilegiado para remover las barreras económicas que afectan el disfrute del derecho. La estructura del artículo es la siguiente: los dos primeros apartados se referirán a las obligaciones internacionales del Estado colombiano, el tercero hará énfasis en la jurisprudencia constitucional sobre la gratuidad de la educación y, finalmente, habrá una breve conclusión que planteará futuras líneas de trabajo./Colombia is the only country in Latin America which State does not permit that primary education being free. As a consequence the government has not being interested in outlining a policy about free primary education. However, the Colombian Constitution has rules that allow use treaties about human rights to interpret their own national rules. Through this technique of constitutional interpretation is possible to defend free primary education as an obligation. Colombia can´t ignore it. In fact, the Corte Constitucional has protected the access and the permanency in educational system based on International Law. In this kind of arguments, reasons about economical costs are irrelevant since right to education has had universal recognition. Our thesis is that there is no reason for Colombia to restrict right to education through the imposition of costs. This idea finds support in the fact that free primary education allows access and permanency in educational system. In addition free primary education is the best way to overcome economical obstacles which affect the right of education. First of all, this article will describe the obligations of Colombia regarding International Law, after that, we will analyze the decisions of the Corte Constitucional. Finally we will pose a conclusion that outlines some topics for future research.

Spot On, Doc is a podcast and website which seeks to make film and media analysis available to everyone. In today’s current media-dominated landscape, we believe that media literacy is becoming an increasingly important skill. However, media is not a compulsory subject in various education systems around the World, and thus many people are not equipped with the tools and knowledge to understand the ways in which the media impacts how individuals think, evaluate, and understand society.

The Spot On, Doc team wants to change this by giving everyone the opportunity to access theories and academic discussions which are both easy to understand and enriching for the audience. Our podcast will always be free, offering the listener the opportunity to learn about various topics and gain a new critical insight into film and media.

The team is comprised of experienced researchers with both academic publications and extensive teaching experience in film and media. More than a simple network, our team is made of friends that all share a common trait: they want to make their academic expertise accessible to the general public and, despite life’s complexities and economic hardship, continue to be dreamers.

"WE BELIEVE THAT THE FREE DISSEMINATION OF KNOWLEDGE ALLOWS US TO CONTRIBUTE TO BUILDING A MORE EGALITARIAN, BENEVOLENT, HAPPIER AND THEREFORE FREER FUTURE."

- Dr Zahra Tavassoli Zea

What characterises the capacity for cross-movement mobilisation? This paper addresses this question by analysing the experience of territorial assemblies as convergence spaces in the 2011 Chilean student movement. It argues that territorial assemblies provide a means to understand the conditions through which cross-movement mobilisation could be envisioned within a movement. This paper draws upon Paul Routledge’s notion of convergence spaces, associated with the constructive process of collective identity. It then brings into discussion Doreen Massey’s theoretical understanding of spaces of politics by arguing that convergence spaces entail spatiality of politics comprising a multiplicity of trajectories (Massey, 1999), as a sphere of genuine plurality articulated through the politics of agonism (Mouffe, 1995). Epistemologies of territory and territoriality are of significant importance for a more nuanced understanding of the production of convergence spaces within movements in the Global South. In the remainder of the paper I examine the construction of territorial assemblies within the 2011 Chilean student movement. The focus is on understanding how and why grassroots students set up and articulated their collective mobilisation through territorial assemblies. These assemblies intersected with a politics of identity embodied in the process of collective identity through which grassroots students reframed their political identities on the basis of their earlier involvement in the 2006 high school student mobilisations, known as the Penguins’ movement. The continuity of territorial assemblies and the solidarity upon which they are articulated are challenged by the effectiveness of different alliances and coalitions. Within the movement this challenge is detached from a temporal dimension since collective action is recognised as spatial. The spatial entails expanding the horizons of collective action with others through an unfinished and unpredictable process that remains key for re-imagining the political demand for free education as a potential political project for social transformation.

The creation of South Africa was accompanied by the creation of an education system that would reflect Eurocentric ideologies, concepts, and livelihoods. When South Africa attained ‘democracy’, this creation was not abolished. A direct consequence of this was that the racial epistemology of conquest continues. The #feesmustfall and #FreeDeclonisedEducation protests were a response to the persistence of this creation. However, these calls were also not realised. Which means that the racial epistemology of conquest persists. In this article I attempt to show how the realisation of these calls could have dealt with the challenges that the education system and sector faces as a result of the coronavirus pandemic. I do this by problematising the exclusionary nature of the type of education and learning that is prevalent in South Africa. I opine that in order for the racial ontology of conquest to be abolished, there should be free and decolonised education.

Colombia is the only country in Latin America which State does not permit that primary education being free. As a consequence the government has not being interested in outlining a policy about free primary education. However, the Colombian constitution has rules that allow use treaties about human rights to interpret their own national rules. Through this technique of constitutional interpretation is possible to defend free primary education as an obligation. Colombia can´t ignore it. In fact, the Corte Constitucional has protected the access and the permanency in educational system based on International Law. In this kind of arguments, reasons about economical costs are irrelevant since right to education has had universal recognition. Our thesis is that there is no reason for Colombia to restrict right to education through the imposition of costs. This idea finds support in the fact that free primary education allows access and permanency in educational system. In addition free p...

Cuando se mantiene un sistema de exclusión como la PSU, las elites se adaptan al sistema invirtiendo en mejorar sus resultados en la prueba, manteniendo o incluso aumentando la desigualdad. Si las universidades son gratuitas y logran entrar principalmente estudiantes cuyos padres cuentan recursos económicos y culturales, mantenemos la desigualdad y no se hace efectivo el derecho a la educación. Incluso aunque mejoremos la educación preescolar, básica y media, algunos podrán pagar preuniversitarios y clases particulares y otros no, manteniendo la estratificación.
. . .  la verdadera gratuidad debiera de acompañarse, además de admisiones abiertas o al menos más equitativas, de un sistema verdadero de becas de mantención como existe en países como Suecia o Uruguay.