Achieving Quality Education for All

Perspectives from the Asia-Pacific Region and Beyond

  • Phillip Hughes

Table of contents

  1. Front Matter
    Pages i-xvi
  2. Prelude: The Public Sector in Education

    1. Front Matter
      Pages 1-2
    2. Geoff N. Masters
      Pages 3-8
    3. Denise Bradley
      Pages 9-13
    4. Deborah Meier
      Pages 21-23
    5. Michael Fullan
      Pages 25-27
    6. Lyndsay Connors
      Pages 29-35
    7. Kerry J. Kennedy
      Pages 43-48
  3. Prelude: Quality in Teaching

    1. Front Matter
      Pages 49-50
    2. Colin Power
      Pages 63-68
    3. Ian Hill
      Pages 69-73
    4. Max Walsh
      Pages 81-84
    5. Susan Pascoe
      Pages 91-95
    6. Françoise Caillods
      Pages 97-101
    7. Barry McGaw
      Pages 103-108
  4. Prelude: Making Equity Work

  5. Prelude: Looking More Widely

    1. Front Matter
      Pages 137-138
    2. Robert Strom, Paris Strom
      Pages 139-145
    3. Paul Brock
      Pages 147-151
    4. Christine Deer
      Pages 153-157
    5. Patrick Daunt
      Pages 159-164
    6. Joanna Le Métais, Don W. Jordan
      Pages 165-175
    7. Don Aitkin
      Pages 183-186
    8. Neil Dempster
      Pages 187-191
  6. Prelude: Concluding Comments

    1. Front Matter
      Pages 193-194
    2. Alexandra Draxler
      Pages 195-200
    3. John Fien
      Pages 201-206
    4. Edna Tait
      Pages 207-210
    5. Philip Hallinger, Allan Walker
      Pages 217-222
    6. Rupert Maclean
      Pages 223-228
  7. Back Matter
    Pages 229-244

About this book


Due to the development of the international Education for All and Education for Sustainable Development movements, for which UNESCO is the lead agency, there has been an increasing emphasis on the power of education and schooling to help build more just and equitable societies. This seeks to give everyone the opportunity to develop their talents to the full, regardless of characteristics such as gender, socio-economic status, ethnicity, religious persuasion, or regional location. As enshrined in the United Nations Declaration on Human Rights over five decades ago, everyone has the right to receive a high quality and relevant education. In order to try to achieve this ideal, many countries are substantially re-engineering their education systems with an increasing emphasis on promoting equity and fairness, and on ensuring that everyone has access to a high quality and relevant education. They are also moving away from the traditional outlook of almost exclusively stressing formal education in schools as the most valuable way in which people learn, to accepting that important and valuable learning does not just occur in formal, dedicated education institutions, but also through informal and non-formal means. Thus learning is both lifelong and life-wide. This book brings together the experience and research of 40 recognised and experienced opinion leaders in education around the world. The book investigates the most effective ways of ensuring the UNESCO aim of effective education for all people in the belief that not only should education be a right for all, but also that education and schooling has the potential to transform individual lives and to contribute to the development of more just, humane and equitable societies.


Education development Education for All Education for Sustainable Development Education research for sustainable development Education systems Effective education Equitable societies Equity and education Functions of education and schooling Human rights International Commission on Education Life-wide learning Lifelong learning Lifespan Development Phillip Hughes Sustainable development Teacher-learner partnership The power of education and schooling Transformational education UNESCO

Editors and affiliations

  • Phillip Hughes
    • 1
  1. 1.Australian National UniversityCanberraAustralia

Bibliographic information