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The study contrasts education histories from “above” and “below,” emphasizing how national schooling ideals required adaptation to subpopulations, illustrated by the Bunumbu Project for rural communities. It also corrects the common attribution of “Education for All” to 1990 by revisiting earlier UN human-rights arguments from 1948 and reexamining policy debates through independence-era and pre-civil-war contexts.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the paper define the concept of universal education in postcolonial Sierra Leone?","Question",{"text":63,"@type":64},"It argues there has never been a single universal conception of universal education, because schooling needed to be adapted to different subpopulations to unite the nation behind an ideal.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What example does the paper use to illustrate localization of education?",{"text":68,"@type":64},"It highlights the Bunumbu Project in the 1970s–1980s as a rural education effort, while noting that early success was weakened by unclear terms such as “rural” and “community.”",{"name":70,"@type":61,"acceptedAnswer":71},"Why does the paper dispute the commonly cited origin of “Education for All”?",{"text":72,"@type":64},"It states that many reports incorrectly attribute the notion to the 1990 Jomtien World Conference, whereas the argument for free, compulsory education was made as early as 1948 in the UN Universal Declaration of 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presents a vertical case study of the history of universalizing education in postcolonial Sierra Leone from the early 1950s to 1990 to highlight how there has never been a universal conception of universal education. In order to unite a nation behind a universal ideal of schooling, education needed to be adapted to different subpopulations, as the Bunumbu Project did for rural Sierra Leoneans in the 1970s to 1980s. While the idea of “localizing” education was sound, early program success was undermined by a lack of clarity behind terms like “rural” or “community.”  \nThis was exacerbated by a change in the scope of the project beyond its original objectives. Only by well defining the specific constituents of a target group and fulfilling their precise needs can myriad small-scale programs ultimately aggregate to meet the diverse demands and desires of society writ large.  \nMany contemporary reports and articles wrongfully attribute the birth of the notion of“Education for All” to the Jomtien World Conference in 1990 (World Bank, 2007; Nishimuko, 2007), when in fact, free, compulsory education was argued for as early as 1948 in the United Nations Universal Declaration of Human Rights (United Nations, 1949) . Through a historical analysis of education in Sierra Leone from the years leading up to independence in 1961 to the years prior to the civil war in 1991, this paper rectifies that temporal inaccuracy, and revisits past efforts so as to better inform current debates and policies on universal education.  \nSpecifically, this study examines the following questions: Who wanted universal education, for what purposes and to what effects? Why was universal education not achieved after decades of pursuing such a goal?  \nGovernment documents, organizational reports, newspaper articles, dissertations, journal articles, and oral interviews will be used to “portray the complex interplay of different social forces”(Arnove, 2003, p. 13) that underlie the concept of universalizing education. The article begins with a description of education in Sierra Leone in the 1960s and 1970s as illustrated by policies and reports created by international agencies and the Ministry of Education. This history from “above” is then paired with a history from “below” by shifting the focus to a rural education program called the Bunumbu Project. In this fashion, a micro project is placed in the context of the macro influences of “development” to form a vertical case study of one country’s efforts to expand education after independence (Vavrus & Bartlett, 2006) . The main argument of this paper is that a concept of mass schooling founded on equality increasingly needed to entail a discriminatory method of local adaptation to reach universality. In the case of postcolonial Sierra Leone, it was rural communities to which education policies had to adapt. However, words like “rural” and “local” were often assumed to have one absolute meaning, even though their usage refers to entirely different localities and target populations that are actually relative in nature. Hence, the goal of attaining universal education should not only be reframed as a myriad of “localized”“community” projects, but to maximize effectiveness, such attempts must also be specific in defining precisely which “local” actors in what “rural” areas are to be the intended targets of a given project.  \n© 2014, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 16 (1), 62-73.  \nGrace Pai  \nEducation in Sierra Leone (1960s – 1970s)  \nIn 1958, three years before the country gained the status of being an independent nation-state, the first major White Paper on Education in Sierra Leone was published, declaring,“the ultimate goal must, of course, be the establishment of fee-free universal compulsory educ","cbCaitfjcgqVlyQ0","https://ap.wps.com/l/cbCaitfjcgqVlyQ0","pdf",1291850,12,"English","# Introduction\n# Universal education and postcolonial context\n## Critiquing “Education for All” origins\n# Education in the 1960s and 1970s\n## White Paper goals and equity/access\n## Secondary Modern Schools and post-graduation planning\n# Decolonization period overview","[{\"question\":\"How does the paper define the concept of universal education in postcolonial Sierra Leone?\",\"answer\":\"It argues there has never been a single universal conception of universal education, because schooling needed to be adapted to different subpopulations to unite the nation behind an ideal.\"},{\"question\":\"What example does the paper use to illustrate localization of education?\",\"answer\":\"It highlights the Bunumbu Project in the 1970s–1980s as a rural education effort, while noting that early success was weakened by unclear terms such as “rural” and “community.”\"},{\"question\":\"Why does the paper dispute the commonly cited origin of “Education for All”?\",\"answer\":\"It states that many reports incorrectly attribute the notion to the 1990 Jomtien World Conference, whereas the argument for free, compulsory education was made as early as 1948 in the UN Universal Declaration of Human Rights.\"}]","Particularizing Universal Education in Postcolonial Sierra Leone - Research paper outline - analysis of universal education | PDF",1792089132]