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close this bookThe Challenge of Universal Primary Education - Strategies for achieving the international development targets (DFID, 2001, 49 p.)
close this folder5. Priorities for DFID
View the document(introduction...)
View the documentPromoting international commitment and action
View the documentWell-targeted country programmes
View the documentKnowledge and research strategies
View the documentWays of working

(introduction...)

5.1 DFID is committed to the achievement of UPE and gender equality as priorities for development. This means making a strong contribution to the international effort to achieve the targets. This commitment is set out within DFID’s overarching goal, articulated in 1997 in the UK’s White Paper on International Development: Eliminating World Poverty: A Challenge for the 21st Century. There are many other international agencies, institutions and organisations similarly committed.

5.2 The scale of the UPE challenge is such that DFID’s contribution must be carefully defined to maximise the use of available resources - financial and human. The threefold strategy, outlined below, is underpinned by the analysis in the preceding chapter, Meeting the challenge. It comprises three priorities for action:

1. Contributing to the development and co-ordination of international commitment, policies and programmes designed to achieve Education for All.

2. Strong, well targeted country programmes - with priority to sub-Saharan Africa and South Asia -which will provide strategic assistance to governments and civil societies committed to UPE and gender equality, within sound education sector, poverty and development frameworks.

3. Knowledge and research strategies and outcomes that will contribute to the ability of the international community, including partner countries, to learn lessons, share experience and monitor progress.

5.3 This approach will enable DFID to build on a number of strengths: it will exploit DFID’s decentralised system of technical expertise, continue to promote a multidisciplinary approach to economic and social development, and place education sector work within wider economic and social frameworks. Collectively, this strategy will allow DFID to strengthen dialogue with governments, key international agencies and the organs of civil society, drawing on supportive relationships with UK government departments and other institutions with appropriate expertise and influence.