Over the past decade, the achievement of universal primary education, under the somewhat misleading rubric of ‘Education for All’ (EFA), has steadily built momentum in international forums as a focus for discussion and action. The present study looks critically at the evolution of consensus about EFA within the international community. The first section of this contribution provides an overview of ‘education for development’ in the form in which it has been inherited from the 20th century. The second describes what has changed in the context, rhetoric and practice of such ‘education for development’. The final section reflects on two questions: ‘Why has EFA now moved beyond international rhetoric to action?’; and ‘What can our experience with EFA tell us about the prospects for multilateralism and global governance in the 21st century?’ über die letzten zehn Jahre hat die Errungenschaft allgemeiner PrimÄrbildung unter der ein wenig irreführenden überschrift, Bildung für alle’ (Education for All/EFA) in internationalen Foren als ein Zentrum für Diskussionen und Aktionen stetig mehr Beachtung gefunden. Die vorliegende Untersuchung wirft einen kritischen Blick auf die Entwicklung von Einigkeit in Bezug auf EFA innerhalb der internationalen Gemeinschaft. Der erste Abschnitt dieses Beitrages bietet einen überblick über, Bildung für Entwicklung’ in der Form, in der das Konzept aus dem 20. Jahrhundert ererbt ist. Der zweite Abschnitt beschreibt, was sich im Kontext der Rhetorik und der Praxis einer solchen, Bildung für Entwicklung’ verÄndert hat. Der letzte Abschnitt stellt Reflexionen über zwei Fragen an: Warum ist EFA nun über internationale Rhetorik hinaus zur Umsetzung fortgeschritten, und was kann uns unsere Erfahrung mit EFA über die Aussichten für multilaterale VerhÄltnisse und globale Lenkung im 21. Jahrhundert sagen? Durant la derniére décennie, la réalisation d’une éducation primaire universelle, sous la rubrique quelque peu trompeuse de 1’« éducation pour Tous » (EPT) a continuellement donné une impulsion aux forums internationaux en étant au centre de la discussion et de l’action. La présente étude jette un regard critique sur l’évolution du consensus à propos de l’EPT au sein de la communauté internationale. La premiére section de cette contribution offre une vue d’ensemble de « l’éducation pour le développement » selon la forme qui nous a été léguée par le XXe siécle. La seconde décrit ce qui a changé dans le contexte, la rhétorique et la pratique d’une telle ‘éducation pour le développement’. La derniére section est une réflexion sur deux questions : ‘Pourquoi l’EPT a-t-elle maintenant dépassé la rhétorique internationale pour favoriser l’action’ ; et ‘Que peut nous apprendre notre expérience de l’EPT à propos des perspectives du multilatéralisme et du gouvernement global au XXIe siécle ?’ A lo largo de la ultima década, el objetivo de lograr una educación primaria universal bajo el titulo un poco equivoco de “Educación para Todos≓ (EPT) ha impulsado permanentemente los foros internacionales como foco de debates y de acción. El présente estudio echa una mirada critica a la evolución de un consenso en cuanto a la EPT dentro de la comunidad internacional. La primera parte de esta contributión provee una visión sinóptica de la ‘educación para el desarrollo’ en la forma en la que este objetivo se ha heredado del siglo XX. La segunda, describe qué es lo que ha cambiado en el contexto, la retórica y la práctica de esa ‘educación para el desarrollo’. La parte final reflexiona sobre dos interrogantes: ¿Por qué la EPT no ha pasado de la retórica internacional a la actión?; y ¿Qué nos puede decir nuestra experiencia con la EPT sobre las perspectivas de multilateralidad y gobernabilidad global en el siglo XXI? НА пРОтьжЕНИИ пОслЕ ДНЕгО ДЕсьтИлЕтИь УспЕхИ, ДОстИгНУтыЕ В О ВсЕОБЩЕМ НАЧАльНОМ ОБРАжОВАНИИ, пРОВОжг лАшЕННОМ пОД лОжУНгОМ «ОБРАжО ВАНИЕ Дль ВсЕх» (EFA), сООБ ЩАУт НЕпРЕРыВНыИ ИМпУльс И НАхОДьтсь В цЕНтРЕ ДИскУссИИ И РЕ шЕНИИ МЕжДУНАРОДНых ФОРУМОВ. ДАННОЕ ИсслЕ ДОВАНИЕ кРИтИЧЕскИ РАссМАтРИВАЕт ЁВОлУ цИУ ЕДИНОгО ВжгльДА НА EFA ВНУтРИ МЕж ДУНАРОДНОгО сООБЩЕс тВА. В пЕРВОИ ЧАстИ ДАННОИ стАтьИ пРЕДлАгАЕтсь ОБжОР «ОБРАжОВАНИь Д ль РАжВИтИь» В тОИ ФОРМЕ, В кОтОРОИ ОНО БылО жАИМ стВОВАНО Иж 20 ВЕкА. ВО В тОРОИ ЧАстИ стАтьИ РАссМАтРИВАЕтсь, ЧтО ИМЕННО ИжМЕНИлОсь В к ОНтЕкстЕ, ДИскУссИьх И НА пРАктИкЕ тАкОгО «ОБР АжОВАНИь Дль РАжВИтИ ь». В жАклУЧИтЕльНОИ ЧАст И ОБсУжДАУтсь ДВА ВОпР ОсА: «пОЧЕМУ В НАстОьЩ ЕЕ ВРЕМь EFA ВышлО жА РАМкИ ОБсУжДЕНИИ НА МЕжДУН АРОДНОМ УРОВНЕ И пЕРЕ шлО к пРИНьтИУ кОНкРЕтНых РЕшЕНИИ?» И «ЧтО НАш Оп ыт пО EFA гОВОРИт НАМ О пЕРспЕктИВАх МНОгОстОРОННОстИ И г лОБАльНОгО УпРАВлЕН Иь В 21 ВЕкЕ?»

The education system, as a social organization, is administered and managed through laws, rules and regulations. These are intended to provide a framework for controlling the behavior and activities of members of the organization. The ultimate purpose is to ensure that law and order prevail and thus a conducive environment is established for the efficient and effective achievement of the goals and objectives of the organization. Education laws are very important in the education system because of the multiplicity of objectives and the large numbers of people with different backgrounds involved. These include school administrators, teachers, students and parents. There are also community leaders and members; government officials, agencies and private individual, who are stakeholders assigned specific functions, roles and responsibilities

La educación y las dimensiones del desarrollo humano en América Latina /X. RAMBLA et al. Resumen La comunicación analiza varias dimensiones del desarrollo humano en América Latina. En primer lugar, las teorías normativas de la justicia social sugieren que las evaluaciones de las políticas públicas se apoyen en los datos sobre escolarización y rendimiento académico, de igual modo que contextualicen sus conclusiones en los análisis correspondientes de las privaciones materiales. En segundo lugar, se han observado varias interacciones entre la carencia de educación, la pobreza de ingreso, la salud frágil, las condiciones de vivienda insalubres y la inseguridad. Por último, el acaparamiento de oportunidades es el mecanismo causal de las desigualdades sociales que se ha convertido en el mayor obstáculo para el desarrollo educativo de la región.

Applying the general question of aid effectiveness to the sector of education, this paper provides some evidence for a positive effect of development assistance on primary enrolment and completion. However, even the most optimistic estimates clearly show that at any realistic rate of growth, aid will never be able to move the world markedly closer towards the internationally agreed objective

International consensus on education priorities accords an important place to achieving gender justice in the educational sphere. Both the Dakar 'Education for All'goals and the Millennium Development goals emphasise two goals, in this regard. These two goals are ...

While commitment to a universal entitlement to education is highly desirable, some significant limitations have been identified in the right to education as currently expressed and implemented. This article assesses the contribution that the capabilities approach can make in this regard. While some proponents have suggested that capabilities should replace a rights framework, it is argued here that the elements of ‘threshold’ and ‘duty-bearer’ present in human rights are essential, and that a more promising approach is to combine the two frameworks. Three significant contributions that the capabilities approach can make in relation to Education for All are proposed: providing a fuller conception of the realisation of the right to education; addressing the heterogeneity of learners; and guarding against an overly state-facing approach.

Government schools cannot provide quality education for all. If the goal of education for all is to be achieved, the private sector must be encouraged and not squeezed out. Development agencies need to wake up to this because large-scale government education leads to failure on a large scale that can cause serious harm to the poor. James Tooley is Professor of Education Policy at the University of Newcastle upon Tyne.

International consensus on education priorities accords an important place to achieving gender justice in the educational sphere. Both the Dakar 'Education for All' goals and the Millennium Development goals emphasise two goals, in this regard. These two goals are distinguished as gender parity goals [achieving equal participation of girls and boys in all forms of education based on their proportion in the relevant age-groups in the population] and gender equality goals [ensuring educational equality between boys and girls]. In turn these have been characterised as quantitative/numerical and qualitative goals respectively. In order to consider progress towards both types of goal, both quantitative and qualitative assessments need to be made of the nature of progress towards gender equality. Achieving gender parity is just one step towards gender equality in and through education. An education system with equal numbers of boys and girls participating, who may progress evenly through the system, may not in fact be based on gender equality. Following Wilson (Human Rights: Promoting gender equality in and through education. Background paper for EFA GMR 2003/4, 2003) a consideration of gender equality in education therefore needs to be understood as the right to education [access and participation], as well as rights within education [gender-aware educational environments, processes, and outcomes], and rights through education [meaningful education outcomes that link education equality with wider processes of gender justice].

Since the end of World War II, a distinct community of organizations has emerged in high-income countries to promote `development' in the low-income countries of Africa, Asia, and Latin America. This paper examines some of the effects of these organizations and the professionals they have produced on international educational norms and conventions, as typified by the 1990 World Conference on Education for All. I suggest that organizational variables, such as professionalism and resource dependence, rather than nation-state interests and dominance alone, explain the standardization of Western models of mass education in international conventions and declarations.

Whereas the motto of the United Nations’ 2030 Agenda for Sustainable Development is “Leave no one behind”, it serves as a guiding principle for all to work towards an inclusive society.As Physical Education (PE) serves as a fertile ground for expressions of supportive milieu, the new generation of PE teachers should seize this opportunity to become advocates of mainstreaming students with additional needs in order to achieve substantive equality for all in schools. Pursuing this endeavor, understanding the meaning of their experiences in mainstreaming may give a glimpse of the current perspectives and viewpoints that are vital in the formulation of appropriate intervention for improved inclusive instruction in the 21st century. This Heideggerian phenomenological study using one-on-one unstructured interviews was used to explore the meaning of the lived experience of the seventeen (17) purposively selected millennial teachers in mainstreamed PE classrooms in Cebu City and Cebu Province, Philippines. Using hermeneutical analysis, it was deduced that while they see mainstreaming as a wonderful concept, their experiences on it had apparently captured A Reflection of a Wider Problem on Inclusion in Academia as an overarching theme that encapsulated how PE teachers today subsisted the multifaceted issues and challenges on mainstreaming. This journey was specified through the subthemes: A Test of Pedagogical Competence, Multifaceted Contextual Inclusion Challenges, Fete of Teacher’s Complex Support Roles and Risk of Curriculum Infidelity. The findings implicate that pedagogies that “fit all” do not guarantee the best possible learning outcomes and, teachers who represent only as “teacher” do not foster inclusive ethos to their students. Achieving these expectations can be daunting, thus, it is recommended that education administrators to conduct capacity building opportunities to the faculty and staff for indepth theoretical knowledge and practical understanding on the concept and application of inclusive education.

Keywords:- Asia, Inclusive Education, Mainstreaming, Millennial, Phenomenology, Physical Education, Philippines.

Poverty is a stumbling block in the way of achieving economic development. Cognizant of the essence of Millennium Development Goals (MDGs) and 'Education for All'program, education is promulgated as the primary weapon against poverty prevalence. Hence it is important to seek out the effect of different levels of education upon poverty in Pakistan. This study evaluates the effect of different levels of education, experience and gender of the employed individuals (employers, self-employed, wage earners and unpaid family ...

The objective of this paper is to analyse the role of education and poverty in the current global development agenda. It intends to analyse the emergence, evolution and consolidation of a global agenda, which attributes a key role to education in the fight against poverty. With this objective, the paper addresses four main issues: first, it analyses the context in which the emergence of the agenda must be placed, analysing specifically the changes generated by globalisation; second, it focuses on the role of the actors, and especially on the role of the World Bank in setting the agenda; third, it explains the consolidation of the agenda by the Education for All Conferences and the Millennium Development Goals; finally it presents some of the main limitations of the hegemonic agenda.

This essay discusses deschooling concept as an alternative learning delivery method to achieve education for all. We argue that the deschooling idea, first introduced by Illich before the era of the Internet, has become relevant in relation to today’s education challenges. What we mean by deschooling in this paper is not the abolishment of the schooling system. Instead, the recall of deschooling discourse aims to provide more recognition of learning activities outside of the school setting. The learning webs, a key enabler in deschooling discourse,
are realistic when implemented with the help of 21st century’s technology. The argument in this paper utilised an in-depth literature review and discourse analysis in the deschooling debate. To strengthen our argument, we have provided three case studies in the form of informal learning, non-formal learning and e-learning related to deschooling initiatives. Based on our findings, we can conclude that deschooling society is certainly viable. The principles used in deschooling, such as flexibility, inclusiveness, adaptability and personalisation, are alternatives for everyone to have freedom of access, use, copy, and modify learning resources. We also found that there may be possible challenges, including the limitation of self-directed learning, the pitfall of institutionalised capital and a lack of social interaction.

International consensus on education priorities accords an important place to achieving gender justice in the educational sphere. Both the Dakar 'Education for All' goals and the Millennium Development goals emphasise two goals, in this regard. These two goals are distinguished as gender parity goals [achieving equal participation of girls and boys in all forms of education based on their proportion in the relevant age-groups in the population] and gender equality goals [ensuring educational equality between boys and girls]. In turn these have been characterised as quantitative/numerical and qualitative goals respectively. In order to consider progress towards both types of goal, both quantitative and qualitative assessments need to be made of the nature of progress towards gender equality. Achieving gender parity is just one step towards gender equality in and through education. An education system with equal numbers of boys and girls participating, who may progress evenly through the system, may not in fact be based on gender equality. Following Wilson (Human Rights: Promoting gender equality in and through education. Background paper for EFA GMR 2003GMR /4, 2003 a consideration of gender equality in education therefore needs to be understood as the right to education [access and participation], as well as rights within education [gender-aware educational environments, processes, and outcomes], and rights through education [meaningful education outcomes that link education equality with wider processes of gender justice].

Mémoire de Master, Expertise en Coopération Internationale en Education et Formation sur le thème "Le suivi-évaluation du Plan Décennal de Développement de l'Education de Base; Diagnostic et perspectives" Dispositif de monitoring d'un plan de développement du système éducatif dans le cadre de la mise en oeuvre des Objectifs du Millénaire pour le Développement. Poursuite des objectifs de l'Education Pour Tous en Afrique subsaharienne dans le cadre multipartenarial.

In the last 20 years the Ethiopian education system has rapidly expanded, leading to a 500% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement and teachers’ professional development . Such programmes – imported on the advice of the United States Agency for International Development (USAID), Department for International Development (DfID) and other development partners – are implemented “mechanistically”, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including “grey” literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.

The article analyses the context and content of current national education sector policy documents from four African countries (Ethiopia, 1994; Mozambique, 1995; Namibia, 1993; Zambia, 1996). These documents are examined in relation to the educational policy agenda presented in World Bank publications and in the documents of the Jomtien Education for All conference. In all four cases a considerable degree of agreement is found between the national documents and the donor agenda, particularly in the countries undergoing structural adjustment programmes. The analysis also suggests that this influence is moderated by multi-party politics, and by remnants of previous socialist ideology.

Global and national agendas to achieve universal primary education and improve the 'quality' of school provision in developing countries have identified the need to reform classroom pedagogy. Since the 1990s, child-centred ideas in particular have been utilised in teacher-training programmes and school reforms across many parts of Africa and Asia with the intention of creating more child-friendly, democratic learning environments. Analysing episodes from classroom observations conducted in a rural Indian primary school, this paper reveals the tensions experienced by one teacher in handing over greater classroom control to pupils. It provides insight into the complex processes of pedagogic interaction, and sheds light on some of the possibilities and conditions for achieving child-centred pedagogic change in such development contexts. ß

Education is the key to building the capacities for achieving sustainable development goals. Education is seen as a medium for national and personal development. It has been linked to health, democracy and the nation's sustainable development. In 1977, Nigeria introduced the 6-3-3-4 system of education, modeled after the system in the United States of America. In 1999, Nigeria introduced universal basic education, a nine year system of education for students in grades 1-9 (Primary 1 through junior secondary school). This paper examined some of the similarities and differences in the two systems of educating 11-15

This report shed some light on various factors associated with children in government Schools lacking grade specific skills.

In a grass root level scenario, to attain quality education it is necessary to understand the concerns of all stake holders involved. Thus it triggered me to draft a report on challenges/concerns of Head Teachers, Teachers and Children followed by actionable recommendations.

Despite its prevalence in many educational systems, multigrade teaching remains invisible. In the global effort to achieve education for all in the post-Dakar decade the needs of multigrade teachers, classes and schools must be addressed. The paper (i) explores the meaning of the term multigrade teaching in developing and industrialised countries and identifies a range of conditions under which it arises; (ii) synthesises knowledge of the practice of and research on multigrade teaching; and (iii) proposes an international agenda for future research on and dissemination of policy and practice. The agenda underlines the need for context-specific questions and comparisons, more awareness of the prevalence and challenges of multigrade teaching, more research on the practices and training needs of multigrade teaching and the exploration of synergies between teachers, curriculum, assessment and classroom organisation. It is suggested that knowledge of multigrade teaching strategies is needed by all teachers and not simply those in classes designated as 'multigrade'. 

The Education for All (EFA) movement atau Gerakan Pendidikan untuk Semua adalah satu komitmen gerakan bersama yang diluncurkan oleh masyarakat dunia peduli pendidikan untuk menyediakan pendidikan dasar (basic education) untuk semua anak usia sekolah. Setiap tahunnya, kemajuan pelaksanaan PUS di Indonesia dan negara-negara anggota UNESCO terus dimonitoring oleh UNESCO dan hasilnya dilaporkan melalui education for all global monitoring report (EFA-GMR). Pendidikan untuk Semua (PUS) atau Education for All (EFA) telah menjadi bagian dari kebijakan pemerintah Indonesia sejak pertama kali disepakati pada tahun 2000 melalui Deklarasi Dakkar. Menyikapi kesepakatan tersebut, Pemerintah Indonesia telah menyusun rencana pelaksanaan program PUS tahun 2000-2015. Untuk Indenesia, jenjang pendidikan dasar meluputi satuan pendidikan Sekolah Dasar/Madrasah Ibtidaiyah (SD/MI) dan satuan pendidikan Sekolah Menengah Pertama/Madrasah Tsanawiyah (SMP/MTs), yakni untuk anak usia 7 sampai 15 tahun.

Rights and development confluence at the point of education. Primary education, in particular, lays down the foundation for fundamental rights, freedoms and social development. Motivated by the international Development Partnership (DP) in the last one-and-half-decade, South Asian states have been making tall claims to ensure Education For All (EFA) along with the technical and physical facilities to ensure education as universal, equitable and accessible. To achieve the said goals, international development partnership, mainly Department for International Development (DfID), Asian Development Bank (DB), European Union (EU), World Bank and UNICEF have been pledging millions of dollars to improve the vital literacy indicators accompanied with the principle of ‘education as a fundamental right’ and a ‘prerequisite for a country’s socio-economic development’. Both formal and non-formal education/literacy programmes have been launched to accomplish the goals and targets set-forth in MDGs, and SDGs in the continuum. How far these goals have been achieved so far? Was conventional paradigm of education discarded or transformed to correspond with the four principles of education i.e. availability, accessibility, acceptability and adaptability that help realize objectivity, equality and democratic plurality through education?

Pakistan and Bangladesh also receive millions of dollars in development cooperation to enhance their primary education sector and outcomes. What are the successes and failures need scrutiny. Assessment of the role of NGOs and Civil Society in promoting rights-based education is also relevant. Bangladesh and Pakistan hold much in common and common past in relation to their educational culture and constrains. Their policies, programmes and outcomes need to be investigated from human-rights perspectives to encourage or extend critical recommendations for future. Successful means, partnership models and modalities are also highlighted.

Over years, researchers have been indicating that Education for All (EFA) is not merely about equality for all students to get access to educational resources.  It also entails equity, which means teachers treat each individual according to their individual differences and provide them according to their requirement or need. Thus, all groups of students can ultimately master the goals of the curriculum to approximately the same degree. In fact, students in a certain class might have a number of differences in terms of learning style, interest, physical condition, level of comprehension, and types of smartness which affect the way they learn. The common ways of teaching in Indonesia, nevertheless, still treat students like they are entirely the same, without considering their uniqueness. Because teachers educate students to be humans, not robots, they have to adjust their teaching according to students’ different ways of learning and not to force students to follow teachers’ ways of teaching. This paper looks into the probability, feasibility, and practicality of using Multiple Intelligence theory in teaching practices as a real implementation of gaining equity for all students to be educated well. It is expected that the idea can contribute to the change of and the development of school practices.

Before children reach school age they must negotiate threats from a number of diseases. More than 50% of child deaths are caused by pneumonia, diarrhea, malaria, measles, malnutrition and HIV. For those who survive, health and nutrition can affect children’s development. School readiness depends on cognitive, motor and socio-emotional development, which can be affected by, among other things, undernutrition, iron deficiency anemia and malaria. There is clear evidence of the benefits of preschool health and nutrition interventions to tackle these three conditions. For malnourished children, psychosocial stimulation can be as effective as nutritional supplementation in compensating for delayed cognitive development. In general, interventions in this preschool age group have substantial and consistent effects on development and education, which are generally larger than for school-age children. Effects are seen in all dimensions of school readiness — cognitive, motor and socio-emotional development — but are perhaps greatest for motor development. They also have a greater impact on the most disadvantaged children and can help to promote equity in educational outcomes. Overall, evidence suggests that early childhood health and nutrition interventions have the potential to make a major contribution to achieving the goal of Education for All.

While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya,

You have a health problem and you need treatment. Often you get fairly precise diagnosis and prescription with drugs tested against alternatives. Most important, doctors can use biology to reason why certain drugs should work. Thanks to a causal chain provided by biology you will probably get better results than if you had consulted with a traditional healer.

ABSTRAK Tujuan dari penelitian ini adalah untuk (1) mencari pengaruh dari motivasi, beban kerja dan stres kerja terhadap kinerja guru dalam menyukseskan program wajib belajar pendidikan dasar 9 Tahun di Sekolah Dasar Negeri di kota Salatiga (2) mencari determinan utama dari faktor-faktor yang mempengaruhi kinerja guru sebagai masukan kepada kepala sekolah dalam meningkatkan kinerja guru di dalam lingkup manajemen pendidikan. Metode penelitian yang digunakan adalah kuantitatif melalui analisis data pada faktor-faktor yang mempengaruhi kinerja guru. Analisa data dilakukan dengan regresi non parametrik untuk mencari seberapa besar pengaruh dari faktor-faktor tersebut terhadap kinerja guru serta mencari determinan utama yang dapat menjadi masukan bagi kepala sekolah dalam meningkatkan kinerja guru di dalam lingkup manajemen. Proses dan hasil penelitian kemudian akan dijelaskan secara deskriptif kualitatif. Hasil penelitian ini adalah (1) Variabel motivasi terhadap variabel kinerja memiliki nilai 0,667 dan sig. (2-tailed) < 0,05), (2) Variabel stres terhadap variabel kinerja memiliki nilai 0,689 dan sig. (2-tailed) < 0,05), (3) Variabel beban kerja terhadap variabel kinerja memiliki nilai 0,300 dan sig. (2-tailed) < 0,05), (4) Determinan utama yang berpengaruh paling besar terhadap kinerja guru adalah stres kerja dengan korelasi positif sehingga untuk meningkatkan kinerja guru diperlukan pelatihan peningkatan kinerja berbasis stres kerja dan supervisi stres kerja oleh kepala sekolah.

Before children reach school age they must negotiate threats from a number of diseases. More than 50% of child deaths are caused by pneumonia, diarrhea, malaria, measles, malnutrition and HIV. Health and nutrition can affect education in many ways. In resource-poor countries, physical and mental disability can be a major barrier to schooling. This can result from iodine or folate

Peraturan Presiden No. 59/2017 mengatur mengenai pelaksanaan pencapaian Tujuan Pembangunan Berkelanjutan (SDGs) di Indonesia dari tingkat pusat sampai daerah. (This President Regulation No. 59/2017 regulates the implementation of Sustainable Development Goals (SDGs) in Indonesia from central government to regional level).