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These tasks themselves have also been broken down (for example, language acquisition consists of a multitude of sub-tasks with differing sensitive periods) (OECD, 2002). After, or before, these periods, it is not impossible to learn the same tasks (Bruer, 1999), but it would require greater efforts and more resources. In general, these research outcomes point towards intensifying structured learning experiences during ages earlier than those that have usually been the subject of most education policies.

Perhaps most notably illustrated by UNICEF’s strategy on the Convention on the Rights of the Child; see Pigozzi (1997). 6. This was particularly so among Latin American sociologists and economists in the ‘structuralist’ and ‘dependency’ traditions during the 1970s; see also Seers (1969). 31 Chapter 1 ‘Education for All’ is development However, the most trenchant critic of such reductionism, and the most creative advocate of alternative criteria for judging development success has been Amartya Sen.

Thus, the attainment of universal primary education (UPE) would seem to represent the provision of almost twice as much schooling in some countries as in others. Should, then, minimum levels of provision be four years, six years – or perhaps even longer? Further, how should different vehicles and types of education be compared? Are pre-school arrangements to take precedence over literacy schemes, and how should both of these, in terms of national expenditure priorities, compare with primary schooling?

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