User:Mccormick022/sandbox

Article evaluation
I took a look at the Nuclear Power in North Korea Wikipedia page. It was relevant to the article I chose from the Economist (The future of conflict- The next war). In that article there was talk about North Korea and the United States and their issues with each other. More specifically there was talk about nuclear missiles and attacks that could happen on the United States. I chose the Nuclear Power in North Korea in Wikipedia because it was about the nuclear power and changes over the years. There were references and citations in the article, but some of the references did not work and there were a lot of news articles. I would suggest that updates be made to this article so it is more up to date because the latest date I saw was 2013. Under the talk page I did see that this article was part of WikiProjetcs, which are WikiProject Korea and WikiProject Energy.

February 12, 2018

 * 1) I learned how to create titles in my sandbox.
 * 2) I learned about technology and health from the Economist.

Article for Wikipedia Project
I have decided to work on the article, "Education for all." I have decided to work on this piece because after I read it I found myself asking questions about it. The idea of this page is that learning needs are met for all children all around and all ages. In the article is mentions goals set for this plan and that it was ideally to be done by 2015. But, that did not occur. Now I want to research and add more about UNESCO and its involvement in this global movement. I also want to see why this movement was not completed in the original time frame. I think as I research those ideas I will find more to add to this page.

Bibliography for Wikipedia Article
1.     United Nations Education, Scientific and Cultural Organization (UNESCO) Staff. “Introducing UNESCO.” Retrieved from https://en.unesco.org/about-us/introducing-unesco

I plan to use this source to find more about UNESCO to give a clear explanation of who they are and what they do. I think there should be more information on UNESCO in the Wikipedia article, “Education for all.”

2.     Sommers, Marc. (2002). “Children, Education and War: Reaching Education for All (EFA) Objectives in Countries Affected by Conflict. Conflict Prevention and Reconstruction Unit Working Paper.” Retrieved from https://eric.ed.gov/?id=ED474426

I plan to use this source to find out what the causes were that slowed countries down from reaching these goals set for this movement.

3.     Goldstein, Harvey. (2004). “Education for All: the globalization of learning targets.” Retrieved from https://pdfs.semanticscholar.org/f983/9014a43661ca43570485a840f39487165145.pdf

I plan to use this article to explore the consequences of UNESCO’s involvement in this movement (EFA).

4.     Orodho, A. J. (2014). “Policies On Free Primary And Secondary Education In East Africa: Are Kenya And Tanzania On Course To Attain Education For All (Efa) Goals By 2015?” Retrieved from http://ir-library.ku.ac.ke/bitstream/handle/123456789/11675/Policies%20On%20Free%20Primary%20And....pdf?sequence=1&isAllowed=y

With this article I plan to explore three East African Countries that are part of EFA and why they at the time may not reach the goals by the set deadline.

5.     Peters, J. S. (2004). “Inclusive Education: An EFA Strategy for all children.” Retrieved from http://eldis.org/vfile/upload/1/document/0708/DOC16941.pdf

This is a big article and I like it because there was talk about EFA and what it is all about. There is also talk about inclusion, which I think would be good to mention in the Wikipedia article I chose.

6.     Peters, J. S. (2007). “Education for all? A Historical Analysis of International Inclusive Education Policy and Individuals With Disabilities.” Retrieved from http://journals.sagepub.com/doi/pdf/10.1177/10442073070180020601

This article has a focus on disabilities and the EFA and I would use this to see how the EFA includes all children.

7.     Ainscow, M. and Miles, S. (2008). “Making Education for All inclusive: where next?” Retrieved from https://link.springer.com/article/10.1007%2Fs11125-008-9055-0

I hope to use to this article to see how EFA plans/planned to be inclusive with their goals for students. There is also mention of UNESCO in here and how EFA are connected.

8.      Tamatea, L. (2005). “The Dakar Framework : constructing and deconstructing the global neoliberal matrix.” Retrieved from https://www.researchgate.net/profile/Laurence_Tamatea/publication/44837942_The_Dakar_framework_Constructing_and_deconstructing_the_global_neo-liberal_matrix_Globalisation_Societies_and_Education_33_311-334/links/577b855f08aece6c20fcb693/The-Dakar-framework-Constructing-and-deconstructing-the-global-neo-liberal-matrix-Globalisation-Societies-and-Education-33-311-334.pdf

This article talks about the Dakar Framework and I just want to use this article to learn more about it and the connections to the EFA. On the Wikipedia page there was a section about it.

Revised lead section of article
Education For All (EFA) is a global movement led by UNESCO (United Nation Educational, Scientific and Cultural Organization), aiming to meet the learning needs of all children, youth and adults by 2015.

''EFA was adopted by The Dakar Framework in April 2000 at the World Education Forum in Senegal, Africa, with the goal in mind that all children would receive primary education by 2015.  Not all children receive the education they need or want, therefore this goal was put in place to help those children.''

'''UNESCO has been mandated to lead the movement and coordinate the international efforts to reach Education for All. Governments, development agencies, civil society, non-government organizations and the media are but some of the partners working toward reaching these goals. UNESCO also produces the annual Education for All Global Monitoring Report. For further information, see UNESCO's website for the Education for All Global Monitoring Report: http://www.unesco.org/en/efareport. This report has been replaced by the Global Education Monitoring Report.'''

UNESCO (Draft of article)
UNESCO works with others around the world to reach a mutual understanding for everyone to work well together. UNESCO coordinates international cooperation which allows access to education, grow and live in a diverse community, learn from advancements in technology, and freedom of expression. This cooperation allows UNESCO to work with others to create opportunities for children and other citizens around the world. Goals are created to provide all children with an elementary education, which is important to some families. Educational programs are also created through the cooperation.

Audrey Azoulay was elected as the Director-General on November 15, 2018 for a four-year term. Azoulay has priorities in place and one of the highest ones is education. Working with others will allow the education programs to spread globally. Azoulay is working hard to make sure all these goals and cooperation are kept in line to help better the present and future for children and other citizens. She believes that these issues faced by countries cannot be met by one country alone, therefore working with different countries will make it more possible to solve these issues and meet goals.

Partnerships
Partnerships is what helps UNESCO fix global challenges. These partnerships are managed very carefully to reassure that the goals set in place are met. UNESCO works in different ways with their partnerships such as collaboration, volunteers, advocacy, and consultations. By having these different ways of working with others, UNESCO is able to have many partnerships and have them globally. UNESCO's partners range from individuals to institutions all around the world. Some of them are governments, Private Sector companies, Goodwill Ambassadors, media organizations, corporate and philanthropic foundations, parliamentarians, the wider UN family, other intergovernmental organizations, specialized networks in UNESCO, and NGOs.

UNESCO offers many entry levels for partnerships, which are organizations that have leadership and goals/priorities set in place to achieve. Some examples of those are education, natural sciences, oceans, social and human sciences, culture, communication and information, priority Africa, and crisis and transition. Education is the top priority for UNESCO and they are working with EFA to create better education for all children and adults. The problem that comes from this is that every country is different and that reflects achieving these education goals. Countries differ in quality of education due to economics and culture. This is where is great need to strengthen in finances, resources, and technology. Technology is booming in this time and that has an effect on how much education students have access to globally. Therefore, those areas need to be strengthen to ensure that education is top priority going into the future.

EFA and Inclusion
Inclusion is a main component that is used with EFA. Since EFA is a global movement all children are involved: different cultures, religions, disabilities, and more. The problem that is faced with inclusion is how different countries define disability. To be more specific the problem comes with the definition of special needs. This can affect how or if those students can meet the goals that are created. To make sure all children are included schools collaborate together to see how all the children can meet the certain goals given. This area may be a challenging one for some and it comes down to what does the term "all" really mean in Education For All? That is an answer that will vary country to country and every where around the world. There have been predictions that by the year 2025 the number of children with disabilities will have risen. A majority of that number will be children in developing countries. Therefore, answers are needed on how to include all children in the learning and educational goals set. Similar to technology in schools, inclusion can grow and become more common in schools.

Meeting Goals
These goals set by the EFA were not able to be met by all. Some countries were unable to meet these goals due to conflict in the area. Conflicts can cause destruction and prevent children from even going to school or learning from home. There was a fear that certain countries would not be able to gain access to certain technology and support to meet these goals. Technology is a problem that countries run into with trying to improve education for children and even adults. As technology advances it is becoming a bigger key component in some schools. Depending on some areas technology is the central focus point to help students learn. In other areas that may not be the case. If technology keeps advancing that may have different affects on countries. Some may not be able to keep up with the advances and other may be able to keep up. This all goes back to financial stability and economics in each country. One of UNESCO's partners, World Bank worked with the countries that were most likely not going to meet the goals by the deadline (2015). World Bank provided these countries with support and in return they would get certain policy reforms. This allows countries to receive support to help achieve the educational goals. This can be helpful for countries that are less fortunate in financial and economic stability. Some of these countries that struggled were in East Africa: Kenya and Tanzania. When all the countries in East Africa had declared independence, then education became the priority for all. The problem became that those countries struggled with educational on literacy challenges.

Outline of plans on what to add to article
-Education For All

  -Lead section

1. UNESCO

-What is it about?

-What is it?

1.1: Partnerships

-World Education Forum (Dakar, Senegal 2000)

2. EFA and Inclusion

-How does this movement work with inclusion?

3. Why goals were not met by 2015

-Reasons for why goals were not met by deadline

* Note that the titles in bold are the titles that are currently in the article from previous author. The titles not in bold are what I plan to add.*

Peer Review
Meghan, you have a very solid amount of information thus far. I would work on organization of the information to find out what makes logical sense and adding in text links to words that may be hard to readers understand. For example, I would tag "Kenya" and "Tanzania." I know when I am writing mine I'm always thinking of, "would a fourth grader know this?" and then adding a web link to the word. More are always better than less and will only help the reader to further understand the content they are reading. I would also be careful of using language that is too informal or casual. I think it's great that you're working on this piece and you are also an Education major. You definitely can relate to this piece and it is something you are interested in. Good luck and great job so far! @Mcoidakis

Response to peer review
Marissa, thank you for the feedback! I read it over and started to go through my article and making the corrections that you suggested such as adding more links and using different language. I will keep your advice in mind (would a fourth grade know this?) when continuing to add more information to the article. Mccormick022 (talk) 19:57, 26 March 2018 (UTC)