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In China, legislation exists which requires compulsory schooling for all students of school age. This article examines the functions of and the constraints on using law to institutionalize equality in basic education. It argues that, in China, law is a last resort, holding governments of various levels accountable. Law can be a device of social justice to promote equity in education by serving as an important mechanism to check and balance the state's power regarding its obligations toward instituting basic education, redistributing public resources, reducing disparities, and promoting equality in compulsory schooling. However, the use of legislation to promote equity in basic education is constrained by economic conditions and other extra-legal factors. This article concludes by offering an explanation of the functions of and constraints on law in the quest for equality in basic education, as well as the implications of China's experience for understanding law and change. © Springer 2009. ; postprint

Introduction: The handover of basic education affairs by the central government to regencies/municipalities, raises the responsibility of district/city local governments to manage basic education affairs in order to provide quality basic education to local community members.Purposes of the Research: Analyze the form of responsibility for the district/city government in managing basic education affairs.Methods of the Research: The writing method used is normative law, by reviewing positive legal provisions, legal principles, legal principles and legal doctrines in order to build legal arguments related to the substance under study.Results of the Research: The results of the study show that the form of responsibility of the district/city government in managing government affairs in the field of basic education involves administration, institutions, finance, and facilities and infrastructure, and so on through government policies and legal actions as well as government services in the field of basic education to fulfill the rights of every citizen. citizens to obtain quality basic education services as a basis for continuing to secondary education and higher education. Neglect of the implementation of the said responsibility can be held legally responsible through accountability.

Abstract There is a great lack of scientific knowledge about the Ocean and a disconnect between scientific knowledge and public understanding of this environment. Considering the importance of Ocean Literacy in society, we illustrate in this study how the complexity and transversality of the Ocean enable disciplinary and interdisciplinary dialogues and reflections in schools. Based on a documental analysis, this work identified the presence and frequency of relationships between the Specific Competencies (SC) of the Common National Curriculum Base (BNCC - High School) and the Ocean Literacy Principles, based on contents of the Natural Sciences. Relationships between all the Principles and SC were identified, favored by aspects such as interdisciplinarity, scientific work, social dimension and complexity. Considering the illustrative character of this work, we emphasize the potential of using the Ocean as an integrating theme, the need for educational processes for educators and the planning of school pedagogical proposals.

Basic Education for global competitiveness should be the type of education that would be given to the citizenry learners to enable them acquire knowledge skills and work experience that are desirable to solve such global challenges as climate change poverty insecurity ecology and economy. Unfortunately the potentials of the basic education programme to fulfill these responsibilities is always challenged by poor funding poor planning inadequate infrastructure and instructional facilities. This paper therefore tried to examine some of these challenges together with the strategies embark upon by the Federal Government of Nigeria in making Basic education globally competitive. Recommendations were made among which include that the Government Agencies in charge of Basic Education programme should review and include in the curriculum some elements of global challenges such as climate change poverty insecurity among other things.

Examines reasons for the low value placed on girl children and how unwillingness to invest in their education might be overcome; Bangladesh, India, and Pakistan. Includes fertility, mortality, and education statistics.

This study aims at know the comparison of Basic Education Indonesia and Japan by using five indicators, namely the objectives of Education, education management, education budget, education personnel and salaries, and the process of evaluation of learning. The method used in this research is the study of literature with a qualitative descriptive approach to see the comparison of basic education in Indonesia and Japan, the study of literature using a qualitative descriptive approach is to gather a number of references relevant to the topic of this study. The reference is taken from national journals and international journals which are then reviewed according to the needs in this study. The results of the study shows that the comparison of Basic Education Indonesia can be seen from four aspects, namely This is due to several indicators, namely (1) differences in education objectives, (2) education management; (3) Japan Education budget; (4) his education and salary; and (5) learning processes and evaluations. This study only emphasizes on five indicators of Basic Education of Indonesia and Japan. there are gaps that can be filled by subsequent research, namely curriculum, political system, character education, and so forth. This research should contribute to the policy makers of the Indonesian Education system in order to apply the five indicators of Japanese basic education to the Indonesian basic education system.

Over the last decade, the Government of the Philippines has embarked on an ambitious education reform program to ensure that all Filipinos have the opportunity to obtain the skills that they need to play a full and productive role in society. The government has backed up these reforms, particularly over the last five years, with substantial increases in investment in the sector. As a result, access to basic education has increased, particularly for the poorest households, and the overall learning environment has improved. While these improvements have halted a long-term decline in education sector outcomes, significant challenges remain. In particular, the share of national income devoted to basic education has only recently returned to the levels of the early 2000s, and spending per student in the Philippines is still low compared to spending in other middle-income countries. These relatively low levels of spending per student are likely to have limited the scope of the improvements in education outcomes over the last decade. High school completion rates remain low compared with other countries in the region, and enrollment gaps among different socioeconomic groups persist. Stakeholders frequently express concerns about the quality of the education provided and about the level and breadth of skills that children possess when they leave school. The purpose of this note is to investigate whether the recent increases in the financing for basic education have improved education outcomes and to identify any factors that may be constraining the effectiveness of public spending. It concludes that further increases in public spending will be needed if the government's ambitious goals for the education sector for the next five years are to be achieved. However, increased investment will not be enough on its own. It will also be necessary to ensure that these resources are used effectively.