As that the foundations they have built

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As the deadline for the Millennium
Development Goals approaching, post-2015 discussions were carried out
gradually. In order to promote education even further beyond the primary stage,
recent reports by UNICEF and some other related United Nations organizations
have highlighted every country’s need for universal secondary education, which
is vital for national economic prosperity and social well-being. However, many
governments are finding that the foundations they have built for universal
primary education are not yet strong enough to enroll all children or keep them
in the classroom, let alone lift them to the next stage of their schooling.
Therefore achieving universal primary education is still one of the most
significant goals for UNICEF, especially primary education access for those
marginalized children around the globe.

UNICEF recognizes that although
different countries need policies tailored to their specific circumstances,
every country is required to renew its commitment. At the same time, necessary
resources including both human and financial are needed to fix the broken
promise of universal primary education. UNICEF has divided all countries in to
two separate kinds, one is those countries which are near the goal of universal
primary education, the other is those where huge proportions  of 
children of primary school age are still out of school. For countries of
the first kind, they must strive to break down the existent barriers faced by
the most marginalized children. And for countries with a long way to travel, it
is their top priority to finance their finds in order to expand and improve
education systems as a whole.

When the problem is viewed from the
supply side, UNICEF believes that the abolition of school fees can be a crucial
first step. However, government grants to schools and formula funding should be
appropriately balanced to ensure that primary schools can efficiently cope with
the influx of new students. Also, fee abolition alone may still not make
education affordable for the most marginalized and impoverished families. The
hidden costs from transportation and uniforms, to textbooks and stationary, as
well as the lost earnings from child labor, might outweigh the benefits
interfering families from making the decision of sending their children to a
school with the education on offer is of poor quality. Therefore, it is time to
move beyond fee-free primary education to 
charge-free primary education for all children and their families.

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On the demand side, UNICEF has
noticed that cash transfers to reduce poverty have boosted enrolment for all
beneficiary children, particularly girls. However, cash transfers will work
better in countries where they are already making a difference and preparing
their expansion to more countries and regions rather than in faraway schools
with few students attending. Moreover, the quality of the education on offer
will also shape the demand for education. If parents are convinced that the
school has well-trained and motivated teachers, relevant learning materials and
high standards, and that their children will emerge with the skills they need
for a productive adulthood, the incentives for them to send their children and
keep them there will be much  higher.

Lastly, as UNICEF emphasizes that no
policies on out-of-school children will have work effectively with weak
delivery and governance systems. There are some countries with sound policies
in place, but little of the intended effects has been recorded as a result of
inefficiency, corruption or low capacity at the local or district level.

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