What is 'open development'?

Open Development sits at the intersection of the 'open' movement, and international development.

This could take the form of looking at how open data can affect decisions made within international development; open access to research materials; or opening up the ways we work, for example by being more inclusive.

AimsTo see development data used and useful. Although there is currently more open data than ever before, data availability is not the same as data accessibility.

We want to empower people to really use and make sense of data that is relevant to poverty reduction.

To do this we need to focus upon the needs of citizens and journalists in aid-receiving countries, as they are well positioned to transfer the knowledge they gain to the wider public.

Education and Development

Multilateral (UN) Organizations- UNESCO- UNICEF

International Organizations:- World Bank- Asian Development Bank

Bilateral Donors:- DFID- USAID

New / Emerging Aid Donors:- China- Russia- Brazil- India

NGO’s:- Save The Children- World Vision- Oxfam

Actors and Aid Architecture

World Conference on EFA 1990, Jomtien, Thailand

EFA 2000 AssessmentWorld Education Forum2000, Dakar, Senegal;Millennium Declaration (MDGs)

EFA 2015 MDGs 2015

Stock takingTarget re-setNational Action Plans preparedNew global architecture/ review mechanism for EFA

Annual EFA Global Monitoring Report; UNESCO Institute for Statistics monitoring, End of Decade Notes on EFA Progress (2012)

Start of global EFA movementEFA Goals and targets setLead agency: UNESCO

6

Global EFA Movement:Jomtien to Dakar to 2015

Mid-Decade Assessment (1996)

Asia-Pacific Mid-Decade Assessment (2006-8)

7

1. Expand Early Childhood Care and Education

2. Achieve Universal Primary/Basic Education (UPE)

3. Provide Life Skills and Lifelong Learning

4. Improve Literacy Rates5. Achieve Gender Parity and

Equality in Education6. Provide Quality Education

The Education MDGs and the Six EFA Goals

MDG 2:

All children, complete a full course of primary education by 2015

MDG 3:

Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education on later than 2015

Education is key to achieving all the MDGs

Strengths of the MDG goals

• Brevity of goals and targets. • Imparted a focus about poverty and deprivation• Galvanized support for poverty as a priority• Stipulated time horizon• More aid • Harmonised and coordinated action • Improve national level accountability system -

improved data collection.

A UN idea that ‘changed’ the world: galvanized political commitmentConcrete, time bound targets anchored in human developmentProvided a robust basis for international development assistance

Crafted in a top down technocratic manner Were not well contextualized and missed out on important development challenges Not integrated with any resource framework‘Minimum’ Development Goals? MDG 8 lacked will and ownership?

Posi

tives

Negatives

MDG beyond 2015 need to be informed and crafted through a broad based, inclusive, bottom up consultative process with a sub-national, national, regional and global canvas iteratively and interactively

The global goals should be amenable to being tailored to national and local contexts

Expand the Agenda to new goals and targets• Stiff choices and tough trade offs for global consensus• The Rio+20 Sustainable Development Goals (SDGs) must build

from MDGs and not seek to overburden the MDGs

Extrapolate MDG beyond 2015 and complete the unfinished agendaNeed to account for the changed development landscape and emerging global realities (growing inequities, economic crises, climate change in particular)

The technical question is also political

• HLP call for a 'data revolution' and strong emphasis on transparency, accountability, and governance.

• Demand for increased country ownership and participation in goal setting processes and more politically smart thinking about aid and development.

• SDG highlight need for decentralised data to leverage 'common but differentiated responsibilities and collective capabilities'.

Challenges for education:• Data is crucial for planning, budgeting, monitoring and evaluation purposes in education.• Shifting focus from access to quality and the relationships between them.• Debate around measuring quality: 'Learning Metrics task force'.

The technical question is also political

• Triangular and South - South cooperation will require more open and better managed knowledge flows.

• Need to focus on equity and the 'middle ground' in developed and developing countries.

• Expiring MDG toolkit of indicators and goals brings to light new sources and focuses for data, new drivers of change and changes in the future shape of development in education.

Challenges for education:• Data is crucial for planning, budgeting, monitoring and evaluation purposes in education.• Shifting focus from access to quality and the relationships between them.• Debate around measuring quality: 'Learning Metrics task force'.

Gaps in education progressSlow progress in many goals - most of the EFA goals are unlikely to be met by 2015 – ‘unfinished business ‘.

• Poor ECCE progress• Failure to link education, learning and employability• Lack of attention to Adult Literacy• Gender parity at the expense of equality• Lack of focus on learning and quality teachers and teaching• One size does not fit all• Equity and equality ignored• Failure to link educational goals with other MDGs• Aid decline

Education quality is a key concernA focus on education quality emerges as a key thematic priority for the post 2015 agenda.

• Learning environment: An expanded vision of good quality education includes attention to all aspects of the learning environment.

• Learning: the focus on education quality placed emphasis on learning which has emerged as a key goal in almost all discussions on post 2015 education goals.

• Teachers emerge as crucial to education quality and learning (conditions of service, professional development, participation in policy formulation)

• Debate about what counts as learning and how it should be measured

• Different agencies and organisations propose different suggestions and goals of learning for the post 2015 framework.

Relevance of EducationRelevance implies responding to changing global, regional and national contexts and needs, including preparing learners to become active citizens, equipping learners to lead informed and economically productive lives, raising awareness and appreciation of their rights.

Relevance is about improved linkages between education, life and employment, and ensuring that learning is more responsive to changing. aspect of relevance include:• Skills for employability• Education for Sustainable Development• Global Citizenship• Sexual and Reproductive Health Education• Information and Communications Technologies

Central Asia

East Asia and Pacific

South and West Asia

49.4 million

21.2 million

647,000

Out-of-school breakdown by sub-region

Total number of out-of-school children and adolescents

• World: 141 million• Asia-Pacific: About 72 million

Over half of the world’s out-of-school population live in Asia-Pacific

Source: 2011 Global Monitoring Report

“As we accelerate our work towards [EFA and] the MDGs, we must always remember that our effort is not simply a statistical exercise. It is

a moral imperative. And it is up to us to put a human face – the face of a forgotten child – on [EFA] and the MDGs.”

- Anthony Lake, UNICEF Executive Director

Education and Development as a Human Right

• Educational attainment is linked with – Better overall-being (health, nutrition)– Higher income (GDP)– Social mobility and social norms– Reduced risk of recurrent poverty– Enhances human security

• Education equality and income equality are closely linked

Inequality in Education by LocationUrban/rural gaps in school participation rates, 2000s

• Poverty alleviation should start with early learning interventions

• The need to fulfill the right to education is greatest in humanitarian crises

• Learning outcomes and quality require increased attention

• Increased attention to better understanding of bottlenecks and barriers

Actions for Acceleration

Actions for AccelerationKey lessons for sharpening focus and scaling-up good practices

1. Galvanize political commitment, appropriate policies, coordinated provision of technical and financial resources make a difference

2. Adopt a holistic approach to education

3. In developing strategies, “One size does not fit all”

4. Social protection and safety net programs provide strong incentives for enrolling and remaining in school

5. Build robust education systems resilient to external pressures

- Improve data on marginalized groups and further disaggregate and decentralize data

- - Explicit data on equity and equality issues: eg. WIDE UNESCO http://bit.ly/1dgXWt9-

- Combine national government data / PISA data with flows from other data sources

- Mining 'big data' to bridge complex gaps in service delivery

Widening data for education and development

Open Data Opportunities- Overcoming information asymmetry.

- Blurring of data boundaries / categories and generating new hybrid data sets.

- Building tools to access and analyse data and capacity at local level to share, analyse and access data.

- Using low cost mobile devices to collect, generate data in different contexts.

- Data localization in multiple languages.

Ideas and applications for education - Using data to increase the effectiveness of existing voucher schemes in education.

- Collating data together on ECCE from health records and education, to identify stunting and disability earlier on to tackle it better.

- Using metadata via peer to peer networks with 'open badges' to recognise skills and overcome barriers to formal and higher education.

- School report cards detailing school performance.

Open Data Initiatives in Developing Countries

National Initiatives: - Moldova : http://bit.ly/19Vwn6N- Nigeria: http://nigeria.opendataforafrica.org/- Rwanda: http://africaopendata.org/group/rwanda- Kenya: https://opendata.go.ke/- Uganda: http://www.opendev.ug- Ghana : http://data.gov.gh/

Sub-national initiatives:- Edo state Nigeria http://data.edostate.gov.ng/

Sub-sector education- CHET South Africa Higher Education Open Data project

http://chet.org.za/data/sahe-open-data

• http://opendevtoolkit.net/

Globalization and Higher EducationSnapshot: The Changing face of Higher Education:

- Corporate search for talent- Rise of openness and open forms of education- Demand for analytics and data- Demand for agile approaches- Rising global demand for complex skills- Increased investment in Higher Education in

emerging countries

Demand for new solutions focusing on:• Analytics and data• Agile approaches• Learning design in education

McKinsey Human Capital ReportTomorrow’s workplace will look different from today’s: there are big opportunities to rethink organizational design and workplace flexibility

Securing a pipeline of skilled future workers: the war for talent is being pushed forwards by emerging markets and mismatches between skills and jobs

Engagement: younger employees seek connection, autonomy and purpose.

Need for business to ensure that HC becomes more agile: organizational agility is an essential response to volatility in today’s environment

DEMAND FOR INNOVATION

DEMAND FOR DATA

• Market forces and Massification of Higher Ed• New Technologies

• Lack of Government Investment• Widespread Skills Mismatch

• Rise of Openness• Rise of Learning Analytics

External Pressures on Higher Education

• Increasingly diverse student profiles• Fewer full-time students.• Wider range of learning needs

Internal Pressures on Higher Education

Laakso and Björk BMC Medicine 2012 10:124

Annual volumes of articles in full immediate open access journals

• Blended and distance-learning • MOOCS• Interest-based communities• Commercial and corporate universities

New Kinds of Academic Programs

The Traditional University

• Students• Mentor groups• Alumni• Associations• Academic boards• Unions

But what is missing in this picture?

Social and political organization of education

Open Development Mail list:https://lists.okfn.org/mailman/listinfo/open-development/

Sources and Further Reading: http://bit.ly/1jJxyxt