the six goals of efa goal 1: expand early childhood care and education goal 2: provide free and...
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The Six Goals of EFA• Goal 1: Expand early childhood care and education • Goal 2: Provide free and compulsory primary education for all • Goal 3: Promote learning and life skills for young people and adults • Goal 4: Increase adult literacy by 50 per cent • Goal 5: Achieve gender parity by 2005, gender equality by 2015 • Goal 6: Improve the quality of education • 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.
• The EFA goals also contribute to the global pursuit of the eight Millennium Development Goals (MDGs), especially MDG 2 on universal primary education and MDG 3 on gender equality in education, by 2015.
• The Fast Track Initiative was set up to implement the EFA movement, aiming at "accelerating progress towards quality universal primary education".
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Has EFA Made a Difference in Educational Opportunity?
Yes N
o
0%0%
1. Yes
2. No
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EFA put primary emphasis on quantitative growth and little if any emphasis on qualitative
transformation to adapt to the changing needs
Yes
, I a
gree
To s
ome
exte
nt
No, I
dis
agre
e w
ith th
a...
0% 0%0%
1. Yes, I agree
2. To some extent
3. No, I disagree with that statement
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Dimensions of educational inequality:
Racial Inequality Gender Inequality Casts Inequality Socio-economic inequality Regional inequality
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Equality of Educational Opportunity
• Equality of Outcomes (Social and Cultural Capital) Options in Life.
• Equality of Learning Outputs
• Equality of Processes
• Equality of Inputs
• Equality of Access
Equality and Equity
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Equality of Inputs Per-Pupil expenditures
Teacher characteristics
Instructional Resources
Physical facilities
Learning outputs and outcomes from prior levels.
The role of school segregation
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Equality of Processes • Instructional Practices
• Teacher responsiveness
• Time on task
• Fit between curriculum and student background
• Language of instruction
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Equality of Outputs• Results tied to
curriculum objectives
Academic Skills
Educational Attainment
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Indicators of Inequality
• Distribution of spending
• Distribution of attainment
• Distribution of achievement
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Examining disparities
0
5
10
15
20
25
30
35
40
45
50
Poorest 20% Q2 Q3 Q4 Richest 20%
Pakistan
Nepal
http://www.worldbank.org/research/projects/edattain/edattain.htm
Public Spending on Education (Primary and Secondary) by income
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Which of these two countries has a more equitable education spending?
Pak
ista
n
Nep
al
0%0%
1. Pakistan
2. Nepal
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Rural-Urban-Learning Gaps in SSA
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What are the sources of the rural-urban achievement gap in SSA?
Diff
eren
ces b
etw
een...
Sch
ool com
positio
n
Sch
ool res
ources
Sch
ool pra
ctic
es
All
of the
above
None o
f the a
bove
0% 0% 0%0%0%0%
1. Differences between student background
2. School composition
3. School resources4. School practices5. All of the above6. None of the above
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Rural-Urban Differences
• Older Students• Lower SES• Greater Percentage of Repeaters• Lower Average SES• Buildings in worse condition• Less school materials• Less instructional resources• Teachers lower reading ability
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Half of the Gap is Accounted for by Individual Differences among students
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Causes of Gender Inequality?
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Gender inequalities in education are largely a result of cultural preferences of the parents (demand), therefore
they cannot be addressed through educational interventions (supply)
Yes
, I a
gree
Not c
erta
in
No, I
dis
agre
e
0% 0%0%
1. Yes, I agree
2. Not certain
3. No, I disagree
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Policy Options
• Lower Costs (Direct and Indirect)
• Local Schools w/ community support and flexible schedules
• Girl-friendly schools (facilities, curriculum, teachers)
• Support Quality (class size, teacher education, relevant curriculum, insructional materials)
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Making change happen
• Leadership
• National Education Strategy
• Mobilize Resources
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Education, Conflict and Violence
• Emergencies. Relief and Development
• Particular dimensions of Conflict
• Conflict as the antithesis of development
• Impact of Conflict on Education
• Can Education Prevent Conflict?
• Education and reconciliation and reconstruction
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Causes of Conflict
• Lack of development, poverty
• Cultural
• Marginalization, exclusion
Types of Conflict
Internal
External
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How does conflict impact education?
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Opportunities post-conflict
• More political space for reform
• High expectations for change and renewal
• Weak bureaucratic resistance
• More resources
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Options
• Conflict Analysis (operating environment: political authority, civil society, administrative capacity, resources)
• Demonstrate early and visible impact
• Encourage community involvement
• Capacity building
• Partnership
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Summing Up Part 1
• The purpose of comparison. What is comparative education? What is international education?
• Comparative cross-national studies.• Education and Development and
Education as a Human Right.• Current Global Education Issues (Social
inequality, urban-rural, gender inequality, conflict)
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J.J. Rousseau
S
Joseph Lancaster
Horace Mann
Domingo Faustino Sarmiento
Comenius
Pestalozzi
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Comparative education
Comparative studies Education AbroadInternational Education
Development Education
Comparative PedagogyIntra-educationalAnd intra-cultural
studies
Internationalpedagogy
Study of work ofInternational organizations
Halls typology of comparative education
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Imposed
RequiredUnder
Constraint
NegotiatedUnder
ConstraintBorrowedPurposely
IntroducedThroughInfluence
1) Totalitarian/authoritarian rule, etc.2) Defeated/occupied countries3) Required by bilateral and multilateral agreements4) Intentional copying of policy/practice observed elsewhere5) General influence of educational ideas/methods
Source: Phillips and Schweisfurth 2007
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Level 1: World regions/continents
Level 2: Countries
Level 3: States/Provinces
Level 4: Districts
Level 5: Schools
Level 6: Classrooms
Level 7: Individuals
Cur
ricul
um
Tea
chin
g M
eth
ods
Edu
catio
nal
Fin
ance
Man
agem
ent
Str
uctu
res
Pol
itica
l Cha
nge
Lab
or M
arke
t
Oth
er a
spec
ts
Ethni
c G
roup
s
Age G
roup
sRel
igio
us G
roup
s
Gen
der G
roup
s
Oth
er G
roup
sEnt
ire P
opul
atio
n
Bray and Thomas
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• Article 26.• (1) Everyone has the right to education. Education shall be
free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
• (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
• (3) Parents have a prior right to choose the kind of education that shall be given to their children.
http://www.un.org/Overview/rights.html
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How do we measure progress?
• InputsPer pupil Spending
• ProcessesStructures, Curriculum
• OutputsEducational Attainment, Literacy
• OutcomesEmployment and Productivity, Political Participation, Social Capital
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What is equality of educational opportunity?
• Conservative Definition (Position in the social structure determines education chances)
• Liberal Definition (Equality of Treatment)
• Progressive Definition (Equality of Outcomes requires inequality of treatment. Positive Discrimination).
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IEA Studies
• The very first IEA study was intended to investigate the feasibility of undertaking more extensive investigations of educational achievement. This study, known as Pilot Twelve-Country Study, was conducted in 1959–62 with samples of 13-year-old students in 12 countries. Testing was carried out in five areas: mathematics, reading comprehension, geography, science, and non-verbal ability.
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Using gradients to examine equality
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Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact
on student performance
Socially equitable distribution of
learning opportunities
High mathematics performance
Low mathematics performanceGreece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Switzerland
New Zealand
Belgium
J apan
Australia
I celandCzech Republic
SwedenFrance
Denmark
I relandGermanyAustria
Slovak Republic
LuxembourgPolandHungary
Norway
SpainUnited States Latvia
Portugal I taly
440
460
480
500
520
540
61626
Source: Schleicher 2007
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Purposes
Management
Context
Pedagogy
P
Who should be educated?
For what purposes?
Curriculum
Pedagogy
Instructional resources
Assessment
Teacher selection
Initial Training
In-service Training
School Organization
System Administration
School Management
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Context
P
Economic Context Structure of the Economy Comparative Advantage Productivity Employment
Cultural Context Identity Values Norms Shared meanings
Political Context State—representation Governance State legitimacy Stability Rule of Law
Social Context Status Hierarchies Individual-Society
Demographic Context Demographic Structure Demographic Dynamics
Geographical Context Natural Endowments Human-Environmental Issues
Educational Institutions
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Five Definition of Literacy
1. ability to read and write 2. the ability to read, write, spell, listen, and speak 3. reading and writing at a level adequate for
communication, or at a level that lets one understand and communicate ideas in a literate society, so as to take part in that society.
4. 'Literacy' is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts.
5. Literacy is understanding, using and reflecting on written texts to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society
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Between Perfect Inequality and Perfect Equality
Perfect Equality
Perfect Inequality
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To what extent did you learn new material in this part of the course?
To a
gre
at e
xten
t
To s
ome
exte
nt
Not m
uch
Not a
t all
25% 25%25%25%1. To a great extent
2. To some extent
3. Not much
4. Not at all
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Is the pace of the course
Too fa
st fo
r me
More
or l
ess
adeq
uat...
Just
right f
or me
33% 33%33%1. Too fast for me
2. More or less adequate for me
3. Just right for me
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With regard to the readings for the course?
They
are
above
my
h...
They
are
chal
lengin
g,...
They
are
about r
ight
They
are
too s
imple
f..
25% 25%25%25%1. They are above my head, I can’t follow them
2. They are challenging, but I can follow
3. They are about right
4. They are too simple for me
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With regards to discussion sections
I am
lear
ning fr
om th
em
I am
lear
ning a
littl
e ...
I am
not l
earnin
g from
...
33% 33%33%1. I am learning from
them
2. I am learning a little from them
3. I am not learning from in them
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Have a Good Weekend