Presentation on theme: "UNESCO’s understanding of education quality"— Presentation transcript:
1UNESCO’s understanding of education quality Atilio PizarroSection Chief for Planning, Management, Monitoring and EvaluationOREALC/UNESCO Santiago
2Millennium Development Goals International Commitments on EducationEFA Dakar GoalsMillennium Development Goals1. Expanding early childhood care and education2. Free and compulsory primary education for all3. Learning & life skills for young people and adults4. Increase adult literacy5. Eliminating gender disparities and achieving gender equality6. Improving all aspects of the quality of education2. Achieve universal primary education3. Promote gender equality and empower women2015
3Assessing progress towards EFA Goals in Latin America and the Caribbean UPE is no longer a challenge with overall 95% enrolment (UIS, 2008)Access to pre-primary level (ECCE), as well as access and completion of secondary education & TVET, are serious concerns.Half of the youth population (20 to 24 years) have not completed secondary education, the threshold for being out of poverty.Need to improve quality of education at all levels.The great social inequality in Latin America and the Caribbean is a problem that education has not yet been able to solve.
4EFA Goal 6 Remains a Challenge Undeniable progress toward expanding access to educationIt has not been met by comparable progress in improving education quality, which affect, to a large extent, the most vulnerable individuals and groups.This is a permanent challenge in the region that shall continue beyond 2015
5UNESCO MustEnsure that Education for All (EFA) remains a priority on the global agenda,Support countries’ efforts to meet the six EFA goals by 2015, with a specific emphasis on equity.Act beyond this:Sustainable developmentInclusion,Social cohesion and social justice,Life-long learningHigher education and research.
6Why focus on Quality?Need to increase the effectiveness of education and training systems.Need to reduce the observed inequalities among various categories of the population.Growing diversity and complexity of societies:Migration,Urbanization,Cultural globalization, andGreater access to expanding sources and channels of transmission of information, knowledge and values.
7Quality education An effective means to fight poverty, Empowers individuals,Prepares people to embrace and adapt to change but also to manage and influence it,Build democracies, and foster peaceful societies,A human right and public goodIs an indispensable element for achieving sustainable developmentLong life learning
8UNESCO’s understanding of education quality Learning: The Treasure Within, Report to UNESCO of the International Commission on Education for the Twenty-first Century, Jacques Delors (1996):Learning to knowLearning to doLearning to live togetherLearning to be
9Quality – the purpose of Education Two 2 key elements :To ensure the cognitive development of learnersIn nurturing the creative and emotional growth of learners and in helping them to acquire values and attitudes for responsible citizenship
10What Do We Mean by Education Quality? Frequent approach: quality is equal to the efficiency and effectivenessMultidimensional conceptImplies a value judgmentA dynamic concept that changes and evolves with time and changes______
11New times, new demands in LAC The countries of the region are living large social and political changes: new paradigms and models of development, new constitutional frameworks and reforms to the education laws.Constitutional and legal mandates pose profound challenges to education systems.
12A rights-based approach: a paradigm shift; EFA/PRELAC (UNESCO, 2002) .To go from an emphasis on inputs and structures to one on peopleTo go from mere transmission of content and understanding to comprehensive development of human beings.To go from homogeneity to diversityTo go from focus placed on schools alone as venues for education to ‘educating society’
13UNESCO’s holistic and rights-based approach Education is a public good and a human right from which nobody can be excludedCalls for inclusive quality educationA particular focus on vulnerable and marginalized groups.Schooling be free and obligatoryRights of non-discrimination and full participation.Assure equity in three dimensions: in access, in process, and in results.
14Quality Education for All: a human rights issue OREALC / UNESCO Santiago (2007),Under the rights framework base forquality of education, it has beenidentified three substantive aspects:RelevancePertinenceEquityAlso, since being a public action matter, it is included two key operational aspects under the rights approach:EfficacyEfficiency
15What Do We Mean by Education Quality What Do We Mean by Education Quality? A broad concept of quality education:PertinenceDiversity and flexibilityCurriculumRegulationClassroom practices/assessment analysisRights, 4 pillars, meaningsCurriculumRegulationPractices/assessmentRelevanceObjective achievement, curriculum managementAccessCompletionStudents academic achievementTeachers (who are they, conditions, practices)ClimateQualityEducationEfficacyFinance, resources management, social responsibilityManagement, participationAvailability/use of resourcesEfficiencyInclusion, equal opportunities, resourcesAchievement parity (efficacy)TendenciesAlternative education/positive discriminationEquity
16Beyond 2015 – Where do we go from here? Rethinking quality of education:how do the various aspects of quality relate to each other?Pedagogical methods,assessment of and for learning,21st century skills, etc.Education convergence in LACCreating a suite of education quality indicatorsNeed to asses and understand the impact of education in mitigating inequityTeachers are key______