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Professor Vinayagum Chinapah Head and Professor of Institute of International Education, Department of Education, Stockholm University, Sweden Professor.

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Presentation on theme: "Professor Vinayagum Chinapah Head and Professor of Institute of International Education, Department of Education, Stockholm University, Sweden Professor."— Presentation transcript:

1 Professor Vinayagum Chinapah Head and Professor of Institute of International Education, Department of Education, Stockholm University, Sweden Professor Vinayagum Chinapah Head and Professor of Institute of International Education, Department of Education, Stockholm University, Sweden India, 2012

2 LEARNING TO KNOW mastery of learning tools learn to understand every human experience broad general education with specialization in a few subjects LEARNING TO DO adapt education to equip for the needs of the work place certified skills to personal competence Informal economy innovations LEARNING TO LIVE TOGETHER Diversity and Awareness Xenophobia not just tolerance but acceptance and understanding Human rights Swedish Perspective: Lifelong Learning Move from physical to knowledge based (ICT) LEARNING TO BE Complete development of the person Self knowledge and relationship Social progress Imagination and creativit y

3 Where Is The Money Going?

4 Education Makes a Difference Education Makes a Difference

5 Click icon to add picture 5 Click to edit Master title style Click to edit Master text styles Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 5 Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level Where is the child EDUCATION FOR WHOM?

6 Despite positive signs of decline in out-of-school numbers, progress has slowed down since 2005 Despite positive signs of decline in out-of-school numbers, progress has slowed down since 2005

7 Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level It is Better to be LATE than NEVER Regional Trends heighten the challenge of Out-Of- School Children “The Frequency of repetition can weaken the capacity for retention” (UNESCO 2008) “The Frequency of repetition can weaken the capacity for retention” (UNESCO 2008)

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9 Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level Education for a valuable life Source: CREDPRO: The Child: Development Needs & Rights Children’s Rights: not solely a “Developing” challenge Swedish, European and International Perspectives Abuse Support and Prevention Cognitive vs Non- Cognitive Skills Academic and Emotional Support CHILDREN’s VOICES The Child Rights Ecology Model Differing Abilities Who is Responsible for the Child? The role of ICT No Corporal punishment at school or at home BRIS Teaching to the test? Bullying Lifelong Learning

10 Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level THE KNOWLEDGE CHALLENGE THE CHALLENGE OF DECENTRALISATION THE RESOURCE CHALLENGE THE CHALLENGE OF SOCIAL INCLUSION THE CHALLENGE OF DATA AND COMPARABILITY FIVE QUALITY CHALLENGES: EDUCATION IN EUROPE

11 Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level CHILDREN’S RIGHTS IN SWEDEN All children have a right of expression: You have a right to talk about anything All children have a right to free healthcare, dental care and schooling. All children have a right to care, security and a good upbringing: enough to eat and a safe place to sleep. All children have a right not to be exposed to abuse: no hitting or saying anything that makes you feel bad. All children have a right not to be bullied or hit by other children. All children who do not speak Swedish are entitled to an interpreter with all government agencies

12 LEARNING TO LIVE … …OR LEARNING TO LEAVE ? Will there be a place for me? Current Results: -unemployable graduates -drop-outs -isolation from reality Will there be a place for me? Current Results: -unemployable graduates -drop-outs -isolation from reality “It is clear that many of those who work with children do not have the expertise to face children with the problems that these children have” (BRIS, 2011, p.19)

13 Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level What is Quality Education ? Definition and expectation differ according to purposes, contexts, stakeholders and time.  Quality education cannot be limited to increasing the material inputs for school systems or enhancing school effectiveness, important though they are.  Quality education must be geared to enhancing each individual’s potential and the full development of a learner’s personality.  Quality education should treat quality from the standpoint of the learners, the teachers, their learning environments, the learning structures methods and contents, the teaching-learning processes and the learning outcomes.  Successful of quality education requires genuine broad-based partnership of major education and education-related stakeholders.

14 Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level QUALITY EDUCATION FOR ALL A Framework of Action  Healthy, well-nourished and motivated students  Well-trained teachers and active learning techniques  Adequate facilities and learning materials  A relevant curriculum that can be taught and learned in a local language  A learning environment which is gender-sensitive and safe  System for assessing learning outcomes, including knowledge, skills, attitudes and values  Participatory governance and management  Respect for and engagement with local communities and cultures Regardless of gender, wealth, location, language or ethnic origin, quality education for all implies :

15 Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level Teaching Learning SHIFTING THE FOCUS Teachers Schools Cognitive Tests / Exams Ranking (PISA, TIMSS etc.) Social Darwinism Teachers Schools Cognitive Tests / Exams Ranking (PISA, TIMSS etc.) Social Darwinism EDUCATORS vs TEACHERS Human Centred Learner Abilities Psycho-Social Piaget EDUCATORS vs TEACHERS Human Centred Learner Abilities Psycho-Social Piaget

16 Accelerated Learning

17 The re-integration of out-of-school learners into formal education (mainstream) through collaboration and cooperation between various education systems utilizing active learning techniques. Community-Based Schools Open Schools Self Help Groups (SHG) Accelerated Learning Approach A Para-formal School System Accelerated Learning Approach A Para-formal School System Accelerated completion through condensed learner-centred curriculum; inclusive of life skills, service learning, market-driven skills training, psycho-social counseling and conflict resolution (Creative Associates International, 2012). Community Aldeia Peguao-ty, Sete Barras, São Paulo-Brazil © Nanci Saraiva Moreira, 2006 Brazil : Integration of Schools with community and natural surroundings. Going to Indigenous, Remote Areas Zambia Open Community Schools (ZOCS) Exists to enable Orphans and Vulnerable Children in Zambia especially girls and the disabled children to access education. Zambia Open Community Schools (ZOCS) Exists to enable Orphans and Vulnerable Children in Zambia especially girls and the disabled children to access education. Women Empowerment Microfinance= poverty reduction Women Empowerment Microfinance= poverty reduction

18 © UNICEF Egypt/Whitehill/2007 A Success Story The Egyptian Community School Initiative A Success Story The Egyptian Community School Initiative Rural parents in early 1990s Egypt concerned with educating their daughters due to: Safety of the girls who had to walk to school Classrooms with male or non-local teachers Length of school hours reduced the amount of time and ability for girls to contribute to daily household economies Rural parents in early 1990s Egypt concerned with educating their daughters due to: Safety of the girls who had to walk to school Classrooms with male or non-local teachers Length of school hours reduced the amount of time and ability for girls to contribute to daily household economies The Transformative Nature of Community Schools  children in community schools demonstrated a positive sense of self and their role as active learners  Girls began to self-identify as educated, capable, and empowered  Families started to value children’s schooling and reduced relegating girls household labour at the expense of education. Children have become role models within their family and communities

19 Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level Grace Tsang, age 10, China THANK YOU!


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