1. 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".

2. Has EFA Made a Difference in Educational Opportunity?
Yes No

3. No, I disagree with that statement
EFA put primary emphasis on quantitative growth and little if any emphasis on qualitative transformation to adapt to the changing needs
Yes, I agree
To some extent
No, I disagree with that statement

5. Dimensions of educational inequality:
·        Racial Inequality
·        Gender Inequality
·        Casts Inequality
·        Socio-economic inequality
·        Regional inequality

6. 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

7. Equality of Inputs Per-Pupil expenditures Teacher characteristics
Instructional Resources
Physical facilities 
Learning outputs and outcomes from prior levels.
The role of school segregation

8. Equality of Processes Instructional Practices Teacher responsiveness
Time on task
Fit between curriculum and student background
Language of instruction

9. Equality of Outputs Results tied to curriculum objectives
Academic Skills
Educational Attainment

10. Indicators of Inequality
Distribution of spending
Distribution of attainment
Distribution of achievement

11. Examining disparities
Public Spending on Education (Primary and Secondary) by income

12. Which of these two countries has a more equitable education spending?
Pakistan
Nepal

13. Rural-Urban-Learning Gaps in SSA

14. What are the sources of the rural-urban achievement gap in SSA?
Differences between student background
School composition
School resources
School practices
All of the above
None of the above

15. 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

16. Half of the Gap is Accounted for by Individual Differences among students

22. Causes of Gender Inequality?

23. Yes, I agree Not certain No, I disagree
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 agree
Not certain
No, I disagree

24. 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)

25. Making change happen Leadership National Education Strategy
Mobilize Resources

26. 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

27. Causes of Conflict Internal External Types of Conflict
Lack of development, poverty
Cultural
Marginalization, exclusion

28. How does conflict impact education?

29. Opportunities post-conflict
More political space for reform
High expectations for change and renewal
Weak bureaucratic resistance
More resources

30. Options
Conflict Analysis (operating environment: political authority, civil society, administrative capacity, resources)
Demonstrate early and visible impact
Encourage community involvement
Capacity building
Partnership

31. 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)

32. Pestalozzi Comenius S Horace Mann J.J. Rousseau
Joseph Lancaster
Horace Mann
Comenius
J.J. Rousseau
Domingo Faustino Sarmiento S

33. Comparative education
Comparative studies
Education Abroad
International
Education
Development
Education
Comparative Pedagogy
Intra-educational
And intra-cultural
studies
International
pedagogy
Study of work of
International organizations
Halls typology of comparative education

34. 1 2 3 4 5 Required Under Constraint Negotiated Under Constraint
Introduced
Through
Influence
Borrowed
Purposely
Imposed 1 2 3 4 5
Totalitarian/authoritarian rule, etc.
Defeated/occupied countries
Required by bilateral and multilateral agreements
Intentional copying of policy/practice observed elsewhere
General influence of educational ideas/methods
Source: Phillips and Schweisfurth 2007

35. Bray and Thomas Entire Population Religious Groups Gender Groups
Ethnic Groups
Religious Groups
Gender Groups
Age Groups
Other Groups
Level 1: World regions/continents
Level 2: Countries
Other aspects
Level 3: States/Provinces
Labor Market
Management Structures
Political Change
Level 4: Districts
Educational Finance
Level 5: Schools
Teaching Methods
Level 6: Classrooms
Curriculum
Level 7: Individuals
Bray and Thomas

36.
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.

37. How do we measure progress?
Inputs
Per pupil Spending
Processes
Structures, Curriculum
Outputs
Educational Attainment, Literacy
Outcomes
Employment and Productivity, Political Participation, Social Capital

38. 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).

39. 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.

40. Using gradients to examine equality

41. Durchschnittliche Schülerleistungen im Bereich Mathematik
High mathematics performance
Durchschnittliche Schülerleistungen im Bereich Mathematik
High average performance
Large socio-economic disparities
High average performance
High social equity
Strong socio-economic impact on student performance
Socially equitable distribution of learning opportunities
Low average performance
Large socio-economic disparities
Low average performance
High social equity
Source: Schleicher 2007
Low mathematics performance

42. Who should be educated?
For what purposes?
Teacher selection
Initial Training
In-service Training
School Organization
System Administration
School Management
Curriculum
Pedagogy
Instructional resources
Assessment

43. Educational Institutions Social Context
Cultural Context
Identity
Values
Norms
Shared meanings
Economic Context
Structure of the Economy
Comparative Advantage
Productivity
Employment
Political Context
State—representation
Governance
State legitimacy
Stability
Rule of Law
Educational Institutions
Social Context
Status
Hierarchies
Individual-Society
Geographical Context
Natural Endowments
Human-Environmental Issues
Demographic Context
Demographic Structure
Demographic Dynamics

44. 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

45. Between Perfect Inequality and Perfect Equality

46. To what extent did you learn new material in this part of the course?
To a great extent
To some extent
Not much
Not at all

47. Is the pace of the course
Too fast for me
More or less adequate for me
Just right for me

48. With regard to the readings for the course?
They are above my head, I can’t follow them
They are challenging, but I can follow
They are about right
They are too simple for me

49. With regards to discussion sections
I am learning from them
I am learning a little from them
I am not learning from in them

50. Have a Good Weekend