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".

Has EFA Made a Difference in Educational Opportunity? Yes No

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

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

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

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

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

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

Indicators of Inequality Distribution of spending Distribution of attainment Distribution of achievement

Examining disparities http://www.worldbank.org/research/projects/edattain/edattain.htm Public Spending on Education (Primary and Secondary) by income

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

Rural-Urban-Learning Gaps in SSA

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

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

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

Causes of Gender Inequality?

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

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)

Making change happen Leadership National Education Strategy Mobilize Resources

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

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

How does conflict impact education?

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

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

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)

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

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

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

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

http://www.un.org/Overview/rights.html 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.

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

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).

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.

Using gradients to examine equality

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

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

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

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

Between Perfect Inequality and Perfect Equality

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

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

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

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

Have a Good Weekend