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Higher Education and Education for All

Higher Education and Education for All. Towards greater interaction and a new paradigm. Georges Haddad Victor Ordonez November, 2004. Points of Interaction. Jomtien, 1990. Medieval times. (Basic Education) Education for All. Higher Education. Dakar, 2000. Paris, 1998.

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Higher Education and Education for All

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  1. Higher Education and Education for All Towards greater interaction and a new paradigm Georges Haddad Victor Ordonez November, 2004

  2. Points of Interaction Jomtien, 1990 Medieval times (Basic Education) Education for All Higher Education Dakar, 2000 Paris, 1998 Emerging Paradigms

  3. Higher Education • A HISTORICAL PERSPECTIVE: * The Evolution of the Social Contract between universities and society • From guilds and intellectual centers for the elite • To universities expanding access to serving greater needs of society • Recent unprecedented growth

  4. Enrollment in higher education in Asia and the Pacific Region 1970-1997 Former USSR Southern Asia Eastern Asia South eastern Asia Oceania

  5. Students in higher education per 100,000 inhabitants 1980 and 1992 and 1996

  6. Higher Education • A HISTORICAL PERSPECTIVE: * The Evolution of the Social Contract • *Alternative forms and emerging challenges • University responsibilities toward societal issues: • poverty, HIV/AIDS, sustainable development, UN Millennium Development Goals, etc. • Student responsibilities and mobilization • Privatization and collaborative partnerships

  7. Gross enrollment ratios in higher education for 1990 and latest available year

  8. Higher Education • MAIN THEMES FROM THE 1998 WCHE • Focus on development, public good, human right • Relevance to society, and its changing world of work • Resources and financing alternatives in light of expanding access • Internationalization and fostering partnerships

  9. Higher Education • A REDEFINED ROLE FOR HIGHER EDUCATION IN SOCIETY • Re-designing delivery systems for new demands of a radically fast-changing world of work • Responding to wider needs of society: EFA, Millennium Development Goals (gender), Sustainable Development (environment, HIV/AIDS, justice, equity, tolerance)

  10. Female Participation (Third Level)

  11. Higher Education • A REDEFINED ROLE FOR HIGHER EDUCATION IN SOCIETY • Re-designing delivery systems for new demands of a radically fast-changing world of work • Responding to wider needs of society: EFA, Millennium Development Goals (gender), Sustainable Development (environment, HIV/AIDS, justice, equity, tolerance) • New state governance mechanisms to incorporate broader partnerships and finance mechanisms (privatization, cost recovery, corporatization)

  12. Share of enrollment in private higher education

  13. Higher Education • A REDEFINED ROLE FOR HIGHER EDUCATION IN SOCIETY • Re-designing delivery systems for new demands of a radically fast-changing world of work • Responding to wider needs of society: EFA, Millennium Development Goals (gender), Sustainable Development (environment, HIV/AIDS, justice, equity, tolerance) • New state governance mechanisms to incorporate broader partnerships and finance mechanisms (privatization, cost recovery, corporatization)

  14. Points of Interaction Jomtien, 1990 Medieval times Education for All Higher Education Dakar, 2000 Paris, 1998 Emerging Paradigms

  15. Education for All • The Jomtien 1990 Declaration and vision • The Imperatives for prioritizing EFA • Expanded vision for basic education • Lessons from the EFA 1990-2000 decade • Statistical overview: comprehensive research results: much has been done, much remains to do

  16. The Race Against Illiteracy

  17. The Race Against Illiteracy

  18. Education for All • The Jomtien 1990 Declaration and vision • The Imperatives for prioritizing EFA • Expanded vision for basic education • Lessons from the EFA 1990-2000 decade • Statistical overview: comprehensive research results: much has been done, much remains to do • From advocacy to activity to analysis

  19. Jomtien, 1990 Advocacy Dakar, 2000 Activity Bangkok, 2000 Amman, 1996 Analysis • Examples: • girls’ education • international aid

  20. Education for All • The Jomtien 1990 Declaration and vision • The Imperatives for prioritizing EFA • Expanded vision for basic education • Lessons from the EFA 1990-2000 decade • Statistical overview: comprehensive research results: much has been done, much remains to do • From advocacy to activity to analysis • The next crisis: secondary education

  21. Education for All • THE UNFINISHED STRUGGLE FOR BASIC EDUCATION: CONTINUING CHALLENGES • Access: Reaching the unreached; achieving the Millennium Development Goal for access and gender

  22. Education for All • THE UNFINISHED STRUGGLE FOR BASIC EDUCATION: CONTINUING CHALLENGES • Access: Reaching the unreached; achieving the Millennium Development Goal for access and gender • Quality: relevance; drop-outs and repetition

  23. Repetition rates in the first grades of primary education Final grade 23.2 Grade 2 Grade1 25.0 17.5 10.9 10.1 20.7 20.0 5.0 15.0 7.5 7.3 2 7.1 11.7 per cent 4 9 10.0 7.7 4 5.0 0.0 Arab States Asia/Pacific OECD Sub-Saharan Africa Latin America/Caribbean

  24. Education for All • THE UNFINISHED STRUGGLE FOR BASIC EDUCATION: CONTINUING CHALLENGES • Access: Reaching the unreached • Quality: relevance to learning needs; drop-outs and repetition • Broadening partnerships; enlisting the higher education sector • Role of information and innovation • Securing financial and social support

  25. Average Basic Education Trend School Age Population Enrolment

  26. Average Basic Education Trend School Age Population Enrolment Budget in Education

  27. Ingredients for Success • Financial resources • Human capacity • Political/social will

  28. Points of Interaction Jomtien, 1990 Medieval times Education for All Higher Education Dakar, 2000 Paris, 1998 Emerging Paradigms

  29. Community service Teacher training: pre-service and In-Service Re-designing content of study Points of Interaction Applying research from neuro-sciences, psychology Policy research and advocacy Conscienti-zation and social responsibility

  30. Possible recommendations to be drawn up: Traditional outreach focused on EFA; credit for this Strengthening ministry links for pre-service and in-service teacher education Creating bridges between researchers and policy makers; fostering new partnerships Instilling social responsibility for EFA among university students, e.g. UNILIT Higher education and sustainable development (environment, HIV/AIDS, equity, etc.)

  31. Possible calls for action: Calling on ICTs to build knowledge societies Calling on international agencies and governments to recognize the role of universities and engage them in development agendas and EFA strategies Calling on strengthening university twinning Calling on special strategies for countries in special situations Calling on NGOs in Higher Ed and NGOs in EFA to work more closely together

  32. An Agenda for Higher Education and EFA Collaboration Specific Proposals

  33. Points of Interaction Jomtien, 1990 Medieval times Education for All Higher Education Dakar, 2000 Paris, 1998 Emerging Paradigms

  34. Emerging Paradigms • Causative Factors: • Globalization/interdependence: what is inevitable and what is avoidable • Complexity theory and the pace/nature of change • State, government, and systems inadequacies • The Need for New Paradigms: • Learning for equitable, sustainable interdependence • The Delors Vision: A Lifelong Learning Society

  35. PRIMARY SCHOOLS HIGH SCHOOLS COLLEGES YOUTH STRUCTURED FUNCTIONAL SOCIETY

  36. PRIMARY SCHOOLS HIGH SCHOOLS COLLEGES YOUTH ========= === SOCIETY SEGREGATED BY CLASSES

  37. “SEAMLESS” LEARNING YOUTH AND ADULTS STRUCTURED FUNCTIONAL SOCIETY SPECIALIZED BASIC AND EDUCATION HIGHER EDUCATON

  38. A LIFELONG LEARNING SOCIETY YOUTH AND ADULTS STRUCTURED FUNCTIONAL SOCIETY SPECIALIZED BASIC AND EDUCATION HIGHER EDUCATON

  39. Points of Interaction Jomtien, 1990 Medieval times Education for All Higher Education Dakar, 2000 Paris, 1998 Emerging Paradigms

  40. Higher Education and Education for All Towards greater interaction and a new paradigm Georges Haddad Victor Ordonez November, 2004

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