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Education and Development Education as a Human Right

Education and Development Education as a Human Right. Education and Development Education as a Human Right. Last Two Weeks History of Comparative Education Classification of the field today Purposes of comparison and link to different professions Concept of ‘Educational Transfer’

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Education and Development Education as a Human Right

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  1. Education and Development Education as a Human Right Education and Development Education as a Human Right

  2. Last Two Weeks History of Comparative Education Classification of the field today Purposes of comparison and link to different professions Concept of ‘Educational Transfer’ Models to conceptualize comparisons What institutions are involved This Week A framework to think about educational opportunity A discussion of the equity and the relevance gaps (civic education, science and engineering education, global education) Using gradients to examine inequality How does Education relate to Society? Alternative approaches. Human Capital, Modernization, Dependency, Human Rights, Democratization What has Education for All Achieved? What are the limitations of EFA?

  3. The aims of comparative education Describes what might be the consequences of certain courses of action, by looking at experiences in various countries Contributes to the development of education theory Supports educational planning Helps to cooperation and mutual understanding among nations Facilitates Transfer of Ideas and Practices

  4. Required Under Constraint NegotiatedUnder 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

  5. Education for All The six goals are: 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

  6. Transnational Space and Actors Multilateral (Intergovernmental) Organizations UUNN Multilateral Development Institutions. World Bank. UNESCO. Regional Banks. Bilateral Development Agencies (JICA, USAID, CIDA, GTZ) International Non-Governmental Organizations (Faith based Organizations, Save the Children) Consulting Firms, Think Tanks and Universities Interest Groups

  7. Levers for change • Advocacy • Creating a legal framework • Exchange of experiences • Building Capacity • Providing technical assistance • Providing funding • http://www.unesco.org/uil/litbase/?menu=4

  8. Discuss in small groups • What are some forms of educational inequality? • What causes them? • How would you think about the causes and consequences of educational inequality from a Human Capital Development Framework? • How would that differ if you used a Social Development Framework? • How would that differ if you used a Reproduction Theory Framework?

  9. Debrief discussion • When can we say that an education system is equitable?

  10. An education system is equitable if the legal framework provides for free and compulsory education AND there are schools close to where children live • Yes • No • Uncertain

  11. Equality of opportunity means… • All children have the same opportunity to enroll in school • All children receive the same educational resources while in school • Disadvantaged children receive more resources

  12. 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).

  13. Equality of Educational Opportunity • The likelihood that any person in a given country can enroll in an educational institution, be supported to learn at high levels, complete and proceed to the next existing level and type of education, independently of characteristics other than effort and ability, and in particular independently of their social class of origin, race, gender and location of residence.

  14. How do we measure progress? • Initial Access Children attend school, ready to learn • Inputs Per pupil Spending • Processes Structures, Curriculum • Outputs Educational Attainment, Literacy • Outcomes Employment and Productivity, Political Participation, Social Capital

  15. 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

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