UNESCO – APEID The Raja Roy Singh Lecture 2003 Shanghai, 7 November John Daniel

2. UNESCO – APEID The Raja Roy Singh Lecture 2003Shanghai, 7 November John Daniel Assistant Director-General for EducationUNESCO

3. Asia-PacificProgramme ofEducationalInnovation forDevelopment

4. Asia-PacificProgramme ofEducationalInnovation forDevelopment 30th

5. DEVELOPMENT IS FREEDOM

6. UNESCO – APEID The Raja Roy Singh Lecture 2003Shanghai, 7 November Quality Education for All: Commodity or Craft? John Daniel Assistant Director-General for EducationUNESCO

7. Education for All

8. Not with business as usual Education for All

9. TEACHERS 10-35 million needed!

10. ADAM SMITH The Wealth of Nations

11. ADAM SMITH The Wealth of Nations (the production of pins)

12. INDEPENDENT and INTERACTIVE learning activities

13. Quality Education for all Good news and Bad news

14. GET EQUAL

15. GET EQUAL G = Girls and Gender “to eliminate gender disparities in primary and secondary education by 2005 and achieve gender equality by 2015 with a special focus on ensuring full and equal access for girls to basic education of good quality.”

16. GET EQUAL E = Elementary/Primary “to ensure that by 2015 all children, especially girls, children in difficult circumstances, and from ethnic minorities have access to and complete free and compulsory primary education of good quality.”

17. Net enrolment ratios by gender and region

18. Out-of-school children by region

19. Insufficient progress Close but Going Backward High chance Close and Going Forward High chance Close and Going Forward STATIC Distance from the goal Serious risk Far and Going Backward Insufficient progress Far but Going Forward Changes between 1990-2000DYNAMIC

20. Insufficient progress Close but Going Backward High chance Close and Going Forward High chance Close and Going Forward 20 STATIC Distance from the goal Serious risk Far and Going Backward Insufficient progress Far but Going Forward 16 21 Changes between 1990-2000DYNAMIC

21. Dakar Composite: Primary, Literacy, Gender Parity Group Asia and Pacific High Chance AustraliaAzerbaijanFijiGeorgiaJapanKazakhstanKyrgystanMalaysiaMaldivesMongoliaMyanmarNew ZealandNuiePhilippinesRep Korea SamoaTajikistanUzbekistanVanuatuViet Nam Insufficient ChinaIndonesiaLao P.D.R.BangladeshBhutanIranSri Lanka At Risk IndiaNepalPakistan

22. The Global Campaign Education for All

23. The Global Campaign * Planning Education for All

24. The Global Campaign * Planning * Resources - 97% from the country (average) Education for All

25. The Global Campaign * Planning * Resources - 97% from the country (average) - $5.6B external needed annually Education for All

26. The Global Campaign * Planning * Resources - 97% from the country (average) - $5.6B external needed annually - The Fast-Track Initiative Education for All

27. ADAM SMITH The Wealth of Nations

28. INDUSTRIALISATION is TECHNOLOGY + DIVISION OF LABOUR

29. TECHNOLOGY is the application of scientific and other organized knowledge to practical tasks by organizations consisting of people and machines.

30. ADAM SMITH The Wealth of Nations 1776

31. “The greatest improvement in the productive powers of labour, and the greater part of the skill, dexterity and judgement with which it is anywhere directed, or applied, seem to have been the effects of the division of labour.”

32. ADAM SMITH The Wealth of Nations (the production of pins)

33. “A workman not educated to this business nor acquainted with the use of the machinery employed in it could scarce, perhaps, with his utmost industry, make one pin in a day, and certainly could not make twenty. But in the way in which this business is now carried on it is divided into a number of branches.

34. “One man draws out the wire, another straights it, a third cuts it, a fourth points it, a fifth grinds it at the top for receiving, the head; to make the head requires two or three distinct operations; to put it on is a peculiar business, to whiten the pins is another; it is even a trade by itself to put them into the paper;

35. “…and the important business of making a pin is, in this manner, divided into about eighteen distinct operations, which, in some manufactories, are all performed by distinct hands, though in others the same man will sometimes perform two or three of them.

36. “I have seen a small manufactory of this kind where ten men only were employed, and where some of them consequently performed two or three distinct operations. But they could, when they exerted themselves, make among them about forty-eight thousand pins in a day.

37. “Each person, therefore, making a tenth part of forty-eight thousand pins, might be considered as making four thousand eight hundred pins in a day. But if they had all wrought separately and independently, and without any of them having been educated to this peculiar business, they certainly could not each of them have made twenty, perhaps not one pin in a day;

38. “…that is, certainly, not the two hundred and fortieth, perhaps not the four thousand eight hundredth part of what they are at present capable of performing, in consequence of a proper division and combination of their different operations.”

39. Productivity increase between 24,000 to 480,000%

40. Why does the transformation that took place in pin making have no parallels in the process of education?

41. How dopeoplelearn?

42. IndependentandInteractivelearning

43. COMMODITIES (Useful thing; article of trade)

44. Marginal costs of production and distribution drop from:-books…. to- TV programmes….to- CD-ROMs….to- DVDs…. to- Internet

45. THE ETERNAL TRIANGLE OF EDUCATION ACCESS QUALITY COST

46. ACCESS QUALITY COST

47. THE ETERNAL TRIANGLE OF EDUCATION ACCESS QUALITY CRAFT COST

48. COMMODITY ACCESS QUALITY COST

49. Total cost Number of students

50. Total cost COMMODITY(independent) Number of students