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 N

o

0%0%

1. Yes

2. No

EFA put primary emphasis on quantitative growth and little if any emphasis on qualitative

transformation to adapt to the changing needs

Yes

, I a

gree

To s

ome

exte

nt

No, I

dis

agre

e w

ith th

a...

0% 0%0%

1. Yes, I agree

2. To some extent

3. 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

0

5

10

15

20

25

30

35

40

45

50

Poorest 20% Q2 Q3 Q4 Richest 20%

Pakistan

Nepal

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?

Pak

ista

n

Nep

al

0%0%

1. Pakistan

2. Nepal

Rural-Urban-Learning Gaps in SSA

What are the sources of the rural-urban achievement gap in SSA?

Diff

eren

ces b

etw

een...

Sch

ool com

positio

n

Sch

ool res

ources

Sch

ool pra

ctic

es

All

of the

above

None o

f the a

bove

0% 0% 0%0%0%0%

1. Differences between student background

2. School composition

3. School resources4. School practices5. All of the above6. 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?

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 a

gree

Not c

erta

in

No, I

dis

agre

e

0% 0%0%

1. Yes, I agree

2. Not certain

3. 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

• Lack of development, poverty

• Cultural

• Marginalization, exclusion

Types of Conflict

Internal

External

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)

J.J. Rousseau

S

Joseph Lancaster

Horace Mann

Domingo Faustino Sarmiento

Comenius

Pestalozzi

Comparative education

Comparative studies Education AbroadInternational Education

Development Education

Comparative PedagogyIntra-educationalAnd intra-cultural

studies

Internationalpedagogy

Study of work ofInternational organizations

Halls typology of comparative education

Imposed

RequiredUnder

Constraint

NegotiatedUnder

ConstraintBorrowedPurposely

IntroducedThroughInfluence

1) Totalitarian/authoritarian rule, etc.2) Defeated/occupied countries3) Required by bilateral and multilateral agreements4) Intentional copying of policy/practice observed elsewhere5) General influence of educational ideas/methods

Source: Phillips and Schweisfurth 2007

Level 1: World regions/continents

Level 2: Countries

Level 3: States/Provinces

Level 4: Districts

Level 5: Schools

Level 6: Classrooms

Level 7: Individuals

Cur

ricul

um

Tea

chin

g M

eth

ods

Edu

catio

nal

Fin

ance

Man

agem

ent

Str

uctu

res

Pol

itica

l Cha

nge

Lab

or M

arke

t

Oth

er a

spec

ts

Ethni

c G

roup

s

Age G

roup

sRel

igio

us G

roup

s

Gen

der G

roup

s

Oth

er G

roup

sEnt

ire P

opul

atio

n

Bray and Thomas

• 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.

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

How do we measure progress?

• InputsPer pupil Spending

• ProcessesStructures, Curriculum

• OutputsEducational Attainment, Literacy

• OutcomesEmployment 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

Low average performance

Large socio-economic disparities

High average performance

Large socio-economic disparities

Low average performance

High social equity

High average performance

High social equity

Strong socio-economic impact

on student performance

Socially equitable distribution of

learning opportunities

High mathematics performance

Low mathematics performanceGreece

Russian Federation

Liechtenstein

Korea

Hong Kong- China

Finland

Netherlands

Canada

Switzerland

New Zealand

Belgium

J apan

Australia

I celandCzech Republic

SwedenFrance

Denmark

I relandGermanyAustria

Slovak Republic

LuxembourgPolandHungary

Norway

SpainUnited States Latvia

Portugal I taly

440

460

480

500

520

540

61626

Source: Schleicher 2007

Purposes

Management

Context

Pedagogy

P

Who should be educated?

For what purposes?

Curriculum

Pedagogy

Instructional resources

Assessment

Teacher selection

Initial Training

In-service Training

School Organization

System Administration

School Management

Context

P

Economic Context Structure of the Economy Comparative Advantage Productivity Employment

Cultural Context Identity Values Norms Shared meanings

Political Context State—representation Governance State legitimacy Stability Rule of Law

Social Context Status Hierarchies Individual-Society

Demographic Context Demographic Structure Demographic Dynamics

Geographical Context Natural Endowments Human-Environmental Issues

Educational Institutions

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

Perfect Equality

Perfect Inequality

To what extent did you learn new material in this part of the course?

To a

gre

at e

xten

t

To s

ome

exte

nt

Not m

uch

Not a

t all

25% 25%25%25%1. To a great extent

2. To some extent

3. Not much

4. Not at all

Is the pace of the course

Too fa

st fo

r me

More

or l

ess

adeq

uat...

Just

right f

or me

33% 33%33%1. Too fast for me

2. More or less adequate for me

3. Just right for me

With regard to the readings for the course?

They

are

above

my

h...

They

are

chal

lengin

g,...

They

are

about r

ight

They

are

too s

imple

f..

25% 25%25%25%1. They are above my head, I can’t follow them

2. They are challenging, but I can follow

3. They are about right

4. They are too simple for me

With regards to discussion sections

I am

lear

ning fr

om th

em

I am

lear

ning a

littl

e ...

I am

not l

earnin

g from

...

33% 33%33%1. I am learning from

them

2. I am learning a little from them

3. I am not learning from in them

Have a Good Weekend