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Planning Education for Post 2015:
Priorities and Future Needs
Lava D Awasthi
JS/ MoE
16 August 2015
Content Outlines
• Nepal’s Priorities in Education
• Planning Education: Reducing Inequality
• Decentralization, Federalization
• Critical Issues
• Building Trust
• Priorities Beyond 2015
2
Nepal’s Priorities in Education
• On-going and Unfinished Agenda on
Education for All (EFA) and Beyond
– Learning and Cognition
• Post Earthquake Response
– Reconstruction and Recovery
• Response to Constitutional Architecture
– Federalism and Decentralization
3
Planning Education: Reducing Inequality
• Education appears to be perpetuating inequality
• Visible signs of reproduction, elite capturing
• Uneven development, need for redistribution
• Unplanned human resources, HRD projection
• Low level of learning and cognition
• Mass based pedagogy, ignoring individuals
• Weak links: education and employability
• Globalization, Education, Identity
• Low level of investment in children, youths
• How to prove the worth of education
Decentralization and Federalization
• Decentralization and federalism
• Federalism and education
• Nepal’s community based school culture
• Constitution making, agenda setting for ed
• Redefining ed: identity, cognition, livelihoods
• Contemporaneity: space, time, technology
• Securing space for local constructs
• Education: a blend of local-global realities
• Nepal’s unique ways to managing education
5
Critical Issues • Unfinished agenda of SSRP, Moving towards SSDP
beyond 2015
• GMR 2015 and Auditing of EFA achievements (end
year)
• ECD: Foundation for Development and Cognition
• Basic Education: Social distance and Basics of Ed,
costs and quality
• Secondary Education: integration, foundation for
further education, vertical-horizontal links
• Literacy and lifelong learning – competencies, post
literacy, quality of life
• Decentralization and federal architecture
Critical Issues 2 • University education – human capital, knowledge
creation, functioning of higher education institution
• Contemporaneity in curricula, assessment
• Weak links: Macro- Micro perspectives, inner unity
in sub-sectors, unit for coordination
• Under funded and uneven distribution of resources
• Sustaining gains and consolidation of services
• Open learning and easy access to education
• Vertical and horizontal links with formal- non-
formal, skills and higher education
7
Fragile Foundation for Marginalized
Children/ Adolescent Girls
Out of School Population (5-12 Yrs)
8
0
5000
10000
15000
20000
25000
30000
35000
Hill Districts Mountain Terai
Out of School Children (5-12 age)
Source: CBS projection for 2013
Valley
Building Trust • Building trust in public education
• Human agency and Structural relations
(inherent trust or accountability)
• Managerial skills of private institutions
• Creating space for learning and
innovation
• Children’s soft faculties, nutrition
• Critical role of Teacher
• Lessons learnt from post disaster response
9
Priorities Beyond 2015 (Leading to SSDP)
• Learning, Cognitive Development
– Out of school population, Equity, Inclusion, MoI
– ECD, cognition, nutrition
– Reading, learning (NASA)
– Multiple sets of materials
– Assessment reform
– Digitization, ICT application
• Management Reforms
– Redistribution of services
– Headships in schools (private school)
– Teachers’ engagement in class
– O&M of MoE Institutions
– Efficiency and effective delivery (completion, success)
10
Priorities Beyond 2015 (Leading to SSDP) 2
• Community-School collaboration (for
reconstruction of schools)
• Formula based funding through Local Gov
• ECD, 1-3, 1-5 at local levels
• Big schools (with residential, basic facilities)
• Data base, information, dissemination
• Work orientation, technical ed (life skills,
employability)
• Targeted, case by case interventions
11
Thank You
12
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