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UNESCO – APEID
The Raja Roy Singh Lecture 2003
Shanghai, 7 November
John Daniel
Assistant Director-General for EducationUNESCO
AAsia-PacificPProgramme ofEEducationalIInnovation forDDevelopment
AAsia-PacificPProgramme ofEEducationalIInnovation forDDevelopment
3030thth
DEVELOPMENT
IS
FREEDOM
UNESCO – APEID
The Raja Roy Singh Lecture 2003
Shanghai, 7 November Quality Education for All: Quality Education for All:
Commodity or Craft?Commodity or Craft?
John Daniel
Assistant Director-General for EducationUNESCO
Education for All
Education for All
Not with
business
as usu
al
TEACHERS
10-35 million
needed!
ADAM SMITH
The Wealth of Nations
ADAM SMITH
The Wealth of Nations(the production of pins)
INDEPENDENT
and
INTERACTIVE
learning activities
Quality Education for all
Good news
and
Bad news
GET EQUAL
GGET EQUALG = Girls and GenderG = Girls and Gender
“to eliminate gendergender disparities in primary and secondary education by 2005
and achieve gendergender equality by 2015
with a special focus on ensuring full and equal access for girlsgirls to basic education of good quality.”
GEET EQUALE = Elementary/PrimaryE = 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.”
0
10
20
30
40
50
60
70
80
90
100
World
Countr
ies in
transiti
on
Develo
ped
countr
ies
Develo
pin
g
countr
ies
Latin
Am
erica a
nd
the C
aribbean
Nort
h A
merica a
nd
Weste
rn E
uro
pe
East A
sia
and the
Pacifi
c
Centr
al a
nd E
aste
rn
Euro
pe
Centr
al A
sia
Ara
b S
tate
s
South
and W
est
Asia
Sub-S
ahara
n
Afr
ica
Total Male Female
Net enrolment ratios by gender and region
Total : 104 millions
Sub-Saharan Africa42%
South and West Asia31%
East Asia and the Pacif ic13%
Central Asia1%
Arab States and North Africa
7%
North America and Western Europe
2%
Latin America and the Caribbean
2%
Central and Eastern Europe
2%
Out-of-school children by region
Changes between 1990-2000
DYNAMIC
S
TA
TIC
Dis
tanc
e fr
om th
e go
a l
High chance
Close
and
Going Forward
High chance
Close
and
Going Forward
Serious risk
Far
and
Going Backward
Insufficient progress
Close
but
Going Backward
Insufficient progress
Far
but
Going Forward
Changes between 1990-2000
DYNAMIC
S
TA
TIC
Dis
tanc
e fr
om th
e go
a l
High chance
Close
and
Going Forward
High chance
Close
and
Going Forward
Serious risk
Far
and
Going Backward
Insufficient progress
Close
but
Going Backward
Insufficient progress
Far
but
Going Forward
1621
20
Dakar Composite: Primary, Literacy, Gender Parity
Group
Asia and Pacific
High ChanceAustraliaAzerbaijanFijiGeorgiaJapanKazakhstanKyrgystanMalaysiaMaldivesMongoliaMyanmarNew ZealandNuiePhilippinesRep Korea SamoaTajikistanUzbekistanVanuatuViet Nam
InsufficientChinaIndonesiaLao P.D.R.BangladeshBhutanIranSri Lanka
At RiskIndiaNepalPakistan
Education for All
The Global CampaignThe Global Campaign
Education for All
The Global CampaignThe Global Campaign* Planning
Education for All
The Global CampaignThe Global Campaign* Planning
* Resources- 97% from the country (average)
Education for All
The Global CampaignThe Global Campaign* Planning
* Resources- 97% from the country (average)
- $5.6B external needed annually
Education for All
The Global CampaignThe Global Campaign* Planning
* Resources- 97% from the country (average)
- $5.6B external needed annually
- The Fast-Track Initiative
ADAM SMITH
The Wealth of Nations
INDUSTRIALISATION
is
TECHNOLOGY
+
DIVISION OF LABOUR
TECHNOLOGYis the application of scientific
and other organized knowledge to practical tasks by organizations consisting
of people and machines.
ADAM SMITH
The Wealth of Nations
1776
“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.”
ADAM SMITH
The Wealth of Nations(the production of pins)
“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.
“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;
“…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.
“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.
“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;
“…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.”
Productivity increase
between
24,000 to 480,000%
Why does the transformation that took place in pin making have no parallels in the process
of education?
How
do
people
learn?
IndependentIndependentand
InteractiveInteractive
learning
COMMODITIES(Useful thing; article of trade)
Marginal costs of production and distribution drop from:- books…. to- TV programmes….to- CD-ROMs….to- DVDs…. to- Internet
COST
AC
CE
SS
QU
ALITY
THE ETERNAL TRIANGLE OF EDUCATION
COST
ACCESS QUALITY
COST
AC
CE
SS
QU
ALITY
THE ETERNAL TRIANGLE OF EDUCATION
CRAFT
COST
COMMODITY
ACCESS QUALITY
Number of students
Total cost
Number of students
Total cost
COMMODITY(independent)
Number of students
Total cost
CRAFT(interactive)
Number of students
Total cost
CRAFT
COMMODITY
Number of students
Total costCRAFT
COMMODITY
BLEND
EDUCATION
,
Asia-Pacific Cultural Centre for UNESCO
EDUCATION
,
Asia-Pacific Cultural Centre for UNESCO
ICT in Education:
- Integrating ICT in Education Policies- Teacher training and development- ICTs in the classroom- Empowered non-formal learning
COST
AC
CE
SS
QU
ALITY
THE ETERNAL TRIANGLE OF EDUCATION
COST
ACCESS QUALITY
UNESCO – APEID
The Raja Roy Singh Lecture 2003
Shanghai, 7 November Quality Education for All: Quality Education for All:
Commodity or Craft?Commodity or Craft?
John Daniel
Assistant Director-General for EducationUNESCO
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