Quality, equality and Quality, equality and governancegovernance

Critical engagements with EFA Critical engagements with EFA GMR 2009GMR 2009

Colloquium ReportsColloquium Reports

DhittaDhittaGaryGary

AvenellaAvenellaJazmineJazmineYoungYoungDaniel Daniel ShukoShuko

EFA launch videos 2008/2009EFA launch videos 2008/2009

Compare the discourses of the two videosCompare the discourses of the two videosHow do they differ? How the same?How do they differ? How the same?

what are the Key messages of the 2009 what are the Key messages of the 2009 report?report?

VIDEOSVIDEOS

Discussion groupsDiscussion groups

a)a) How do current (Neo liberal) governance How do current (Neo liberal) governance regimes impact on quality education?regimes impact on quality education?

b)b) What quality indicators are being used? What quality indicators are being used? What better indicators could be used?What better indicators could be used?

c)c) Report on the ‘state’ of global education Report on the ‘state’ of global education from a social cohesion point of view.from a social cohesion point of view.

d)d) What is the state of inequalities from the What is the state of inequalities from the point of view of persistent identity point of view of persistent identity groupsgroups

How do current (Neo liberal) How do current (Neo liberal) governance regimes impact on governance regimes impact on

quality education?quality education?

There is a dominance in models of There is a dominance in models of educational governance based on a educational governance based on a broadly Neoliberal approach to educational broadly Neoliberal approach to educational delivery – marketisation, choice, delivery – marketisation, choice, decentralisation, devolvement, decentralisation, devolvement, privatisation, school based management – privatisation, school based management – do these models increase quality do these models increase quality education for all?education for all?

What quality indicators are being What quality indicators are being used? What better indicators used? What better indicators

could be used?could be used?

THE GMR is inevitable quantitative in its focus THE GMR is inevitable quantitative in its focus (though there is irony is quantitativey measuring (though there is irony is quantitativey measuring quality). It works with speciifc ‘indicators’ of quality). It works with speciifc ‘indicators’ of quality… are there other indicators that could be quality… are there other indicators that could be used that would give different understandings, used that would give different understandings, and different policy priorities, based on different and different policy priorities, based on different ideas of quality? What does your groups ideas of quality? What does your groups suggest?suggest?

Report on the ‘state’ of global Report on the ‘state’ of global education from a social cohesion education from a social cohesion

point of viewpoint of view

You can see traditional quality indicators You can see traditional quality indicators (pupil attainment) as a competitive (pupil attainment) as a competitive indicator. More co-operative dimensions of indicator. More co-operative dimensions of schooling (tolerance, social cohesion, etc) schooling (tolerance, social cohesion, etc) are overlooked. Give your own GMR from are overlooked. Give your own GMR from the point of view of social cohesion – the point of view of social cohesion – where does the world stand? where does the world stand?

What is the state of inequalities What is the state of inequalities from the point of view of persistent from the point of view of persistent

identity groupsidentity groups

The GMR discusses inequalities of wealth, The GMR discusses inequalities of wealth, and gender.. But this overlooks the ways and gender.. But this overlooks the ways that inequalities are often based on that inequalities are often based on discrimination of specific groups – discrimination of specific groups – language groups, racial groups, religeous language groups, racial groups, religeous groups. Discuss the challenges of groups. Discuss the challenges of achieving quality Education - not just for achieving quality Education - not just for all people, but for all peoplesall people, but for all peoples

Case studiesCase studies

Some planning time.Some planning time.what focuswhat focuswhat data will you need? (not just stats – what data will you need? (not just stats – think IEI)think IEI)

For next time…For next time…

Email me….Email me….

c)c) A photo that shows quality educationA photo that shows quality educationd)d) A photo that shows inequality in A photo that shows inequality in

educationeducation

Write a few lines about each photo and why Write a few lines about each photo and why you have chosen it…you have chosen it…