Teachers a Priority

Vol. XXII, No. 1, January-March 2004

Inside...

International Institute forEducational Planning

www.unesco.org/iiepISSN 1564-2356

Teachers are at the heart of the teaching/learningprocess. After many years of debate on the relativeeffect of schools and teachers on learningachievement, as compared to other socio-economicvariables, it is now widely acknowledged that schoolsand, within schools, teachers can make a greatdifference on student achievement. This is somethingeverybody knows intuitively.

International Institute for Educational Planning

Teachers: a priorityTeachers:

Careers inLatin America

page 3

Quality in Africapage 5

Shortages inOECD countries

page 7

Education for All:

Different paths fordifferent countries

page 8

Skills developmentpage 10

Gender issuespage 11

Ethics and corruptionpage 12

IIEP 2004Summer School

page 13

OECD countries are also starting toexperience severe teacher shortages,albeit for different reasons (cf. article p. 7).Large numbers of teachers will retire overthe next few years and replacing themmay prove difficult. Curiously, the statusof teachers is changing and becomingnoticeably diversified as a variety ofspecialists are called upon to meet all therequirements. How can good people beattracted to and retained in a professionwhich has lost much of its status andwhere salaries are no longer attractive?

In Latin America, salaries are also low.An interesting survey carried out by IIEP-Buenos Aires shows that for a good numberof teachers, their salary is no longer themain source of income in the household(cf. article pp. 3-4). A non negligeable propor-tion of teachers (higher in some countriesthan in others) have an additional sourceof income. What are the consequences onhow teachers perceive their role? Many donot see themselves teaching forever. Howto create a career path which will attractcompetent people to the profession?

Teacher professional development hasbecome a topical issue as governmentsmove away from teacher training and one-off workshop models to ‘package’ andmore school-based solutions. Anotherimportant challenge is how to increaseteacher effectiveness in the classroom. IIEPhas just published two booklets on thesetopics (cf. pp. 4 and 6) which should proveuseful to policy-makers and practitioners.

IIEP will continue its involvement inteacher policies in the coming years.

Françoise [email protected]

SEVERAL issues concerning teachersare burning ones and these are notnecessarily the same in every

region. In Africa, the problem is how tosignificantly expand the size of theteaching force, improve quality and stillmaintain costs within reasonable limitsin order to attain Education for All goals.Martial Dembélé (cf. article pp. 5-6)analyzes how meeting this challenge isaffecting the recruitment of and trainingpolicies for teachers. Since pre-serviceteacher-training programmes are beingincreasingly reduced and the status underwhich teachers are hired more and morevaried, what is the impact on quality?

© UNESCO/D. Roger

2 IIEP Newsletter • January – March 2004

In this issue

The IIEP Newsletter is published quarterly inEnglish, French, Russian and Spanish.

All correspondence should be addressed to:The Editor,IIEP Newsletter,International Institute forEducational Planning,7-9 rue Eugène-Delacroix,75116 Paris,FranceTelephone: +33.1.45.03.77.00.Fax: +33.1.40.72.83.66.E-mail: [email protected] site: http://www.unesco.org/iiep

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editorialTeachers: a priority 1

Editorial: Elevatorsand operators 2

Teachers:

■ Teaching careers in Latin America 3

■ Increasing teacher effectiveness 4

■ Competent teachers for African classrooms: looking ahead 5

■ Teacher professional development: an international review of the literature 6

■ Teacher policies in OECD countries 7

EFA:

■ Different pathways to EFAfor different school systems 8

■ Back to the roots: Refocussing on skills development 10

■ EFA Global Monitoring Report 2003/04. Gender and Education for

All: the leap to equality 11

IIEP Seminar: Strategies to improvetransparency and accountabilityin education 12

IIEP 2004 Summer School: Educationalreconstruction in post-conflictsituations: access and inclusion 13

IIEP/UQO 2004 International SummerSchool: New trends in managinginternational developmentin education 13

Recent IIEP and IIEP-BAPublications 14

The Virtual Institute 15

Nice and Monaco: Study visit of IIEPtrainees, 20-26 November 2003 15

IIEP and IIEP-BA Activities 16

IIEP Governing Board meets 16

LET me report some findings made in a study of student achievement in Bergen, Norway,

under the leadership of Hans-Jørgen Gjessing,some 15 years ago. He used as his point ofdeparture the results from earlier research oneducational achievement: that the socio-economic background of parents was important,the influence of peers likewise, while the impactof the resources of the school accounted for little.From this, one might argue that teachers do notplay a big role. Put sharply: what pupils learndepends on what they bring from home and getfrom other pupils. Learning is what pupils doon their own while teachers do what teachersdo – the connection is weak. If this were thecase, teacher training would count for little, aswould curricula, because student achievementdepends primarily on parents and peers.

Gjessing’s own research found somethingquite different, based on longitudinal data. Thereare great differences in what students achieve,they are systematic and depend on which schoolclass the student is placed in.

The key results can be summarized as follows.In the Norwegian system when children attendschool they are put into different elevators, soto speak. How fast they ascend and where theyend up, depends on which elevator they are guidedinto first. In other words, neither parents’ statusnor personal capacities are decisive – neitherwhere they lived nor what knowledge they bringto school.

Gjessing’s study showed more. First, that pupilswho for some reason were at a disadvantage,functioned well if they were put in an ‘elevator’which provided a good lift up. Second, thosewho did function well, also liked what they got:there was no opposition between being pulledup and enjoying the ride – learning, striving andprogressing proved enjoyable. The weakestpupils academically felt best in the elevators thatgave the most uplift.

Third, differences established at the outsetwere reproduced at succeeding stages.

This led to the question: What decided thespeed of the elevator? The question turned out

Elevators and operators

to be mis-stated. The appropriate questionwas: Who decided the speed of the elevator?

The answer found was: the operator of theelevator, i.e. the teacher. The way the teacherinteracted with the pupils – the ways ofcommunicating, structuring, motivating,guiding, supporting and providing feedback– was decisive.

This, I would venture, corresponds to theexperience of all of us. An authoritarian,sarcastic and negative teacher can quashinterest in a subject and harm a pupil’s selfimage. A good teacher, however, can inspireby encouragement, by providing experiencesof increasing mastery, and by giving a positiveresponse to progress – and by fosteringresolve to hold on, not to give up and backout when pupils do not succeed at once.Good teachers have a sure grasp of theirmaterial and know how it should beconveyed to kindle curiosity, ignite interestand win appreciation for the subject matter.Good teachers recognize that pupils haveworth also when they are making littleprogress, are failing or floundering.

Much of this can be taught. But teacherscannot be left to cope on their own: theyneed updating, supervision and inspirationas well. This is particularly the case when asociety is undergoing rapid changes and oldstyles and modes are constantly challenged– whether it is by phenomena such aseconomic change and mobility ortechnological changes providing the youngwith new behavioural models or advancedtools and gadgets.

It is paradoxical that while the importanceof education is increasing, as all countriesmove at uneven speeds towards becominglearning societies, at the same time the roleof the teacher is becoming more vital andmore difficult.

Gudmund HernesDirector of IIEP

IIEP Newsletter • January – March 2004 3

IN the current context of change andreform, the situation of teachers has

come to the forefront of the educationpolitical agenda in a number ofcountries. Before leaping into quick-fixreforms, it is necessary to know how theteachers themselves perceive their jobs,their current situations as well as theirfuture professional ambitions. A compa-rative survey on teachers and theircareers undertaken by IIEP-Buenos Airesin Argentina, Peru and Uruguay has gener-ated a lot of interesting data. Onanalyzing the data, a number of issueshave come to light which should be ofinterest to education policy-makers.

About the teachers ...

Most teachers in the survey have noother occupation other than teachingwith teaching as their sole source ofincome. Only a few have otherprofessional activities for which they arepaid (cf. Figure 1). The data indicate that,on the whole, teachers devote all theirprofessional energy to teaching, whichis positive from the point of view ofeducation and their pursuing a career ineducation.

The survey has also shown thatteachers’ salaries, as a proportion of theirtotal household income, fall into severalcategories (cf. Figure 2). A minority ofteachers (significantly higher inUruguay) see their salaries as a very smallproportion (less than 30 per cent) of theirtotal household income. In such cases,it is probable that the teacher’s job meansless to him or her than it does to thoseteachers for whom teaching is the mainsource of income. However, those whodepend on teaching for a living,

their work, particularly within a groupas large and varied as that of teachers.While some “live to teach and teach tolive”, others may “live to teach”, but donot “teach to live”.

What proportion a teacher’s salaryrepresents in their total householdincome can result from other factors suchas social origin, living and workingconditions, gender, age, institutionalenvironment, initial training and theavailability of on-the-job training, etc.For the moment, however, analysis of thedata is not sufficiently advanced to knowmore of the specific impact of the variousfactors on the different aspects ofteachers’ conditions.

... and their ambitions

Any reform policy aiming to improveteachers’ working conditions must takeinto account their ambitions for thefuture. It is clear that the incentivesoffered should be tailored to meet aspecific set of ambitions.

Figure 3 (p. 4) shows that the vast

majority of teachers in the countries

studied intend to continue working in

education in the years ahead. However,

with the exception of Uruguay, only a few

teachers wish to continue teaching in the

classroom. Here, the situation in Peru is

probably the most dramatic, since only

one in five teachers wishes to continue

teaching in the classroom.

The survey has shown that teachers’

ambitions gravitate around two main

poles. Either they want to work at the

Teaching careers in Latin AmericaA survey in Argentina, Peru and Uruguay

86.5 85.6 82.5

17.514.413.5

Argentina Peru Uruguay

No other income Have another job

Figure 1. Percentage of teachers whohave another source of income

35.944.3

43.3

35.4 42.827.1

38.919.8

12.926.6

Argentina Peru Uruguay

No reply Under 30% 31-70% Over 71%

Figure 2. Teachers’ salaries, as a percen-tage of their total household income

although they are the largest group,never represent more than 50 per cent(cf. Figure 2). It probably reflects thatteachers relate differently to their jobs –differences linked to different views,values and attitudes towards teachingand particularly affected by theirworking conditions, salaries, careeropenings, etc.

When determining policies whichwould change the rules governingteachers’ jobs, these differences shouldbe taken into account. There are a varietyof factors which can affect the wayteachers experience, perceive and value

Developing careers in education is being discussed in manycountries and the rules that once governed teachers’ careersare being changed. A recent survey on teachers in LatinAmerica, undertaken by IIEP-Buenos Aires, has raised anumber of interesting issues on how they perceive their jobsand what their expectations are for future career development.

TEACHERS

© UNESCO/D. Roger


school management or directorate level,or they want to progress to other typesof education-related work, such aswriting textbooks, educational planning,implementing projects with colleagues,

etc. Clearly, there are notenough jobs available to satisfyteachers’ demands. Finally,only a minority (less than 10per cent) wish to move to workoutside the education sector.

This variety of ambitionsfor the future suggests a need togive serious thought to thestructure and dynamics ofteachers’ career paths. Currentrules as they stand in the threecountries surveyed, offer fewpossibilities for advancementoutside the classroom andwithin the system. At the sametime, there are few attractiveopportunities for advancement

within the classroom, i.e. exercising theteaching profession.

If these results are to be takenseriously, it is necessary to take a closerlook at proposals for redesigning

3.8

3.2

16.1

7.8

10.2

52.6

7.7

32.5

10.6

24.6

20.4

7

5.8

21.5

2.3

19.8

43.6

3.7

2.6

1.8

2.4Don't know

Retire

Be an inspector

Change career

Do another job in theeducation sector

Do the same job but inanother school

Take on managerial or director post

Continue in current job

Argentina

Peru

Uruguay

teachers’ career paths. Introducingincentives which keep teachers in theclassroom would seem to be the rightsolution. Establishing a hierarchy oflevels based on teachers’ skills would bea step in the right direction. The sameapplies to redefining the division ofteaching work, distinguishing functionsand responsibilities by degree ofcomplexity. For instance, one teachercould specialize in teaching mathe-matics, another could tutor new teachers,a third might be new to the profession,and a fourth could be expert in teacherevaluation, etc.

In many countries, such issues areonly just being recognized as importantfor discussion on the education policyagenda.

Emilio Tenti [email protected]

Figure 3. Teachers’ aspirations

Increasing teacher effectivenessLorin W. AndersonIIEP Fundamentals of Educational Planning Series.Forthcoming revised edition of Fundamentals 39

FIRST published in 1991, this booklet has just been revised andup-dated, taking into account the knowledge accumulated

over the past 12 years.Teachers’ salaries still account for 70 to 90 per cent of

national education budgets in most countries and the success ofthe learning process is still largely dependent on the teachersand how they teach. Thus, much time and money has beenspent on research to discover what key characteristics andactivities make a ‘good’ and ‘effective’ teacher, but whatever thedesired qualities, all teachers work within a specific schoolcontext with certain structures and curricula. Teachers plan theclassroom environment, organize and manage the class,determine its sequencing and pacing, the overall structure oflessons, the homework to be set, evaluate each pupil and decideon the corrective measures to be taken. Some teachers executethese tasks better than others. So what is it that makes a teachereffective or not?

In planning education, planners have not only to look afterthe infrastructure of a school, its material resources, curricula,supply of textbooks, etc. but above all they are responsible forensuring the quality of the human resources put into thatschool. Do all schools in a country have the same quality ofstaff? What indicators in a database on teachers should plannersuse so that they can be reasonably sure about the equity of thesupply? As Lorin W. Anderson points out, there are, of course,

other inputs to schooling that affect learning outcomes. But byconsidering those aspects of teachers and teaching that impingeon learning, planners will become more aware of what they, theplanners, should be doing when planning the human resourceinput to schools. He also discusses the implications for thoseplanning pre- and in-service teacher training at the national andregional levels, as well as for school inspectors, school advisorsand those running educational resource centres.

In the Appendix, Lorin W. Anderson provides several types ofinstruments used to measure different aspects of classroomteaching. New instruments have been added, as well asexpanded versions of those given in the first edition.

As the emphasis in educational planning moves on fromensuring that all pupils go to school to ensuring that they learnwhile in school – namely from issues of quantity to issues ofquality – the role of the teacher becomes of crucial importancein the planning process. The booklet provides an excellentsummary of knowledge on teacher effectiveness. It also providesthose responsible for the planning of teaching in a country withthe means to know what really goes on in the classroom.

Extract from the Preface of the book by T. Neville Postlethwaite

Lorin W. Anderson is a Professor at the University of SouthCarolina, U.S.A.


TEACHERS

Competent teachers for Africanclassrooms: looking ahead1

ONE formidable challenge for SSAcountries today is how to expand

the size of their teaching force whileimproving its quality. Table 1 belowshows that to achieve UPE, SSA will need1,361,000 new teachers between 2000and 2015, or an average annual increaseof 3 per cent (compared with 2 per centbetween 1985 and 2000). Assuming thateducation systems will be able to attractenough candidates to fill this demand,the critical issue is how to ensure that thesupply is of the quality desired. This, inturn, raises important issues ofprofessional preparation. In addition,given calls for pedagogical renewal, the2,491,000 practicing teachers will needto be provided with professionaldevelopment opportunities.

A partial view of responses

With respect to new teachers, the varyingcircumstances of countries is reflected in

how they are managing the dilemma of

reconciling the need to deploy largenumbers of competent teachers while

ensuring financial sustainability. At one

extreme, one finds countries where thereis a single route to the teachingprofession, namely holding aprofessional certificate; and where boththe entry level and the duration andinstitutional location of professionalpreparation programmes tend to be at theupper end, e.g. in Namibia where onemust hold the three-year Basic EducationTeacher Diploma (BETD) to teach inGrades 1 to 10. At the other extreme, onefinds countries where one can access theprofession through multiple routes,including the holding of a professionalcertificate. The majority of SSA countriestend to fall in the latter category. Theirteaching force is composed of teacherswith different entry qualifications,ranging from an academic universitydegree or a university-level teachingcertificate to simply an end-of-primaryschool certificate. In between, the bulkof teachers hold a junior high schoolcertificate or a high school diploma, withor without professional preparation.

The teaching profession and pre-service teacher education in SSA haveindeed been continuously changing

since the 1990s. The main thrust hasbeen to shorten programme length.Concurrently, field experience hasgained in prominence in programmes,but its nature and quality are quitevariable. In addition, new terms croppedup regarding teacher status. There arecivil service teachers, national serviceteachers, contract teachers, volunteerteachers, community teachers, etc.

Guinea is a country that hasexperienced all three developments.Worth highlighting is the new two-yearprimary teacher education programme.Initiated in 1998, this programmedelivered 7,612 new teachers by June2003. Put differently, the programmedelivered 1,522 new teachers per year,compared with less than 200 previously.The unit cost is estimated to beapproximately US$677 (Diané B. et al.,2003)2. Importantly, the programme’sgraduates are reported to be at least asgood as graduates of previous programmes(PASEC, 2002)3. The productivity of thisprogramme and its lower unit cost areattributed to its higher student teachers/teacher trainer ratio, its shorter duration(two years compared with threepreviously) and the year-long running ofthe teacher training colleges thanks to atwo-cycle implementation strategy(cf. Box on p.6). This programme thusstands as a good source of inspiration forother countries, especially those at riskof not achieving UPE by 2015.

With respect to practicing teachers,continuing teacher development in SSAhas also been in flux. The emerging trendis characterized by a move away fromthe decried top-down, one-size-fits-alland one-shot workshop model, towardsdecentralized, school-based, teacher-ledprofessional development activities.Examples abound: Aga Khan Foundation-supported School Improvement Projectsin East Africa, Guinea’s Programme forsmall grants to schools (PPSE), School

Teaching is arguably the strongest school-level determinant ofstudent learning and achievement. It is therefore important topay attention to teacher quality and, by extension, to teacherpreparation and the continuous development of teachers. Thisarticle broadly discusses how sub-Saharan African (SSA)countries are dealing with this issue as they struggle to achievequality Universal Primary Education (UPE).

Table 1. Increase in the number of public school teachers

Source: MINEDAF VIII – Statistical document (World Bank data).

Number of teachers (in '000) Average annual increase1985 2000 2015 1985-2000 2000-2015

Anglophone countries

1 191 1 557 2 180 +1.8% +2.3%

Francophone countries

601 825 1 512 +4.1%

Others 57 109 160 +4.4% +2.6%Total Africa 1 849 2 491 3 852 +2% +3%

+2.1%


Self-Assessment in Namibia, Uganda’sTeacher Development and ManagementSystem (TDMS), etc. Overall, all theseprogrammes/projects are effective interms of process. Their next challenge isto ensure that impact on student learningis carefully monitored and used as a keyinput in the formative evaluations.

Looking ahead

For many countries, it is predictable thatthe trend towards hiring teachers withlimited general education and/or withoutprofessional preparation will continue oreven increase. This will result in the re-composition of the teaching force, aphenomenon that can potentiallyundermine the fabric of the profession,result in staff instability which, in turn,may affect quality negatively. Dealingeffectively with this phenomenon maypartly determine the achievement ofquality UPE. Also, given this hiring trend,strengthening continuous professionaldevelopment and support mechanismsbecomes imperative for the countries inquestion in the medium-term. Ultimately,investing in high quality teacher

preparation may be a good option to makethe cost of continuous development andsupport manageable.

Martial DembéléUniversity of Quebecat Montreal (UQAM)

[email protected]

1 This article draws on work done by theauthor for the Challenge of Learning Study

WHAT policies can support teachers? While there is growingconsensus around the world on the importance of supporting

the professional development of teachers so that they can teach allchildren effectively, there is little consensus on how to do this.

Teacher professional development: an international review of theliterature examines the most recent comparative research on thepreparation of teachers and their lifelong process of professionaldevelopment. The book presents concepts and recent researchfindings in the field. It discusses why teacher professional develop-ment is important to the teachers themselves, to the students theyteach, and to the educational reforms they effect and by which theyare affected. Teacher professional development goes beyond thetraditional view of pre-service ‘training’ and in-service ‘workshops’. Itis a lifelong process of learning and assessment. The book begins withan examination of the current trends that are seen in many countriesof the world: a move from ‘teacher training’ to ‘teacher professionaldevelopment’, and a move from ‘teacher-training institutions’ toagents of professional development which include teacher educationinstitutions, schools, community organizations, and also local,

national, and international networks of teachers who support eachother’s professional growth.

The book examines in detail models of professional developmentthat have been successfully implemented in a variety of countries. Thispresentation is divided into two sections: one that includes modelsimplemented at a smaller scale (classrooms, schools), and another withmodels of systemic change implemented in school systems and/or entirecountries. The book presents options in which teachers can promotetheir own professional development and that of their colleagues withouthaving to rely exclusively or wait for major organizational structures tobe in place to implement complex models of education.

Finally, the book offers a framework to plan, implement andassess the professional development of teachers as a way to guidepolicy-makers, administrators and teachers. In this section, factorssuch as financial resources, time, stages of development of a schoolsystem, the role of Unions, etc. are discussed.

In concluding, the book offers a list of policy implications andrecommendations to support the transformation of teachereducation so that all stakeholders can support teaching excellence.

Teacher professional development:an international review of the literatureEleanora Villegas-ReimersQuality education for all series. Paris: IIEP/UNESCO, 2003. ISBN: 92-803-1228-6

commissioned by the Association for theDevelopment of Education in Africa (ADEA).2 Diané, B. et al., (2003). La réforme de laformation initiale des maîtres en Guinée (FIMG) :Étude-bilan de la mise en œuvre. Case studycommissioned by ADEA for the Challenge ofLearning Study. Paris: ADEA.3 PASEC (2002). Évaluation du programme deformation initiale des maîtres de Guinée(FIMG) et de la double vacation. Dakar:PASEC.

Guinea’s new primary teacher preparation programme

The FIM-G programme is delivered in two ways: a short cycle (or formation d’urgence) anda long cycle (or formation régulière). The short cycle consists of three phases: three monthsof coursework at the ENI (Teacher Training College), followed by nine months ofsupervized student teaching with full responsibility for a classroom in specially selectedordinary schools (écoles associées), and finally three months of further coursework at theENI. The regular model consists of two phases: 9 months of coursework at the ENI,interspersed with three periods of student teaching, followed by 9 months of studentteaching with full responsibility for a classroom. In both cycles, coursework is focused onthe teaching of the basic subjects, namely French, mathematics, science and technology,and humanities, as well as on educational psychology and learning assessment. Thecourses are taught by teacher trainers (professeurs d’école normale) and the periods ofstudent teaching are supervized by pedagogical advisors (conseillers pédagogiques-maîtresformateurs) in collaboration with the host teacher (maître associé) and school head(directeur associé). Several student teachers are placed in a given school so that they cansupport each other as well as engage in peer socialization. The entry requirement of theprogramme is a high school diploma (the first part of the diploma for female candidates)and graduates are hired on the basis of renewable annual contracts. The two-cyclestrategy helped increase the productivity of the ENIs. They have been operating 12months a year since 1998 and have catered for 7 cohorts of prospective teachers fromAugust 1998 to June 2003.


After decades of research and experimentation on policiesaimed at improving student learning outcomes through abetter allocation of resources, more accountability, curriculumreforms and refined assessment systems, attention now seemsto be focusing on an essential, but usually missing, element in

policy interventions: teachers.

TEACHERS

Teacher policies in OECD countries

THE concern over teacher policies inrecent years among OECD Member

Countries has been partly sparked off bythe severe teacher shortages some coun-tries are beginning to experience, or arelikely to experience in the near future,due to an ageing teaching force. Thereis, however, very little concrete informa-tion on the exact nature and severity ofthe shortages, since the ‘quantity’ issue isusually addressed by relaxing qualifica-tion requirements, promoting ‘out-of-licence’ and ‘out-of-field’ teaching, increa-sing teaching workloads, increasing classsizes, reducing time required for studentlearning and cancelling courses. Thismakes ‘quantity’ a misnomer for what isa quality problem. In order to respond tothis growing concern over the quality ofteachers, OECD launched a study aimedat analyzing the factors that shape theattraction, development, recruitment andretention of effective teachers. Twenty-five countries are participating in thestudy and a final synthesis report will bepublished end-2004 (for more informationcf. www.oecd.org/edu/teacherpolicy).

Some preliminary findings presentedin June 2003 confirmed that all countriesare concerned about quality, particularlythe widening gap between the currentteaching force’s capacities and the newdemands of schools. While the importantrole education plays in children’s develop-ment and growth is increasingly widelyrecognized, the status of teachers isdeclining. Generally they feel that theirwork is not appreciated, their autonomyand creativity have been curtailed by

more control and regulations, and thatthey are being asked to do more with less.Over the last decade, teachers’ salaries havefallen in relation to other occupations.However, the stability of teaching is appre-ciated, particularly where unemploymentis high, and the profession is a preferredoption for women, who find the job’scharacteristics, workload and schedulemore compatible with family responsi-bilities.

Teachers tend to complain about thelack of variety and role differentiation intheir careers. In addition, there are fewincentives for teachers to improve theirpractice and develop as professionals.There are only very limited linkagesbetween better performance, teachercompensation and teacher development.

The departure of teachers from theprofession is of more concern in somecountries than others. Departure tends tobe higher where economies are stronger,teacher salary scales are shorter makingsalaries plateau earlier, and teachers’qualifications give access to other jobs.

The changes generated by a know-ledge economy and an increasinglydiverse student population are creatingnew challenges for teachers’ initialtraining and professional development.There is a tendency to upgrade teachertraining by placing it within a universityframework and to provide a betterbalance between theory and practice, forboth primary and general secondary, bymaking the school a real partner inteacher training and development. Thereis a shift towards an on-going career-long

development of teaching skills in orderto help teachers adjust to the changingneeds of school and society. There isincreasing awareness of the need toprovide support for new teachers throughspecially-designed induction program-mes and to continue their professionaldevelopment with opportunities moreclearly linked to the school and careerneeds. Teacher shortages are stimulatingthe development of policies that facilitateentry into teaching for adults from otheroccupations, attracting former teacherswho had left the profession early on andare rethinking the career as a short-termopportunity rather than a choice for life.These new entrants need to be providedwith adequate training and support.

Teachers want policies that promoteprofessionalism, pedagogical autonomy,provide more help and less control fromlocal and central authorities, as well asopportunities for career development.Countries with decentralized educationsystems are progressively leaving per-sonnel decisions to the schools andbeginning to offer different salaries fordifferent skills. Countries with a morecentralized civil service tradition arehaving to align their personnel manage-ment policies to teaching competenciesneeded today. It remains to be seenwhether the professional recognition,career development and job status thatteachers claim today can be offered andthe stability, usually associated withtheir job, maintained.

Yael [email protected]

© UNESCO/M. Borg


EFA

THE Declarations of the 1990 JomtienWorld Conference on Education and

the 2000 Dakar World Education Forumboth called upon the nations of the worldto broaden their view of the concept ofEducation for All (EFA) beyond a concen-tration on increased participation ineducation. These Declarations emphasizedthat the achievement of EFA requiredexpanded access to education to beaccompanied by improvements ineducational quality and equity.

For several years, the IIEP has beenworking with the 15 ministries ofeducation that together form theSouthern and Eastern Africa Consortiumfor Monitoring Educational Quality(SACMEQ) in order to explore a varietyof approaches for measuring andcomparing the quality and equity ofprimary education systems.

The research results

One of the innovative researchapproaches used by SACMEQ hasinvolved making comparative assess-ments of (a) quality – by comparingschool systems with respect to averagepupil scores on a reading test that wasdeveloped by experienced teachers andreading specialists in SACMEQ countriesfrom a collaborative and agreed analysis ofofficial school curricula, and (b) equity –by comparing school systems accordingto their capacity to minimize the maincomponents of variation in pupil scoreson this reading test. Based on thisapproach, the SACMEQ school systemswith higher average pupil reading scoreswere considered to be delivering relatively

higher levels of educational quality; andthe SACMEQ school systems with lowervariations in pupil reading scores (bothbetween schools and within schools)were considered to be delivering relativelyhigher levels of educational equity.

The most recent SACMEQ educationalpolicy research study (SACMEQ II)collected detailed information between2000 and 2002 on pupil reading achieve-ment from around 42,000 Grade 6 pupilsin over 2,250 schools. Some of the resultsof this research have been summarized inDiagram 1 on page 9 and then explained,using four school systems as examples,in the following discussion.➤ Quality. The left-hand column offigures in the diagram shows the averagepupil reading score for each SACMEQschool system. The average score forSACMEQ overall was 500. The averagesfor school systems ranged from a lowvalue of 429 for Malawi to values nearthe SACMEQ average of 482 and 517 forUganda and Mozambique, respectively,and to a high value of 582 for theSeychelles. (It is important to note herethat the SACMEQ researchers expectedto find this pattern of differences inaverage pupil reading scores because ofthe many differences in country-specificsocial, economic, and historical factors.To take just one example, the GrossNational Income (GNI) per capita in theSeychelles was around 40 times higherthan in Malawi).➤ Equity. The right-hand column offigures in the diagram shows the totalvariation in pupil reading scores for eachschool system. The total variation forSACMEQ overall was 100. The total

variation for school systems ranged froma low value of 25 for Malawi to a highvalue of 154 for the Seychelles. The totalvariation for Uganda of 83 was slightlyless than the SACMEQ overall variation,whereas the total variation of 42 inMozambique was slightly less than halfthe SACMEQ overall variation. The totalvariation values were broken down into‘between-school’ and ‘within-school’components and then presented as bargraphs in the centre of the diagram. Thegraphs show that the between-school andthe within-school components of varia-tion for Malawi and Mozambique wereboth among the smallest for SACMEQschool systems. In contrast, the between-school component of variation forUganda and the within-school compo-nent of variation for the Seychelles werethe largest for SACMEQ school systems.

What they imply for policy

Given these research results, what can besaid, at this point in time, about thesefour school systems as they continue towork towards Education for All? First ofall, it should be noted that the Seychelles,Uganda, and Malawi have excellentparticipation rates for the first six yearsof schooling – with Net EnrolmentRatios (NER) that approach or exceed95 per cent. The participation rate forMozambique is much lower – with a NetEnrolment Ratio in the region of 70 percent. When this access information iscombined with the discussion of qualityand equity presented above, it is clearthat these school systems will need tochart different pathways towards EFA.

Different pathways to EFAfor different school systems

Research results arising from SACMEQ’s second educationalpolicy research project in Southern and Eastern Africa suggestthat different countries need to chart different pathwaystowards the goal of Education for All (EFA).

© UN

ESCO


7

23

45

13

12

48

37

12

20

17

38

28

36

12 142

43

53

110

29

58

29

63

36

37

21

30

49

18

SACMEQ II (100)

aUganda (83)

aZanzibar (50)

aLesotho (34)

aNamibia (75)

aZambia (72)

aMalawi (25)

Seychelles (154)

a Kenya (79)

aTanzania (81)

aMauritius (148)

aSwaziland (47)

aBotswana (78)

11

Mozambique (42)

150 100 50 0 50 100 150

Malawi (429)

Zambia (440)

Namibia (449)

Lesotho (451)

Zanzibar (478)

Uganda (482)

SACMEQ II (500)

Mozambique (517)

Botswana (521)

Swaziland (530)

Mauritius (536)

Tanzania (546)

Kenya (546)

Seychelles (582)

Between-school variation Within-school variation Average pupil

reading scores

Ken

Tan

Sey

Mau

Moz

Bot

Swa

Zan

Uga

SACMEQ II

Les

Nam

Zam

Mal

Total variation in

pupil reading scores

The EFA challenge for Malawi will beto (a) maintain participation rates, (b)improve quality by directing efforts intoraising the low average pupil readingscore, and (c) maintain equity by ensuringa continuation of small variations inpupil reading scores – both between andwithin schools.

Uganda will have to (a) maintainparticipation rates, (b) consolidate quality byworking to ensure that the average pupilreading score continues at around theSACMEQ average, or perhaps is increased,and (c) improve equity by reducing thebetween-school component of variationin pupil reading scores.

In Mozambique, the challenge will beto (a) improve participation rates, (b)consoli-date quality by working to ensure that theaverage pupil reading score continues ataround the SACMEQ average, or perhapsis increased, and (c) maintain equity byensuring a continuation of smallvariations in pupil reading scores – bothbetween and within schools.

Finally, the EFA challenge for theSeychelles will be to (a) maintain

particiation rates, (b) maintain quality bysustaining efforts that will retain thehigh average pupil reading score, and(c) improve equity by reducing thewithin-school component of variationin pupil reading scores.

These different pathways towardsEFA will require the four school systemsto address different target groups and toemploy different strategies concerningthe identification and deployment ofrequired resources.

Malawi will need a determined effortacross all schools to increase the averagepupil reading score. This will requiresubstantial additional human andmaterial resource inputs to be deliveredto schools through long-term partnershipswith external donors.

Uganda will require a more targetedapproach in order to identify and assistthe subset of schools where pupils havelow reading scores. This approach couldbe based on the implementation of aresource allocation mecanism thatdelivers supplementary resources to themost disadvantaged schools.

Mozambique will have to concentrateon community-specific methods forimproving participation rates. The firststeps will be to determine whyparticipation rates are low and howparticipation rates vary acrosscommunities. This information couldthen be used to design a ‘two-pronged’campaign aimed at stimulating demandfor education, and at the same timeencouraging communities to formpartnerships with government to ensurethe provision of adequate supportinginfrastructure and services.

The Seychelles will need to makestructural and teaching changes withinschools. This could be achieved atrelatively low cost by dismantling abilitystreaming at all grade levels, and thenintroducing teaching methods that aresuitable for mixed ability groups.

Stéphanie Dolata, Miyako Ikedaand Saul Murimba

[email protected]

Diagram 1. SACMEQ II Study: Average pupil reading scores and variation in pupil reading scores


Back to the rootsRefocussing on skills development

In 1990 the Jomtien World Conference on Education for All

agreed that basic education should not be limited to formal

primary education, but that the diverse learning needs of

youth and adults should also be addressed. More than a decade

later it is clear that this expanded vision, which includes skills

development, remains relevant and deserves more recognition

on the education policy agenda.

EFA

IN the follow-up to Jomtien, the DakarWorld Education Forum in 2000

stressed the need to pay special attentionto the social and economic integrationof out-of-school populations, adoptingthe following goal in its Framework forAction: “Ensuring that the learning needsof all young people and adults are metthrough equitable access to appropriatelearning and life skills programmes”.

Vocational skills training cancontribute to achieving this goal byequipping young people and adults tolead more fulfilling and productive lives.Skills development should also berecognized as playing an essential part inreducing poverty through education; itcan provide opportunities to generateincome for some of the mostdisadvantaged populations. However, asthe EFA Global Monitoring Reportsillustrate, efforts made by developingcountries and assistance frominternational development partners tendto concentrate mainly on UniversalPrimary Education (UPE). Non-formalprogrammes more often give top priorityto literacy whereas skills development isrelatively neglected.

Achieving UPE is obviously a keyconcern, but sometimes the strongemphasis given to this dimension hasresulted in the exclusion of particularlydisadvantaged and vulnerable groups.Governments have focused less on thesegroups, whose needs were often left tonon-governmental organizations. Yet, itis increasingly recognized that EFA

cannot be achieved unless moreattention is given to the large numbersof excluded populations, such as the ruralpoor, ethnic and linguistic minorities,and those with disabilities. They alldeserve access to basic education,including vocational skills, for full inte-gration in society, both socially andeconomically.

The studies conducted in 2003 in fourpilot countries (cf. Box 1, p.11), with thesupport of UNESCO’s Education Sector,Section for Technical and VocationalEducation, and IIEP, showed that skillsdevelopment for young people andadults is not given the attention itdeserves in EFA National Action Plans.Where this component does appear, as inNepal and Senegal, it has limited scopeand does not benefit from appropriatefunding. Although the studies identifiednumerous initiatives taken by differentactors, both in the public and privatesectors, to provide vocational skillstraining, these programmes are oftenshort in duration, with limited impactand sustainability. In general, theyhighlight the fact that the skills needs ofthe most disadvantaged groups in societyare more often overlooked.

Most of the poor and the poorestpeople in the world live in remote ruralareas where they have very limited accessto social services, including educationand skills training. Although povertyremains a predominantly rural pheno-menon, EFA plans still do not clearlyrecognize this reality, nor do they allocate

sufficient attention and resources to ruralpopulations. Apart from the impact oneducation, this neglect can aggravatesocio-political tensions, as in Nepal.

Similarly, in urban areas, poorpopulations mostly find work in theinformal sector of the economy. In eachof the four countries involved in theproject, the labour market situation isworrying, particularly with regard toyouth unemployment. The vast majorityof new arrivals on the labour market areabsorbed, one way or another, by theinformal sector. Yet, despite this, policy-makers, providers and trainers are oftenreluctant to redirect their efforts towardsthis sector. Out of the four countries,Mali provides the only example wherespecific training policies and actionshave been conceived and implementedto facilitate and improve the integrationof youth into the informal sector.

Governments often consider that thebasic training needs of disadvantagedgroups should be addressed by existingtechnical and vocational programmes.However, this sector has limited capacity.Furthermore, by often recruiting studentsat the secondary or even post-secondarylevel, the sector automatically excludesdisadvantaged groups.

Similarly, another recent studyconducted by IIEP on Poverty ReductionStrategy Papers (PRSPs) shows that theseinstruments do not give sufficient attentionto the learning needs of youths and adults(IIEP Newsletter, Vol. XXI, No.4, October-December 2003, p.4). Therefore, at the

© UN

ESCO

/Kat

hman

du

Bungmati Community Learning Centre, Nepal


moment PRSPs do not necessarily providean alternative solution for meeting thetraining needs of the excluded.

Although the way forward is difficultto define, the project in the four pilotcountries identified some principles andpriorities. Targeting disadvantaged andvulnerable groups is probably the keyapproach to follow, provided sufficientpolitical support is generated frompowerful social actors. Generating suchinterest remains a challenge. Therecognition of poverty reduction as themain focus for development interven-tions may contribute to such awareness.Inclusion represents another importantingredient for success. Promotingpartnerships with civil societyorganizations involving the poor, suchas community-based organizations inrural areas or informal sector associationsin cities, constitutes a powerful strategy

(Lao PDR, Mali).Finally, three main priority areas

seem to emerge, namely: policies andprogrammes to address the needs of ruralpeople, policies to support and expandinnovative training efforts for work inthe informal sector, and reforms to shiftthe focus of technical and vocationaleducation towards excluded groups.

This emerging policy mix can bedeveloped further but it gives some ideasto governments and donor agencies onhow to turn the ‘expanded vision’ of EFAinto reality.

David Atchoarena, [email protected]

Miki Nozawa, UNESCO (ED/STV/TVE)[email protected]

In an effort to assist Member States in implementing the Dakar Framework for Action, IIEP andUNESCO’s Education Sector, Section for Technical and Vocational Education, launched a projectin 2003 to technically assist four selected LDCs (Lao PDR, Mali, Nepal, and Senegal) to integratea vocational skills training component in their national EFA Action Plans. Under this project, existingskills training programmes for disadvantaged groups were reviewed, policies and institutionalenvironment analyzed, and possible strategies proposed. So far the project has succeeded insensitizing ministries of education to this neglected aspect of EFA and in identifying the causes forcurrent neglect as well as potential areas for intervention. At an inter-regional workshop held atthe IIEP (Paris, 22-23 January 2004), the findings of the first phase of the project were discussedand suggestions for a more comprehensive approach to EFA put forward.

Box 1: Skills development to meet the learning needs of the excluded A joint IIEP-UNESCO Education Sector project

53

13

5 6

14

42

52

41

6

2

9

22

7

24

11

6 6

16

2

54

0

10

20

30

40

50

60

Arab States Central Asia Central/Eastern Europe

East Asia/Pacific

Latin America/Caribbean

North America/Western Europe

Sub-SaharanAfrica

South/West Asia

Total

Nu

mb

er o

f co

un

trie

s

Parity in 2005 at latest

Parity achieved by 2015

At risk of not achieving parity at one or both levels by 2015

EFA Global Monitoring Report 2003/2004

Gender and Education for All: the leap to equalityIn Dakar, the international community committeditself to eliminating gender disparities in primary andsecondary education by 2005, and achieving genderequality in education by 2015, with a focus onensuring girls’ full and equal access to andachievement in basic education of good quality(Goal 5). Entitled Gender and Education for All: theleap to equality, the EFA Global Monitoring Report2003/2004 assesses worldwide progress towards

achieving EFA goals and highlights this particular goal.The report makes a useful distinction between gender parity, a

quantitative concept, and gender equality. The former refers to theequal participation of both sexes in different levels of education. Afrequent indicator of parity is the Gender Parity Index (GPI), i.e. thefemale-to-male ratio for a given indicator. The concept of genderequality is more complex as it requires providing equal conditionsfor access, treatment and outcomes in education for both femalesand males.

Based on figures from 1990 and 2000, the report gives amixed picture of the current situation of gender parity in manydeveloping countries. During the period in question, the NetEnrolment Ratio (NER) of girls in primary education has risenslightly in most developing regions – except in East Asia andthe Pacific where it declined. The GPI at the same level haseither remained stable or increased in all regions during thisperiod, significantly improving in South and West Asia.

Nevertheless, gender disparities in access to primaryeducation remain high in most developing countries. In 2000, 57per cent of out-of-school children in these countries were girls.

Assuming that the past rates of change towards achievinggender parity will remain the same in the future, the reportsuggests that 76 among the total 128 countries will not achievegender parity in primary and secondary education by 2005, and

that 54 countries may not even achieve it at one or both levels by 2015(cf. Figure 1 below). This means that achieving gender equality has stilla long way to go. Of course, the Report is based on data on enrolmentwhich date back to 2000; it is thus not possible to check whether theDakar Framework for Action has had any impact on this trend.

In this context, the commitment of the international community tofinancially sustain those countries lacking the resources to achieve EFAgoals is crucial. The report stresses that both multi- and bilateral aidto education fell between 1998/1999 and 2000/2001. The new Fast-Track Initiative (FTI) launched in 2002 tries to address this issue but thecommitments made by funding agencies do not correspond with theirinitial proposals nor to the resources required by the countriesendorsed for funding. According to the report, a 57 per cent increasein current FTI commitments is needed to make up the difference andallow the international community to keep its promises.

Candy [email protected]

Figure 1. Prospects of achieving gender parity in primary andsecondary education, by region

Source: UNESCO, EFA Global Monitoring Report 2003/2004. Gender and Education for All:The leap to equality, Paris: UNESCO, 2003, Chapter 2, p.110.


The fight against corruption was on the Agenda of theinternational seminar organized by the IIEP in collaborationwith the Mexican Secretariat of Basic Education, inGuanajuato, Mexico, from 3 to 7 November 2003.

Strategies to improve transparencyand accountability in education

THIS research and policy seminar on“Strategies to improve transparency

and accountability in education”gathered both international experts andhigh-level decision-makers. It wasorganized to discuss the findings ofvarious studies conducted within theframework of the IIEP’s project on‘Ethics and corruption in education’, andto reflect upon the policy implications ofthese findings.

There were about 60 participants,including representatives from 10Mexican states. A panel of ministers(from Cambodia, Ecuador, Lesotho,Mexico, Mongolia and Uganda) startedthe debates. They expressed their mainareas of concern about corruption ineducation, and described measures beingconsidered, or taken, by their respectivegovernments to reduce corruption andimprove transparency in the use ofresources.

Discussions tackled a variety ofissues, which the proceedings to beprepared by the IIEP will present indetail. They included:➤ The merits of a number of approachesin increasing accountability in managementin areas such as textbooks production anddistribution or school nutrition. Attentionhere was drawn to the experience ofChile in introducing a standardizedformulae for allocating meals to schools.➤ Potential of methods for tracking publiceducation expenditures in attempts to reduceleakages in the use of educational funds. Acomparison was made between theexperiences of Peru, Uganda and Zambiabased on World Bank supported surveys.In three years, Uganda decreased the rate

of leakage in non-salary expenditurefrom 87 per cent to around 10 per centby disseminating information aboutschool expenditure and hence mobilizingthe attention of local communities.➤ The pros and cons for transparency ofdifferent criteria when designing formulafunding. Participants were given asystematic review of the practices ofAustralia, Brazil, Poland and the UnitedKingdom, as well as the Indonesian caseof using grants for schools and pupils. Itwas revealed that in some cases the useof formula funding has contributed toimproving transparency in theallocation of resources, and in othercases, the impact of complex criteria forallocation is difficult to decipher.➤ The value of self regulatory mechanismssuch as codes of conduct and standards ofbehaviour (both professional and ethical) inthe education sector. The Southern Asianexperience (Bangladesh, India andNepal) was used to illustrate thechallenge of introducing, implementingand successfully enforcing codes ofconduct. While the cases of Hong Kongand Ontario (Canada) offered inspiringapproaches to building ownership andeffectiveness in the use of codes.➤ The importance and impact of theimplementation of right to information lawswhich enable communities to exert socialcontrol on the use of educational resources.Reference was made here to somecountries represented at the Seminar. Theadoption and growing application of theright to information laws in severalIndian states (Kanataka, Rajasthan) wasrecognized as a very promising trend.

The Mexican Quality Schools

Programme was also discussed. Particularattention was paid to the link betweenpromoting ownership and buildingaccountability and transparency – allcrucial factors for its successful imple-mentation. A visit to schools targeted bythe Programme provided illustrativeexamples of the challenges faced.

In conclusion, participants agreedthat the topic of the Seminar was timelyin view of the pressing demands on theeducation sector, and its significance inthe International Agenda (cf. inset below).

Jacques Hallak and Muriel [email protected]

A high-level political conference for the

signing of the United Nations Convention

against Corruption took place in Mérida

(Mexico), from 9 to 11 December 2003.

So far, 95 countries have signed the

Convention.

SEMINAR


FOLLOWING the success of the July 2003 IIEP-World Bank Summer Schoolon Post-conflict reconstruction in the education sector, IIEP’s fourthSummer School will examine the same theme with a particularemphasis on access and inclusion. It will be held at IIEP Headquartersin Paris, from 28 June to 9 July 2004.

According to Project Ploughshares, there were 37 armed conflictsin 2002. It is estimated that 43 national education systems have beenaffected by conflict since 1990. National ministries of education arefaced with daunting challenges. Providing education in a post-conflict setting is not always seen as a high priority by internationalagencies. Nonetheless, the likelihood of children leading a normallife again is substantially increased through the provision of goodquality education, which also serves to give them stability, a positiveidentity and a brighter future.

The main aim of the Summer School is to share knowledge andexperience about one of the key themes in education in post-conflictreconstruction: access and inclusion, with and among middle- andsenior-level staff of governments and agencies responsible foreducation in post-conflict situations. Throughout, there will becoverage of both policy-making and field practice.

The programme will provide an introduction to post-conflictreconstruction in the education sector, and include presentations oninfrastructure, learning materials and supplies, rapid access toschooling, pro-active strategies for drawing children into school, andpolicies for inclusive access.

All the sessions and documentation will be in English only. Nointerpretation will be provided. Participants must therefore have ahigh level of spoken English and comprehension. The facilitators willbe international experts with solid field experience across severalcontinents and they will employ a wide variety of pedagogicalapproaches.

A flyer with detailed information on this Summer School, itscontents and an application form is enclosed with this Newsletter.Deadline for applications: 7 June 2004. Course fee: 1,200 Euros.

More information on the IIEP web site:http://www.unesco.org/iiep/

E-mail contacts:Christopher Talbot: [email protected]

Erika Boak: [email protected]

IIEP 2004 SUMMER SCHOOL

IIEP/UQO 2004 INTERNATIONAL SUMMER SCHOOL

UQO, QUEBEC, CANADA, 4-9 JULY 2004

Educational reconstruction in post-conflictsituations: access and inclusion

© UN/DPI/Eskinder Debebe

learned. Its main aim is to expose participants to best practicesmodels with the up-to-date perspectives, and also to think andmanage more effectively in a changing educational business world.

The programme offers participants a very rich and broad choice oftopics in three main areas:➤ Developing a results-based management of programmes and projects.➤ Developing an administrative decentralization: multi-project

management and project management.➤ Developing the competencies needed by educational

development managers.The intellectually challenging programme will help education

officers, senior executives and planners to acquire the tools they needto benchmark, enhance their leadership skills and develop a broad-based educational/business management outlook with a view tobecoming better leaders and strategic actors in education

Applications to attend the Summer School (open admission)should be submitted, with payment, by post or on-line atwww.uqo.ca/uiete before 31 May 2004. Due to the limited numberof places, early applications are encouraged.

For more detailed information, please contact:IIEP Operational Activities Unit

Elizabeth Kadri: [email protected] orLorraine Daniel: [email protected].

IN collaboration with the Quebec University in Outaouais (UQO), theIIEP is organizing a second 2004 Summer School (in French only) on“La nouvelle conjoncture de la gestion du développement international enéducation” (New trends in the management of international educationaldevelopment). This seminar is a continuum of the IIEP 2002 SummerSchool, also organized in collaboration with UQO but held in Paris, on“Towards operational management-evaluation of educational projects”which brought together participants from several countries andprovided access to a wealth of resources and data from leaders ininternational development such as the World Bank , OECD, universitiesand other institutions.

IIEP, which regularly trains planners and managers in job-relatedskills, and UQO, which provides advanced training in project manage-ment, have joined forces and are proposing to ministries of educationworldwide to immerse their most promising planners in a newexperience which fosters professional, intellectual and personaldevelopment. The course also proposes to promote cross-culturalexchanges by introducing participants to different internationaleducational project approaches.

The programme

The UQO/IIEP Summer School will focus on the problems andpossibilities of most advanced management, through a series of lessons

New trends in managing international development in education


Recent IIEP publications

Education for rural development: towards newpolicy responses. A joint study conducted byFAO and UNESCO co-ordinated andedited by D. Atchoarena and L. Gasperini2003, 406 p. ISBN: 92-803-1220-0

FUNDAMENTALS OF EDUCATIONALPLANNING

Demographic aspects of educational planningTa-Ngoc Châu. (Fundamentals No. 72).2003, 113 p. ISBN: 92-803-1219-5

Education privatization: causes, consequencesand planning implicationsC.R. Belfield and H.M. Levin(Fundamentals No. 74). 2003, 79 p. ISBN:92-803-1239-1

Planification des ressources humaines :méthodes, expériences, pratiquesO. Bertrand. (Fundamentals No. 75). 2003,125 p. ISBN: 92-803-2237-0

Les classes multigrades : une contribution audéveloppement de la scolarisation en milieurural africain ? E. Brunswic and J. Valérien(Fundamentals No. 76). 2003, 121 p.ISBN: 92-803-2242-7

ICT in education around the world: trends,problems and prospectsW.J. Pelgrum and N. Law(Fundamentals No. 77). 2004, 133 p.ISBN: 92-803-1244-8

Inégalités sociales à l’école et politiqueséducatives. M. Duru-Bellat(Fundamentals No. 78) 2003, 96 p. ISBN:92-803-2243-5

RESEARCH AND STUDIES PROGRAMME

■■■■■ QUALITY EDUCATION FOR ALL

Teacher professional development: aninternational review of the literatureEleanora Villegas-Reimers2003, 196 p. ISBN: 92-803-1228-6

Développement d’un système d’indicateurs enAfrique de l’Ouest francophone. Le pilotage del’éducation de base dans le cadre des objectifsde l’ « Education pour tous ». 2003, 97 p.

■■■■■ STRATEGIES FOR DISADVANTAGED GROUPS

¿Cómo articular competencias básicas ytécnicas en la capacitación de jóvenes?Pedro Milos Hurtado. 2003, 151 p.

■■■■■ POLICIES AND STRATEGIES FOR SECONDARY

EDUCATION

La relación entre la escuela secundaria y lasorganizaciones sociales. Experiencias enArgentina y Uruguay.Dana Borzese & Daniel García, María delCarmen Bruzzone & María AlejandraScafati. 2003, 139 p. ISBN: 92-803-3246-5

Tendencias de la educación técnica enAmérica Latina. Estudios de caso enArgentina y ChileMaría Antonia Gallart, Martín MirandaOyarzún, Claudia Peirano & María Paola

Sevilla. 2003, 278 p. ISBN: 92-803-3247-3

■■■■■ ETHICS AND CORRUPTION IN EDUCATION

Adverse effects of private supplementarytutoring. Dimensions, implications andgovernment responses.Mark Bray. 2003, 84 p. ISBN: 92-803-1240-5

Combating academic fraud: towards a cultureof integrity. Max A. Eckstein. 2003, 101 p.ISBN: 92-803-1241-3

■■■■■ EDUCATION IN EMERGENCIES AND

RECONSTRUCTION

Surviving school. Education for refugeechildren from Rwanda: 1994-1996Lindsay Bird. 2003, 140 p.

Never again: educational reconstructionin Rwanda. Anna Obura. 2003, 239 p.

■■■■■ IMPROVING THE MANAGERIAL EFFECTIVENESS OF

HIGHER EDUCATION INSTITUTIONS

The management of university-industrypartnerships in Eastern AsiaReport of an IIEP/ESMU DistanceEducation Course, 2 April - 5 July 2002Michaela Martin. 2003, 148 p.

■■■■■ NEW TRENDS IN HIGHER EDUCATION

In pursuit of continuing quality in highereducation through accreditation. ThePhilippine experienceAdriano A. Arcelo. 2003, 134 p.

■■■■■ FINANCIAL MANAGEMENT OF EDUCATION SYSTEMS

Orçamentos e despeses de educação:perspectivas em Cabo Verde, Angola,Moçambique. I. da Costa and D. Oulai.National co-ordinators: José PedroDelgado, Kavungu João Baptista andZacarias Mazembe. 2003, 262 p.

■■■■■ STUDENT LOANS IN ASIA

Student loans in Thailand. Are they effective,equitable, sustainable?Adrian Ziderman. 2003, 154 p.ISBN: 92-803-1231-6

A review of the student loans scheme in ChinaHong Shen and Wenli Li2003, 120 p. ISBN: 92-803-1233-2

The student loans scheme in Hong KongYue Ping Chung. 2003, 72 p.ISBN: 92-803-1232-4

Student loans schemes in the Republic ofKorea. Review and recommendationsAnna Kim and Young Lee2003, 104 p. ISBN: 92-803-1234-0

Student loans in the Philippines. Lessons fromthe past. I. Kitaev, T. Nadurata,V. Resurrection and F. Bernal. 2003, 108 p.ISBN: 92-803-1235-9

MISCELLANEOUS

Education for rural people. Aid agenciesworkshop. Organized by FAO and IIEP,12-13 December 2002, Rome, Italy2003, 110 p.

To order IIEP publications, please contact:[email protected]

www.unesco.org/iiep

Educación media para todos. Los desafíos dela democratización del acceso. Edited byE. Tenti Fanfani. 2003, 157 p.

El papel de los medios de comunicación en laformación de la opinion pública en educación.J.C. Tedesco. 2003.

Las nuevas tecnologías y el futuro de laeducación. J.J. Brunner and J.C. Tedesco.2003, 136 p.

Educación y nuevas technologías: Experienciasen América Latina. D. Filmus, O.E. GonzálezPérez, M. Dias Pinto, C. Alvariño, M.Zúñiga,I. Jara and E. García. 2003, 144p.

Evaluar las evaluaciones. Une mirada políticaacerca de las evaluaciones de la calidadeducativa. G. Iaies, J. Bonilla Saus,J.J. Brunner, P. Halpern Britz, M. Granovsky,A. Tiana Ferrer, F. Martínez Rizo, J.C.Navarro and E. Tenti Fanfani. 2003, 194 p.

To order IIEP-BA publications, please contactdirectly:

IIPE-Buenos Aires, Agüero 2071Buenos Aires, Argentina

informació[email protected]

Full text versions of all IIEP-BA publications areavailable on their web site:

http://www.iipe-buenosaires.org.ar

IIEP-BA PUBLICATIONS


The Virtual InstituteTHE ALUMNI NETWORK

THE reopening of the Network hasgenerated many e-mails and muchenthusiasm. The former trainees of theATP 2002-2003 have been able to jointheir colleagues and benefit from thediscussions and services offered by IIEP.

As a first activity, an on-linediscussion on EFA indicators focussedby theme has been proposed. Mr SaidBelkachla, a former ATP participantwho is currently working at theUNESCO Institute for Statistics, ismoderating the discussion. If you haveparticipated in the ATP and would liketo learn more about this activity, pleasecontact Tania Besimensky at:[email protected]

DISTANCE EDUCATION COURSES

Currently, two distance educationcourses are being offered to selectedministries and organizations:

■ Using indicators in planning EFA:Teams from 11 countries around theworld have been selected to participatein this course offered in English.Intended as institutional capacitybuilding, the course is targeted at high-level managers of different services inministries of education.

■ Education Sector Diagnosis:The course is being offered in French toselected teams among French-speakingcountries (Haiti, sub-Saharan and NorthAfrica). The demand for this course hasbeen high, and in response, it is plannedto offer it again to French-speakingcountries in the Autumn of 2005.

INTERNET DISCUSSION FORUMS

■ Virtual universities and transnationaleducation. Policy issues: What arethey? And whose are they?

Our first forum in 2004 generated asignificant level of interest with 350participants from around the world. Itwas organized in week-long sessionswith each week focussed on a specificinstitutional model and case study.The report will be available shortly onthe Forum link of the IIEP web site at:http://www.unesco.org/iiep/virtualuniversity/index.html

■ Planning education before, in and afteremergencies

This second forum will be offered inSeptember 2004. If you are interestedin joining, please contact us and wewill put your name on the list.

CONTACT FOR THE VIRTUAL INSTITUTE

Susan D’Antoni

[email protected]

or on IIEP’s web site at

http://www.unesco.org/iiep/eng/training/

virtual/virtual.htm

Nice and MonacoStudy Visit of IIEP trainees, 20-26 November 2003

TO celebrate the New Year, the 2003/2004ATP participants were invited to a receptionon 6 January at the Town Hall of Paris16e –the Arrondissement where the IIEP is located.It was a unique opportunity for trainees totalk with the Mayor and other towncouncillors who informed them of activitiesand services provided by the Town Council.

In the rooms of the Town Hall, IIEPtrainees and members of the FrenchNational Commission for UNESCO wereinvited to share the ‘Galette des Rois’ – thecake which is traditionally eaten in France onTwelfth Night – the Feast of the Three Kingstwelve days after Christmas.

EVERY year, participants in IIEP’sAdvanced Training Programme in

Educational Planning and Management(ATP) undertake, as a part of theirtraining, a study visit in France tostudy in depth the French educationsystem.

This year, the French NationalCommission for UNESCO, whichorganizes these visits each year, chose theAcademy of Nice, in the South of France.The IIEP group was thus able to visit theRectorate and the Inspectorate in Toulon,as well as a number of primary andsecondary schools where they met upwith students, teachers and schooldirectors, as part of their reflexion ondecentralization, the eradication ofschool failure and the links betweenschool and the world of work.

The visit was also an opportunityfor IIEP trainees to discover thebeautiful landscapes of the FrenchRiviera, Provence and visit Saint-Paul-de-Vence, Opio, Cannes and Grasse.

Exceptionally this year, the groupwas invited to visit Monaco for a one-day briefing on the Principality’seducation system. The group waswelcomed by a senior member of theCouncil of State and the Director forEducation, Youth and Sports. The visit,which included tours of both theCasino and the OceanographicMuseum, proved to be a very enrichingexperience for the trainees. As a largenumber of IIEP trainees are housed inthe Maison de Monaco at the CitéUniversitaire in Paris, they arereminded every day of their visit and

of the good relations between thePrincipality and IIEP.

Serge Pé[email protected]

Workshop on ‘Gender development,focus on education’

Kabul, AfghanistanMarch 2004

Part of IIEP’s activities for the recons-truction of education in Afghanistan,the workshop targets participants fromthe Ministries of Education, HigherEducation and Womens Affairs.

Contact: [email protected]

Workshop on ‘Strategic management,academic staff and space in highereducation institutions’

Kabul, AfghanistanMarch 2004

Also part of IIEP activities inAfghanistan, the workshop is forparticipants from the Ministry ofHigher Education, all universities andhigher education intitutions inAfghanistan.


Iraqi seminar on ‘Raising publicawareness’

IIEP, Paris3 - 7 May 2004

This seminar is a follow-up to thetraining on ‘Strategic educationalplanning’ provided by IIEP for IraqiMinistry of Education officials in Beirutin January 2004.


a learning organization

IIEP Activities

IIEP Governing Board meetsTHE 42nd session of IIEP’s Governing Boardtook place in Paris from 1 - 2 December 2003.Chaired by Dato‘ Asiah bt. Abu. Samah, theBoard welcomed three new members:Mr Jean-Louis Sarbib (World Bank), Ms EsterZulberti (FAO), Ms Thelma Kay (UNESCAP)and bid farewell to Professor Klaus Hüfner(Free University of Berlin). The Chairpersonand IIEP’s Director thanked him for his activeparticipation in the Board’s work.

UNESCO’s Director-General, Mr KoïchiroMatsuura, also attended the meeting and,emphasizing UNESCO’s commitment to EFA,paid tribute to IIEP’s role in assistingMember States to achieve the Dakar goals.The Board members approved the Institute’sactivities. Some projects proved of particularinterest and enriching discussions were hadconcerning training activities and projectsundertaken in co-operation with FAO. The

working groups allowed IIEP researchers topresent some of their projects in a moredetailed manner, thus benefitting from thecounsel of the eminent education specialistson the Board.

Dato’ Asiah also inaugurated the newSylvain Lourié Room, paying a movingtribute to a former Director of IIEP (1982-1988) in a ceremony to which all Institutestaff were invited. ❑


Meeting of the Inter Agency Task Team(IATT) on HIV/AIDS and education

Ottawa, Canada12 -14 May 2004

This meeting, hosted by the CanadianInternational Development Agency(CIDA), will discuss the outcomes of asurvey that the IATT is currentlycarrying out on the readiness ofministries of education to addressHIV/AIDS-related issues.


Seminar on ‘Education facing thelabour market and social inclusion crisis’

Buenos Aires, Argentina24 - 25 June 2004

This seminar is jointled organized byRedEtis (Education, Work and SocialInclusion Network – Latin America),housed at the Institute for Economic andSocial Development (IDES), BuenosAires, and the Argentine Ministry ofEducation.


IIEP 2004 Summer School on‘Educational reconstruction in post-conflict situations: access andinclusion’

IIEP, Paris28 June – 9 July 2004

See p.13 of this issue and attached leaflet.


IIEP-BA ACTIVITIES

International seminar on ‘Partnershipsand innovation in education projectspromoting development at the locallevel’

IIEP-Buenos Aires, Argentina20 - 21 May 2004

Marking the end of the IIEP-BA/KelloggFoundation Cluster Evaluation Programmeon the Community Learning Initiative, theseminar will discuss the research resultsand promote exchange between keyactors from agencies and organizationsworking on social projects in poor areas.Contact: [email protected]

UQO/IIEP 2004 Summer School on‘New trends in managing internationaldevelopment in education’

Gatineau (Quebec), Canada4 – 9 July 2004

See p. 13 of this issue.


Policy seminar on ‘Successful schoolmanagement’

Manila, Philippines5 - 8 July 2004

Jointly organized with the Asian Networkof Training and Research Institutions inEducational Planning (ANTRIEP), thismeeting will be hosted by INNOTECH.


Documents

Teachers a Priority