International policy and education: The Post 2015 Education and Development agenda Elaine Unterhalter

New agendas? New Priorities? Contextualising the Post 2015 moment in education Characterising the agenda setting process Whose priorities are included and how? Unfinished business Where do we go from here?

3 ways to think about global policy (Unterhalter & North, 2017 forthcoming) : i)rational & sequential

Complex; fractured; mobile

Articulating aspiration

The post 2015 moment in education SDG4 -building from Education for All (EFA) and the MDGs Education for people and planet – UNESCO Global Education Monitoring report (2016) The Learning Generation – Report by the international commission on financing global education opportunity (2016) Unmet needs, accelerating progress, forms of inclusion: aspiration, exhortation or control? What kind of mix & remix?

SDG 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all Targets 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes 4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education 4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university 4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship 4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations 4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

Report of findings for dissemination meetings, May 2016 Teacher education, teacher practice, gender and girls’ learning: A study in five Nigerian states Report of findings for dissemination meetings, May 2016

Future work intentions of students interviewed (2014) Two thirds said they wanted to work as teachers But in Lagos and Rivers less than half wanted this career Students with higher SES said they did not want to work in teaching and were enrolled on a teaching course as a stepping stone to something else In Jigawa, many students from small habitations, majority say want work in teaching

The agenda setting process Participatory consultations? Some major global decision making networks – GPE, UNICEF, UNGEI, GCE, EI,the International Commission on Financing Education Foundations and PPPs Communities of practice?

Unfinished business How can we leave no one behind? Measurement and indicators? Planning & participation Approaches to financing

Aid, a multilateral financing facility or universal obligations? Hierarchies Complexities Solidarities

Suggested fields for measuring gender equality in education(Unterhalter, 2015) Institutions outside education  Institutions of the education system  Teaching and learning practice  Resource distribution to and within schools and education programmes  Norms  Demographics  Outcomes of education