A-801 Monday Section 1 W EDNESDAY, 19 TH S EPTEMBER

Roadmap for today House keeping How do the pieces fit together? Questions/AOB? 2

Housekeeping - 3 Final projects forumforum Highly encouraged to work in groups for the papers. Paper I details (all in the syllabus) 8 pgs. (stick to the page limit. Add a cover page with your name & paper title) Due Oct. 5 th – 5 p.m EST (dropbox 5 sharp) 20% of grade – refer to rubric in syllabus If a B- or less, option to re-submit within a week. Avg. of grades will be taken Content: Identify an issue pertaining to opportunities of children to learn Country/region specific Why is this issue important Empirical evidence to justify Empirical X Anecdotal APA citations

Section Leading Must sign-up today. S-040, Fall 2010 / Unit 9: Regression in Practice © Prof. Masyn (HGSE, 2010) 4

Resources 5 Journals – Comparative Education Review Journal of Comparative & International Education International Education Subject based journals Society for International Education Journal at Teachers College Blogs/Sites to follow– World Education Blog - UNESCO World Education Blog Education for Global Development – World Bank Education for Global Development EduTech – World Bank EduTech Chris Blattman Brookings Center for Universal Education Save the Children; UNICEF etc. Poverty Action Lab (J-PAL) and IPA

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Where are we- Contextualized transfers. What is the business of policy about? Bright spots & thinking differently What have we learnt from comparative cross national studies so far. What do they not tell us? Why education? Education & development as a HR – marginalized sections 7

How do we measure progress? Inputs Per pupil Spending Processes Structures, Curriculum Outputs Educational Attainment, Literacy Outcomes Employment and Productivity, Political Participation, Social Capital

Your first stop for education data ges/default.aspx?SPSLanguage=EN ges/default.aspx?SPSLanguage=EN Education at a Glance 2011: OECD Indicators S-040, Fall 2010 / Unit 9: Regression in Practice © Prof. Masyn (HGSE, 2010) 9

Key Indicators Gross Enrollment Rates Net Enrollment Rates Repetition Rates Student Flows –completion rates— Learning Skills

Indicators Literacy :Adult (15+) literacy rate, by sex, Youth (15-24) literacy rate, by sex Primary education: Primary net enrolment ratio, by sex, Girl's share of primary enrolment Secondary education: Secondary net enrolment ratio, by sex, Girl's share of secondary enrolment Tertiary education: Tertiary gross enrolment ratio, by sex, Women's share of tertiary enrolment School life expectancy:School life expectancy (primary to tertiary education) by sex 11

Dimensions of educational inequality:  Racial Inequality  Gender Inequality  Casts Inequality  Socio-economic inequality  Regional inequality

What is equality of educational opportunity? Conservative Definition (Position in the social structure determines education chances) Liberal Definition (Equality of Treatment) Progressive Definition (Equality of Outcomes requires inequality of treatment. Positive Discrimination).

Equality of Educational Opportunity Equality of Outcomes (Social and Cultural Capital) Options in Life. Equality of Learning Outputs Equality of Processes Equality of Inputs Equality of Access

Equality of Inputs Per-Pupil expenditures Teacher characteristics Instructional Resources Physical facilities Learning outputs and outcomes from prior levels. The role of school segregation

Equality of Processes Instructional Practices Teacher responsiveness Time on task Fit between curriculum and student background Language of instruction

Equality of Outputs Results tied to curriculum objectives Academic Skills Educational Attainement

Equality of Outcomes Equal Freedom Equal Capabilities (not functionings) Equal Social Capital Equal Cultural Capital

Today… 1. Analyze a policy document. A Global Compact for learning. 2. Review the Eightfold Path 3. Discuss the role of transfer in innovation 4. Examine the role of modeling for transfer

A Global Compact for Learning Core argument What is the problem? What are the solutions?

Bardach’s Eightfold Path What if we had to develop the global compact, and decided to follow the Eightfold path. What would that process look like? What would we do? How is that different from the process followed to produce the ‘Global Compact?’

The Eightfold Path Define the Problem Assemble some Evidence Construct the Alternatives Select the Criteria Project the Outcomes Confront the Tradeoffs Decide Tell your Story

Repetition. Why worry about it? Isn’t repetition a second chance? An extension of learning time? High Levels –probably higher than reported Consequences to students –time to graduate, impact on self, leads to dropout? Under-age and over-age children Evidence of low levels of academic achievement?

Why do children repeat grades? 1. Because they are not ready to meet the academic expectations of the grade 2. Because their teachers don’t teach effectively 3. Because their parents do not support their academic work 4. Because the curriculum is too demanding 5. Because there are not enough spaces for them in the next grade

What causes repetition? --modeling education processes-- Household factors. Disproportionately among low SES children. Distinction between lower stage repetition and later grade repetition Causal paths: poverty—nutrition—absenteeism BUT demand factors MEDIATED by school factors or in interaction School factors High prevalence in rural, multigraded schools Inbalances in class size among early and upper grades Evaluation standards used by teachers

Trends of Analysis of Repetition Automatic Promotion Raise opportunities to learn Change cultures of repetition Role of cultural context “education systems vary enormously in terms of the incidence, causes and consequences of repetition.” Repetition Rates have systemic causes

Policy Options Comprehensive multipronged strategies home/school (e.g. adult literacy, mid-day meals, better school facilities, more textbooks, inservice training, and greater community involvement in schooling or strategies to improve readiness including nutrition, health and pre- school education; involving communities).

Prioritizing interventions Home based Increase equity (remove fees and scholarships) Increase school fit (parental involvement, local control, enforce laws) Increase school readiness (parent education, community health and nutrition, infant stimulation) School based Increase school readiness (early entry, preschool provision) Increase access (enforce laws, fund school by attendance, eliminate fees, add grades or cluster schools, incentives to attract teachers to rural areas). Increase quality (reduce class size, lengthen school year/day, improve teacher quality, increase supervision, provide free textbooks) Improve assessment (competency based objectives, criterion referenced testing, performance based incentives for schools). Need for Systemic Sectoral Interventions.

Transfer and Innovation What is the argument? What is contextualized transfer? Where does it fit in the Eightfold Path?

In small groups, identify a particular country. You are a task force tasked with designing a country approach to implementing the ‘Global Compact’. Model the factors that influence the outcome you wish to change? How would you use contextualized transfer to stimulate educational innovation in any of the areas mentioned in the report?