1. E-101 Thurs Section 1 T HURS., 20 TH S EPTEMBER, 2012 11- 12.30 P. M * P LEASE RUN THE AUDIO SET UP WIZARD ( TOOLS ->A UDIO - > A UDIO SET UP WIZARD ) AS YOU GET SETTLED

2. Roadmap for today House keeping In the news… Getting a hold of the indicators Questions from the Forum Sector Assessments Questions/AOB? 2

3. Housekeeping - 3 Paper I – now’s a good time! Academic integrity includes not plagiarizing yourself Learn to cite – assemble text – librarian! “Participation Hub” online “Vidur’s section” tab online You’re making choices when in a group – Set expectations from the outset Appendix – your previous graded paper CIES – New Orleans – Oct. end deadline HGSE’s Student Research Conference

4. Resources 4 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 INDICATORS + SECTOR ASSESSMENTS

5. 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

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7. Where are we- Contextualized transfers. What is the business of policy about? 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

8. In the news… Africa Learning Barometer - http://www.brookings.edu/research/inte ractives/africa-learning-barometer http://www.brookings.edu/research/inte ractives/africa-learning-barometer

9. Questions from the forum - Reimers et al. argue that the first step of achieving contextualized transfer is to determine what the needs of the community are, "as perceived by the various groups that have an interest in the education enterprise" (p 419). Could there be conflicts between what the government, the community, the students, and local NGOs believe are relevant needs, and whose ideas should receive the most weight? In assembling evidence, would the act of interviewing a diplomat, non for profit organization, or world leader, in the particular country being examined, be considered supportive information to factual data or could this first hand view be used as actual concrete data? How can we encourage the use of contextualized transfer of policies when un- contextualized adoption may appear as easier, faster, and cheaper?

10. Looking at Sector Assessments Resources -> Data & Writing Sources -> Indicators 1 & Indicators 2 Download any sector assessment from the Resources Section Does Bardach’s framework apply (or not)? How? What does the Sector Assessment inform you?