1. Education and Development Education as a Human Right

2. –How does Education relate to Society? Alternative approaches. Human Capital, Modernization, Dependency, Human Rights, Democratization –What has Education for All Achieved? –What are the limitations of EFA? –Assignment #1 Oct 17, Only ID#

4. Economic Context Structure of the Economy Comparative Advantage Productivity Employment Cultural Context Identity Values Norms Shared meanings Political Context State—representation Governance State legitimacy Stability Rule of Law Social Context Status Hierarchies Individual-Society Demographic Context Demographic Structure Demographic Dynamics Geographical Context Natural Endowments Human-Environmental Issues Educational Institutions

5. Cultural Context Identity Values Norms Shared meanings Political Context State— representation Governance State legitimacy Stability Rule of Law Social Context Status Hierarchies Individual-Society Demographic Context Demographic Structure Demographic Dynamics Geographical Context Natural Endowments Human-Environmental Issues Educational Institutions Economic Context Structure of the Economy Comparative Advantage Productivity Employment Transnational Context SubNational ContextNational Context

6. Education---Context Thanks to a combination of revolutions, scientific and technological, social and economic, political and demographic, the environments of educational systems have been changing at a vastly accelerated pace.

7. Do you agree with the view that the context of education systems have been changing at a very rapid pace? 1.Yes 2.No

8. What is the most important education challenge today? 1.Expanding Access to Education to reach the unreached. 2.Improving Quality of Education. 3.Improving the Relevance of Education

9. Alternative ways to think about this relationship Education---Context

10. Cultural Context Identity Values Norms Shared meanings Political Context State— representation Governance State legitimacy Stability Rule of Law Social Context Status Hierarchies Individual-Society Demographic Context Demographic Structure Demographic Dynamics Geographical Context Natural Endowments Human-Environmental Issues Educational Institutions Economic Context Structure of the Economy Comparative Advantage Productivity Employment Transnational Context SubNational ContextNational Context

11. Education and Economic Development Growth in Gross National Product Patterns of Growth Capitalizing on Comparative Advantages through Trade “Economic Development can be viewed as a set of interrelated changes in the structure of an economy that are required for its continued growth. They involve the composition of demand, production, and employment as well as the external structure of trade and capital flows. Taken together, these structural changes define the transformation of a traditional to a modern economic system” Hollis Chenery. Structural Change and Development Policy

12. Approaches to Educational Planning Manpower Planning Rates of Return Analysis

13. Education confers economic advantages to the people who are educated 1.Yes, Always 2.Yes, Generally 3.Sometimes 4.No, Rarely 5.No, Never

14. Education improves the economic productivity of people, hence improving national economic growth 1.Yes, Always 2.Yes, Generally 3.Sometimes 4.No, Rarely 5.No, Never

15. Cultural Context Identity Values Norms Shared meanings Political Context State— representation Governance State legitimacy Stability Rule of Law Social Context Status Hierarchies Individual-Society Demographic Context Demographic Structure Demographic Dynamics Geographical Context Natural Endowments Human-Environmental Issues Educational Institutions Economic Context Structure of the Economy Comparative Advantage Productivity Employment Transnational Context SubNational ContextNational Context

16. Education and Modernization –Cultural Values that allow Economic Progress –From Tradition to Modernity –Modern Values: Control over one’s destiny vs. external forces Respect for time vs. flexibility Universal rules vs. particularism Focus on achievement vs. ascriptive http://www.worldvaluessurvey.org/

18. Weak vs. Strong Secular-Rational Values Source: Christian WelzelA Human Development View on Value Change Trends (1981-2006)

19. Weak vs. Strong Self-Expression Values Source: Christian WelzelA Human Development View on Value Change Trends (1981-2006)

20. An Underlying Constraint vs. Choice Polarity Source: Christian WelzelA Human Development View on Value Change Trends (1981-2006)

21. The Two-Dimensional Value Space in Theory Source: Christian WelzelA Human Development View on Value Change Trends (1981- 2006)

22. The Two-Dimensional Value Space in Reality

23. Cohort Differences throughout Cultural Zones Cohort differences indicate a long-term increase of secular- rational and self- expression values in all cultural zones except Africa. Source: Christian WelzelA Human Development View on Value Change Trends (1981- 2006)

24. Education develops modern values 1.Yes, Always 2.Yes, Generally 3.Sometimes 4.No, Rarely 5.No, Never

25. In the cases when education develops modern values 1.This is positive 2.This can be positive or negative 3.This is negative

26. Education and Dependency Theory –Some Economies never grow –Relationship of economic center to periphery –Role of elites –No capital accumulation but extraction –Relationship to Authoritarianism in Third World. –Liberation theory and conscientization. Alter class relationships through empowerment of the poor.

27. Education and Human Rights Concentrate on all groups of society Address regional disparities Target elimination of poverty directly

28. Cultural Context Identity Values Norms Shared meanings Political Context State— representation Governance State legitimacy Stability Rule of Law Social Context Status Hierarchies Individual-Society Demographic Context Demographic Structure Demographic Dynamics Geographical Context Natural Endowments Human-Environmental Issues Educational Institutions Economic Context Structure of the Economy Comparative Advantage Productivity Employment Transnational Context SubNational ContextNational Context

29. Cultural Context Identity Values Norms Shared meanings Political Context State— representation Governance State legitimacy Stability Rule of Law Social Context Status Hierarchies Individual-Society Demographic Context Demographic Structure Demographic Dynamics Geographical Context Natural Endowments Human-Environmental Issues Educational Institutions Economic Context Structure of the Economy Comparative Advantage Productivity Employment Transnational Context SubNational ContextNational Context Education and Political Change. Democratization

30. Education as Social Reproduction Education part of the superstructure of society. Can’t change the structure. Only reproduce. Different education tracks Social origin is social destiny

31. What theoretical approach do you think best captures the relationship between educational institutions and context? 1.Economic Development 2.Modernization 3.Dependency 4.Human Rights 5.Democratization 6.Social Reproduction

32. Does the approach we choose to represent how education and society relate matter in practice? 1.Yes 2.No 3.I don’t know

33. Five Definition of Literacy 1. ability to read and write 2. the ability to read, write, spell, listen, and speak 3. reading and writing at a level adequate for communication, or at a level that lets one understand and communicate ideas in a literate society, so as to take part in that society. communicationsociety 4. 'Literacy' is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. 5. Literacy is understanding, using and reflecting on written texts to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society

34. Does it matter which definition one adopts? 1.Yes 2.No

35. Literacy is understanding, using and reflecting on written texts to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society 1.Economic Development 2.Modernization 3.Dependency 4.Human Rights 5.Democratization 6.Reproduction

37. Cultural Context Identity Values Norms Shared meanings Political Context State— representation Governance State legitimacy Stability Rule of Law Social Context Status Hierarchies Individual-Society Demographic Context Demographic Structure Demographic Dynamics Geographical Context Natural Endowments Human-Environmental Issues Educational Institutions Economic Context Structure of the Economy Comparative Advantage Productivity Employment Transnational Context SubNational ContextNational Context Why do States Intervene? Because they believe schools can change context Make people more productive Make people less poor Make people more modern Make people more democratic Because it provides legitimacy to the State Presence of the State Deliver symbolically on the democratic ideal Equality of Opportunity Why do Transnational Institutions Intervene?

38. Universal Declaration of Human Rights Creation of UNESCO Expansion of 1950s-1960s Crisis of Education 1970s Economic Recession and Adjustment 1980s Education for All –Jomtien 1990 and Dakar 2000

39. The Six Goals of EFA Goal 1: Expand early childhood care and education Goal 2: Provide free and compulsory primary education for all Goal 3: Promote learning and life skills for young people and adults Goal 4: Increase adult literacy by 50 per cent Goal 5: Achieve gender parity by 2005, gender equality by 2015 Goal 6: Improve the quality of education UNESCO has been mandated to lead the movement and coordinate the international efforts to reach Education for All. Governments, development agencies, civil society, non-government organizations and the media are but some of the partners working toward reaching these goals.UNESCO The EFA goals also contribute to the global pursuit of the eight Millennium Development Goals (MDGs), especially MDG 2 on universal primary education and MDG 3 on gender equality in education, by 2015.Millennium Development Goals The Fast Track Initiative was set up to implement the EFA movement, aiming at "accelerating progress towards quality universal primary education".Fast Track Initiative

40. Has EFA Made a Difference in Educational Opportunity? 1.Yes 2.No

41. EFA put primary emphasis on quantitative growth and little if any emphasis on qualitative transformation to adapt to the changing needs 1.Yes, I agree 2.To some extent 3.No, I disagree with that statement

64. Economic Context Structure of the Economy Comparative Advantage Productivity Employment Cultural Context Identity Values Norms Shared meanings Political Context State—representation Governance State legitimacy Stability Rule of Law Social Context Status Hierarchies Individual-Society Demographic Context Demographic Structure Demographic Dynamics Geographical Context Natural Endowments Human-Environmental Issues Educational Institutions

65. –Gap Education Demand and Supply Education Demand Self-Generating Demographic explosion Response: Spread Resources –Gap Resources and Requirements –Gap Outputs and Jobs –Irrelevance of Content and Methods –Imbalance Formal and Non-Formal

66. Thanks to a combination of post-war revolutions, scientific and technological, social and economic, political and demographic, the environments of educational systems have been changing at a vastly accelerated pace. The chief response of educational systems to these greatly altered circumstances has been to get bigger as fast as they could, to try to keep pace with the explosive rise in popular demand. Thus they have followed a strategy of linear expansion which put primary emphasis on quantitative growth and little if any emphasis on qualitative transformation to adapt to the changing needs –Phillip Coombs. 1970.

67. A New Strategy for Educational Development International Strategy Emphasis on Quality Emphasis on Links of Education to Society Goal 1: Expand early childhood care and education Goal 2: Provide free and compulsory primary education for all Goal 3: Promote learning and life skills for young people and adults Goal 4: Increase adult literacy by 50 per cent Goal 5: Achieve gender parity by 2005, gender equality by 2015 Goal 6: Improve the quality of education

68. What rationale informed Singapore’s efforts in education as discussed in the reading? 1.Economic Development 2.Modernization 3.Dependency 4.Human Rights 5.Democratization 6.Social Reproduction

69. Did Educational Opportunity Expand in Singapore 1.Yes 2.No