1. Approaches to International Education A critique of UNESCOs Education for All Session 7

2. Background 1. The 6 Education for All (EFA) goals 2. The Dakar Framework 3. UNESCO TV – media representations of EFA

3. Four Case Studies Identifying the common themes across the four case studies Goldstein (2004) EFA and global targets Strutt & Kepe (2010) EFA and CSOs Silfver (2010) EFA and gender Scrase (2002) EFA and English language teaching

4. Case Study 1 Goldstein (2004) Discussion question: What impact does the globalisation of learning targets have on the achievement of the EFA goals in developing countries? (goal 6)

5. Case Study 2 Strutt & Kepe (2010) Discussion question: What impact does the globalisation of learning targets have on the involvement of national and local civil society organisations (CSOs) in working towards the EFA goals?

6. Case Study 3 Silfver (2010) Discussion question: Why has gender mainstreaming not worked in EFA development work? (goals 1, 2 & 5)

7. Case Study 4 (Scrase (2002) Discussion question: Teaching English or teaching mother- tongue? How does globalisation thwart EFA goals 4 & 6?

8. Conclusions What are the major challenges for educational planners and policy makers working on education in the developing world?

9. Bibliography Goldstein, H (2004) Education for all: the globalisation of learning targets, Comparative Education, 40 (1) 7-14. Strutt, C. & Kepe, T (2010) Implementing education for all – whose agenda, whose change? The case of the Ghana National Education Coalition, International Journal of educational Development, 30 (4).369- 376. Silfver, A. (2010) Emancipation or neo-colonialism? Global gender mainstreaming policies, Swedish gender equality politics and local negotiations about putting gender into education reforms, Compare, 40 (4) 479-495. Scrase, T. (2002) Globalisation and the cultural politics of educational change: the controversy over the teaching of English in West Bengal, India, International Review of Education, 48 (5) 361-375.