Transcript International treaties with relevance to education

International treaties with relevance to
education
• Universal Declaration of Human Rights 1948
- Free elementary education
• International Covenant on Economic, Socail and
Cultural Rights 1976
- Commitment to free education, financial support
to families, teachers
• Convention on the Elimination all Forms of
Discrimination Against Women (CEDAW) 1981
- Rights to all levels of education, incl sports, nonformal and family planning education
Convention on the Rights of the Child
1990
-
• Education of the child shall be directed to the
development of
- the child’s personality, talents, mental & physical
abilities…
- respect for human rights…
- respect for the child’s parents, cultural identity,
language and values…
- a spirit of understanding, peace, tolerance,
equality of sexes, friendship of all peoples…
- - respect of the natural environment
World Declaration on Education for All
Jomtien 1990
&
The Dakar Framework for Action 2000
6 goals
EFA Dakar Goals
1. Expanding and improving comprehensive
early childhood care and education, especially
for the most vulnerable and disadvantaged
children.
EFA Dakar Goals
2. Ensuring that by 2015 all children, particularly
girls, children in difficult circumstances and
those belonging to ethnic minorities have access
to complete free and compulsory primary
education of good quality.
EFA Dakar Goals
3. Ensuring that the learning needs of all young
people and adults are met through equitable
access to appropriate learning and life skills
programmes
EFA Dakar Goals
4. Achieving a 50 per cent improvement in levels
of adult literacy by 2015, especially for women,
and equitable access to basic and continuing
education for all adults.
EFA Dakar Goals
5. Eliminating gender disparities in primary and
secondary education by 2005 and achieving
gender equality in education by 2015, with a
focus on ensuring girls’ full and equal access to
(and achievement in) basic education of good
quality.
EFA Dakar Goals
6. Improving all aspects of the quality of
education and ensuring excellence of all so that
recognized and measurable learning outcomes
are achieved by all, especially in literacy,
numeracy and essential life skills.
.
Millennium Development Goals (8)
(MDG) 2000
Goal 2. Achieve universal primary education (UPE)
Target 3. Ensure that by 2015 children everywhere,
boys and girls alike, will be able to complete a full
course of primary schooling.
Goal 3. Promote gender equality and empower
women
Target 4. Eliminate gender disparity in primary and
secondary education, preferably by 2005, and at all
levels of education no later than 2015.
Education for Sustainable
Development (ESD)
ESD Decade 2005 – 2015
- Poverty
- Oil dependency
- High consumerism
- HIV/AIDS
- Desertification
- Deforestation
- Biodiversity
- Air pollution
- etc
International assessments of cognitive
achievement (PS)
• Europe & North America Surveys
- TIMSS: mathematics and science
- PIRLS: reading
- PISA: Math, science, reading of 15 yr olds ) 59 OECD
countries
• UNESCO-UNICEF Monitoring Learning Achievements
(langugae, math, science, life skills)
• African Regional Surveys (literacy, numeracy, life skills
(health, civic, environment, science, technology)
• Latin American & Caribbean Surveys (language, math)
• Arab States Surveys (literacy, numeracy, life skills)
Major conclusions from 40 years of
international surveys
• Marked differences between pupil
achievement in the industrialized countries
and those in less developed countries (LDCs)
Conclusions cont
The average level of achievement within a
country at the terminal secondary school stage
is inversely related to the proportion of the age
group enrolled – i.e. the higher proportion of
e.g. 16 year-olds are enrolled the higher the
achievement
Conclusions cont
• Student achievement in mathematics, science
and French as a foreign language is positively
related to the time spent studying the subject
at school.
Conclusions cont
• Student achievement in mathematics, science
and French as a foreign language is also
positively associated with the time spent on
homework.
Conclusions cont
• The average level of student achievement is
positively related to the time spent in class
Conclusions cont
• The impact of increased textbook use on
student learning in LDCs is strong. The same
effects are not detected in richer countries
Conclusions cont
• Measures of the socioeconomic status of
pupils’ families are positively related to
student achievement in all countries, at all age
levels and for all subjects.
Education quality
•
-
Dakar:
healthy, motivated students
competent teachers using active pedagogies
relevant curricula
good governance
equitable resource allocation
Education quality
• UNESCO:
- Learning to know: learners build their own
knowledge (prior knowledge is important)
- Learning to do: practical application
- Learning to live together: non-discrimination,
equal opportunities
- Learning to be: skills needed to develop full
potential
Education quality
• UNICEF five dimensions:
- learners
- environments
- contents
- processes
- outcomes
Education quality
• Constructivist approach:
Acquisition of knowledge and skills require
active participation of learners
No externally defined curricula
Learners construct their own meaning
Assessment are used to give learners
information & feedback
Teacher = facilitator
Education quality
• Behaviourist approach:
Learners have no intrinsic motivation
Reward and punishment
Standardised, externally defined curricula
Rote learning and memorisation
Assessment is used to measure behaviour
according to set criteria
Tests and examinations are central
Education quality
• Critical approaches:
Active particpation of learners
Learners design their own learning
Curricula and teaching that encourage critical
analyses, particularly of social power relations
Lead to social change