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Enhancing Education Access Through Strategic Partnerships

Explore the interconnectedness of basic education and health, trends in basic education discourse, the significance of partnerships, and the ways forward to promote better access to education. Uncover the fallacies, limitations, and contradictions in education initiatives for sustainable development.

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Enhancing Education Access Through Strategic Partnerships

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  1. Partnerships for providing better access to basic education Richard Maclure Faculty of Education University of Ottawa rmaclure@uottawa.ca

  2. Part 1: BASIC EDUCATION & HEALTH: EVIDENCE OF THE CONNECTION. Source: L. H. Summers (1994). “Investing in All the People: Educating Women in Developing Countries”. EDI Seminar Paper No. 45, The World Bank, pp. 9 – 13.

  3. Part 2: TRENDS IN BASIC EDUCATION: CURRENT DISCOURSE • Dakar Framework for Action • MDGs • Partnerships • State/Civil society relations • Paris Declaration: The role of international donors • Child rights approaches to education

  4. Dakar Framework for Action A re-affirmation of Jomtien EFA (1990) • early childhood education; • free primary education; • appropriate learning and life-skills programmes; • significant advances in adult literacy; • eliminating gender disparities by 2005, & achieving gender equality in education by 2015; • good quality education & measurable learning outcomes.

  5. Commitments to the Dakar goals • governments to prepare national action plans; • involvement of civil society; • no country to be thwarted by lack of resources / global mobilisation of resources; • annual monitoring report.

  6. The Millennium Development Goals • Goal 2: Achieve universal primary education • ensure that all boys and girls complete a full course of primary education • Goal 3: Promote gender equality and empower women • eliminate gender disparity in primary and secondary education preferably by 2005, and at all levels by 2015

  7. Partnerships A. State / Civil society relations Reasons underlying CSO participation in basic education: • limited government capacity to expand & sustain basic education; • trends towards decentralization, democratization, & community participation in social services;

  8. improved economies of scale • better quality and performance outcomes • international support for civil society capacity building & state/CSO collaboration

  9. B. The Paris Declaration: The role of international donors Key indicators of donor agency partnership: • ownership • alignment • harmonization • managing for results • transparency & accountability

  10. Child rights approaches to education • curricular reforms • structural reforms – e.g., healthy schools, violence-free schools, feeding/nutrition programs, etc. • constructivist, child-centred pedagogies (e.g., child-to-child strategies)

  11. Part 2: FALLACIES, LIMITATIONS, & CONTRADICTIONS • EFA or MDGs ? – dilemmas arising from shifting & competing agendas of different international protocols • International & national target setting: flaws & fallacies

  12. Contradictions: Education for . . . . • development of human resources vs. uncertain “use” of human resources • social equity & mobility vs. social selection & reproduction • progressive change vs. reinforcement of the status quo

  13. “success” vs. the fostering of failure • critical thinking vs. rote memorization & indoctrination • peace & safety vs. sites of violence

  14. Diverse participant agendas: • healthy individual cognitive & social growth • employment & family security • human resource (capital) development & economic growth • citizenship and socio-political democatization

  15. Diverse nature & effects of participation • Civil society participation: democratic action or elitist co-optation? • Private sector participation: revitalization of education OR rollback of the state & “marketization” of a public good? • Participation as democratization or de-politicization?

  16. Part 3: Ways Forward • Increased attention & support for local schools and “out-of-school” education linked to local needs / job creation / community health • Greater curricular & pedagogical emphasis on schools as havens of safety and as forums for health education

  17. Greater attention to children’s participation and child-centred pedagogy as foundations of appropriate good quality education • Increased attention to the viability of children as participants in educational policy-making, planning, delivery, and evaluation • Acknowledgment of the limits of education, & corresponding attention to context – to capacity building, transparency in governance, economic investment, & job creation

  18. Unflagging attention to the nexus between gender equity in education and increased community health • Emphasis on inter-disciplinary evaluation & applied research that engages the partnership among health & education researchers, in conjunction with health & education policy-makers & practitioners.

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