Education For All: Quality Counts - Reflections from a School Improvement Perspective UKFIET Colloquium Institute of Education, London Tuesday 23 rd November 2004 Professor David Hopkins Chief Adviser on School Standards, DfES . EFA – Dakar Goals. Early education and childcare
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Education For All: Quality Counts -Reflections from aSchool Improvement PerspectiveUKFIET ColloquiumInstitute of Education, LondonTuesday 23rd November 2004Professor David HopkinsChief Adviser on School Standards, DfES
The Education For All Development Index measures the extent to which countries are meeting 4 of the 6 EFA goals:
Several countries - including some of the poorest – sharply improved their EFA achievement levels between 1998 and 2001. This indicates that poverty is not an unavoidable barrier to rapid progress towards EFA. On the other hand, massive educational deprivation continues to be concentrated in sub-Saharan Africa, the Arab States and South and West Asia.
“Quality must be seen in light of how societies define the purpose of education. In most, two principal objectives are at stake; the first is to ensure the cognitive development of learners. The second emphasises the role of education in nurturing the creative and emotional growth of learners and in helping them to acquire values and attitudes for responsible citizenship. Finally, quality must pass the test of equity: an education system characterized by discrimination against any particular group is not fulfilling its mission.”
Economic and labour market conditions in the community
Socio-cultural and religious factors
Context – including factors such as:
Many people assume that there are certain ‘obvious truths’ about reform:
In line with the EFA approach, Dalin notes, all these ‘obvious truths’ have been shown to be false.
Regional Capacity Building
A Final Thought
Education for All (EFA) is a bold and innovative educational programme redolent with moral purpose. The goals of EFA reflect cutting edge educational aspirations. It is important that we do not just realise the aims of EFA but also raise standards of achievement and learning in all United Nations member countries. At present international policy is largely predicated on structural reform and this has a poor track record in terms of raising standards and ensuring equity. An approach that focuses on improving the quality of classroom practice, on capacity building and systemic reform offers far more promise.