Special Lectures 特別講義

Total Page:16

File Type:pdf, Size:1020Kb

Special Lectures 特別講義 Special Lectures by Prof. Keith Lewin and Prof. Angela Little renowned scholars of education and development 1. From Education Policy to Practice: drivers, incentives and threats Speaker: Dr. Angela Little Date: Tuesday 6 November 2018 at 8:45-10:15 Venue: Seminar Room 6 (515), (5F) at GSID This lecture explores the nature and range of education policy and asks ‘who are the key policymakers and planners of changes in practice’? It examines technical and political economy approaches to education policy and its translation into practice. 2. Development Alternatives Beyond Aid Dependence in Sub- Sahara Africa: How much, to whom, for what? Speaker: Dr. Keith Lewin Date: Thursday 8 November 2018 at 10:30-12:00 Venue: Seminar Room 6 (515), (5F) at GSID Over the last three decades well over half a trillion dollars has been disbursed as aid to education through bilateral and multilateral agencies. The worrying thought is that without new and more strategically focused approaches more aid to education may not lead to sustainable educational development, but to more dependence and exogenously led development. This lecture explores the evidence and the options. Dr. Angela W. Little is Professor Emeritus Emerita of UCL Institute of Education, the University of London. She was previously a Fellow of the Institute of Development Studies at the University of Sussex. Dr. Keith Lewin is Professor Emeritus of International Development and Education at the University of Sussex. He was formerly the Director of the DFID funded Consortium for Research on Educational Access, Transitions and Equity. For more information, please visit http://www.gsid.nagoya-u.ac.jp/syamada/ Or contact: [email protected].
Recommended publications
  • CREATE Newsletter Issue 4, September 2009
    CREATE Newsletter Issue Four September 2009 Director’s Note: CREATE has continued to develop as its research programme produces an extensive portfolio of research papers, reports, and published journal articles. A special issue of Comparative Education was published in May 2009 focussing on access to education in Sub-Saharan Africa with Keith Lewin and Kwame Akyeampong as guest editors and fourteen contributors from CREATE. At the forthcoming UKFIET at New College, Oxford CREATE about 30 CREATE associates are presenting papers in different sessions including a CREATE Symposium on Tuesday the 14th of September. Members of the Consultative Advisory Group have been invited to the conference and some are giving papers. CREATE has been well represented over the last year at various events including the Commonwealth Ministers Conference, and the National Conference on Education in Ghana in April which was opened by the new Minister. In India the Secretary of the Department of School Education for all India has taken a personal interest in CREATE and opened a recent dissemination event in Madhya Pradesh, one of the CREATE case study areas. CREATE is also supporting the development of RMSA, the Government of India programme to expand access to secondary schools which complements the well established SSA. In South Africa achievement testing has been undertaken and the analysis of performance and silent exclusion will be included in a book. In Bangladesh data collection has continued and the task now is the consolidation of data on children, schools and communities into analytic reports that identify key issues within the CREATE Zones of exclusion.
    [Show full text]
  • EFA, the Quality Imperative and the Problem of Pedagogy
    Consortium for Research on Educational Access, Transitions and Equity Education For All, The Quality Imperative and the Problem of Pedagogy Robin Alexander CREATE PATHWAYS TO ACCESS Research Monograph No 20 April 2008 Institute of Education University of London The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has value is critical to long term improvements in productivity, the reduction of inter- generational cycles of poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality. The CREATE partners CREATE is developing its research collaboratively with partners in Sub-Saharan Africa and South Asia. The lead partner of CREATE is the Centre for International Education at the University of Sussex.
    [Show full text]
  • INITIAL PRIMARY TEACHER EDUCATION in LESOTHO Multi-Site Teacher Education Research Project (MUSTER) Country Report Two
    23862 DFID Book 49 Lesotho 1/5/03 11:21 am Page 1 INITIAL PRIMARY TEACHER EDUCATION IN LESOTHO Multi-Site Teacher Education Research Project (MUSTER) Country Report Two J. Pulane Lefoka with E. Molapi Sebatane March 2003 23862 DFID Book 49 Lesotho 1/5/03 11:21 am Page 2 Country Report Two - Initial Primary Teacher Education in Lesotho Educational Papers Department for International Development: Educational Papers N This is one of a series of Education Papers issued by the Policy Division of the Department For International Development. Each paper represents a study or piece of commissioned research on some aspects of education and training in developing countries. Most of the studies were undertaken in order to provide informed judgements from which policy decisions could be drawn, but in each case it has become apparent that the material N produced would be of interest to a wider audience, particularly those whose work focuses on developing countries. Each paper is numbered serially, and further copies can be obtained through DFID Education Publication Despatch, PO Box 190, Sevenoaks, TN14 5EL, UK – subject to N availability. A full list appears overleaf. Although these papers are issued by DFID, the views expressed in them are entirely those of the authors and do not necessarily represent DFID’s own policies or views. Any discussion of their content should therefore be addressed to the authors and not to DFID. N Address for Correspondence Centre for International Education University of Sussex Institute of Education, N Falmer, Brighton, Sussex BN1 9RG _ UK T +44 +1273 678464 E [email protected] F +44 +1273 678568 W www.sussex.ac.uk/usie/cie N © Keith M Lewin and Janet S Stuart March 2003 Front Cover Photograph: Janet Stuart DFID 23862 DFID Book 49 Lesotho 1/5/03 11:21 am Page 3 Country Report Two - Initial Primary Teacher Education in Lesotho Educational Papers No.1 SCHOOL EFFECTIVENESS IN No.
    [Show full text]
  • Creating a Research Agenda
    Consortium for Research on Educational Access, Transitions and Equity Improving Access, Equity and Transitions in Education: Creating a Research Agenda Keith M. Lewin CREATE PATHWAYS TO ACCESS Research Monograph No 1 June 2007 University of Sussex Centre for International Education The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has value is critical to long term improvements in productivity, the reduction of inter-generational cycles of poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality. The CREATE partners CREATE is developing its research collaboratively with partners in Sub-Saharan Africa and South Asia. The lead partner of CREATE is the Centre for International Education at the
    [Show full text]
  • Age in Grade Congruence and Progression in Basic Education in Bangladesh
    Consortium for Research on Educational Access, Transitions and Equity Age in Grade Congruence and Progression in Basic Education in Bangladesh Altaf Hossain CREATE PATHWAYS TO ACCESS Research Monograph No. 48 October 2010 Institute of Education and Development, BRAC University, Dhaka, Bangladesh The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has value is critical to long term improvements in productivity, the reduction of inter-generational cycles of poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality. The CREATE partners CREATE is developing its research collaboratively with partners in Sub-Saharan Africa and South Asia. The lead partner of CREATE is the Centre for International Education
    [Show full text]
  • Primary Teacher Education in Malawi
    23862 DFID Book 49 Malawi 1/5/03 11:40 am Page 1 View metadata, citation and similar papers at core.ac.uk brought to you by CORE PRIMARY TEACHERprovided by Research Papers in Economics EDUCATION IN MALAWI: INSIGHTS INTO PRACTICE AND POLICY Multi-Site Teacher Education Research Project (MUSTER) Country Report Three Demis Kunje with Keith Lewin and Janet Stuart March 2003 23862 DFID Book 49 Malawi 1/5/03 11:40 am Page 2 Country Report Three - Primary Teacher Education in Malawi Educational Papers Department for International Development: Educational Papers N This is one of a series of Education Papers issued by the Policy Division of the Department For International Development. Each paper represents a study or piece of commissioned research on some aspects of education and training in developing countries. Most of the studies were undertaken in order to provide informed judgements from which policy decisions could be drawn, but in each case it has become apparent that the material N produced would be of interest to a wider audience, particularly those whose work focuses on developing countries. Each paper is numbered serially, and further copies can be obtained through DFID Education Publication Despatch, PO Box 190, Sevenoaks, TN14 5EL, UK – subject to N availability. A full list appears overleaf. Although these papers are issued by DFID, the views expressed in them are entirely those of the authors and do not necessarily represent DFID’s own policies or views. Any discussion of their content should therefore be addressed to the authors and not to DFID. N Address for Correspondence Centre for International Education University of Sussex Institute of Education, N Falmer, Brighton, Sussex BN1 9RG _ UK T +44 +1273 678464 E [email protected] F +44 +1273 678568 W www.sussex.ac.uk/usie/cie N © Demis Kunje Keith Lewin and Janet Stuart March 2003 Front Cover Photograph: Janet Stuart DFID 23862 DFID Book 49 Malawi 1/5/03 11:40 am Page 3 Country Report Three - Primary Teacher Education in Malawi Educational Papers No.1 SCHOOL EFFECTIVENESS IN No.
    [Show full text]
  • Strategies for Sustainable Financing of Secondary Education in Sub-Saharan Africa Africa Human Development Series
    WB56_SEIA_FM.qxd 1/24/08 8:15 PM Page i WORLD BANK WORKING PAPER NO. 136 Strategies for Sustainable Financing of Secondary Education in Sub-Saharan Africa Africa Human Development Series Keith M. Lewin THE WORLD BANK Washington, D.C. WB56_SEIA_FM.qxd 1/24/08 8:15 PM Page ii Copyright © 2008 The International Bank for Reconstruction and Development / The World Bank 1818 H Street, N.W. Washington, D.C. 20433, U.S.A. All rights reserved Manufactured in the United States of America First Printing: January 2008 printed on recycled paper 1 2 3 4 5 11 10 09 08 World Bank Working Papers are published to communicate the results of the Bank’s work to the development community with the least possible delay. The manuscript of this paper therefore has not been prepared in accordance with the procedures appropriate to formally-edited texts. Some sources cited in this paper may be informal documents that are not readily available. The findings, interpretations, and conclusions expressed herein are those of the author(s) and do not necessarily reflect the views of the International Bank for Reconstruction and Development/The World Bank and its affiliated organizations, or those of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank of the legal status of any territory or the endorsement or acceptance of such boundaries.
    [Show full text]
  • Making Rights Realities Does Privatising Educational Services For
    Making Rights Realities Does Privatising Educational Services for the Poor Make Sense? Keith M Lewin [email protected] Centre for International Education, University of Sussex Paper Presented at the Conference on The Impact of Privatization and Marketization on the Education of Disadvantaged Children University of Illinois at Urbana-Champaign1. Introduction Over the last decade there has been a growing interest in the role that for-profit private providers of educational services can play in universalising access to basic education in low income countries. The mechanisms suggested include promoting "low cost private schools for the poor" and supporting the public financing of privately managed schools using vouchers. Neither offers a panacea to complex problems and there is much special pleading. This paper makes the case for continued emphasis on public financing and provision of basic education to promote equitable development. In so doing it accepts that private interests can and do have do have roles to play in educational development in low-income countries. However, there are limits of capacity, motivation, and financing that mean that the provider of last resort will always be public in all but the most fragile states, and that the access to education of the poorest will be best served by public investments that prioritise equity and are directed at redressing imbalances and since social justice. This paper2 sets the scene for the debates about whether private schools for the poor make sense. The first section defines terms to reduce the ambiguities inherent in debates around privatisation. Its concern is with low price schools rather than low cost schools since this is what determines if they are accessible to the poor.
    [Show full text]
  • Enrolment Impact, Quality Effects, and the Transition to Secondary School
    Consortium for Research on Educational Access, Transitions and Equity Free Primary Education and After in Kenya: Enrolment impact, quality effects, and the transition to secondary school Moses Oketch Anthony Somerset CREATE PATHWAYS TO ACCESS Research Monograph No. 37 May 2010 University of Sussex Institute of Education, Centre for International Education University of London The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has value is critical to long term improvements in productivity, the reduction of inter- generational cycles of poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality. The CREATE partners CREATE is developing its research collaboratively with partners in Sub-Saharan Africa
    [Show full text]
  • Consortium for Research on Educational Access, Transitions and Equity the Role of Maternal Education During Educational Expansio
    Consortium for Research on Educational Access, Transitions and Equity The Role of Maternal Education During Educational Expansion for Children in Sub-Saharan Africa Ricardo Sabates Jimena Hernandez Fernandez Keith M Lewin CREATE PATHWAYS TO ACCESS Research Monograph No. 64 May 2011 University of Sussex Centre for International Education The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has value is critical to long term improvements in productivity, the reduction of inter-generational cycles of poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality. The CREATE partners CREATE is developing its research collaboratively with partners in Sub-Saharan Africa and South Asia. The lead partner of
    [Show full text]
  • Human Capital, Poverty, Educational Access and Exclusion: the Case of Ghana 1991-2006
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Sussex Research Online Consortium for Research on Educational Access, Transitions and Equity Human Capital, Poverty, Educational Access and Exclusion: The Case of Ghana 1991-2006 Caine Rolleston CREATE PATHWAYS TO ACCESS Research Monograph No. 22 January 2009 Institute of Education University of London The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has value is critical to long term improvements in productivity, the reduction of inter-generational cycles of poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality. The CREATE partners CREATE is developing its research collaboratively with partners in
    [Show full text]
  • Poverty, Equity and Access to Education in Bangladesh
    Consortium for Research on Educational Access, Transitions and Equity Poverty, Equity and Access to Education in Bangladesh Altaf Hossain Benjamin Zeitlyn CREATE PATHWAYS TO ACCESS Research Monograph No. 51 December 2010 University of Sussex Institute of Education and Development, Centre for International Education BRAC University, Dhaka, Bangladesh The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has value is critical to long term improvements in productivity, the reduction of inter-generational cycles of poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality. The CREATE partners CREATE is developing its research collaboratively with partners in Sub-Saharan Africa and South Asia. The lead
    [Show full text]