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Showing posts with label contextualisation. Show all posts
Showing posts with label contextualisation. Show all posts

Recapturing the Narrative of International Development

A recent paper from Sakiko Fukada-Parr, entitled Recapturing the Narrative of International Development
'Though it is difficult to assess whether the Millennium Development Goals (MDGs) have contributed to poverty trends across the world, their impact on the discourse on international development has been powerful and unexpected.  By articulating the complex challenges of development in eight goals with concrete 2015 targets, the MDGs have had unprecedented success in drawing attention to poverty as an urgent global priority. But the narrow emphasis has also led to detracting attention from other important priorities-the complex strategic choices in economic policy-and has simplified development policy debates.   
The MDGs have created a new narrative of international development centred on global poverty as a compelling moral concern. This narrative convincingly appeals to rich country “publics and parliaments” and to new global philanthropists. But the simplification of development to eight goals has reduced the development agenda to meeting basic needs, stripped of the Millennium Declaration’s vision for development with social justice and human rights. The narrative leaves out any mention of equity, empowerment of people and building sustainable productive capacity for economic growth. It has no room for understanding poverty as related to the underlying power relations within and between countries and the asymmetries in the global economy. It leaves out much of the broader policy agendas, including the systemic issues of the global economy that have long been priorities for developing countries in international economic negotiations, and impacts of liberalization and privatization on the poor that have been priorities for the critics of globalization. Goals galvanize concern and action but quantification can oversimplify complex challenges with unintended consequences for the way these challenges are defined.   
While there is widespread consensus on their importance in drawing attention to poverty as an urgent global priority, the MDG framework has generated some sharp criticisms. These include:  
• composition of the targets-what was included and not included, the levels at which they were set or not set, the methodology for measuring implementation progress;   
• reliability of the MDGs as a development framework given their narrow scope and oversimplification, and bias against African and other countries because of failure to take into account initial conditions, and the arbitrary and incoherent methodologies used to set the targets;   
• non-participatory process by which they were formulated by bureaucrats without adequate intergovernmental negotiations nor open consultation with non-governmental organizations (NGOs); and   
• inappropriate application of the goals as national planning targets.'  

Important reading in light of goals such as the MDGs resulting in a disproportional global focus upon primary education. Fukada-Parr covers ten critical issues that need to be addressed in redesigning development goals - these include: adapting targets to national contexts; clarifying the purpose; and acknowledging inequality within countries.

You can read the full paper
here


It seems this is actually predicated on the assumption that global development targets are a good thing though. I'm not sure I'm entirely convinced. Thoughts? Are there better alternatives?

Was the current system of education designed for a different age?

One of the important questions Sir Ken Robinson answers in this must-watch video on Changing Education Paradigms.

Sir Ken Robinson suggests that children have been 'anaesthetised' to get through schooling, and instead we should be waking them up to discover what is inside of themselves. If this is the case then, the question is: at what stage do children learn what is inside themselves under the current education norms?

He also mentions that we need to go in the exact opposite direction of standardisation - I do agree, however struggle with how this plays out in practice. Is this why more and more people are turning towards homeschooling? Are schools currently stifling the critical - or divergent, as Sir Ken Robinson calls it - thinking abilities of children? It would be great to hear your thoughts.

Quick note: The video constantly refers to education, however I think that Sir Ken Robinson is talking about schooling. For more on the difference between schooling and education, take a look at this previous post


Madaar - volunteers needed!

Madaar - Open Islamic Curriculum is a project I am involved with, and we're currently looking for volunteers. If you have some time to spare - no matter how much - then get in touch, or please forward on to someone who might be interested.

Check out why you should help us here. For more about the project, take a look here



INEE's Minimum Standards Assessment Report 2012

Who: Inter-Agency Network for Education in Emergencies (INEE): 'an open, global network of practitioners and policy makers working together to ensure all persons the right to quality education and a safe learning environment in emergencies and post-crisis recovery'. To this end, INEE has the Minimum Standards Handbook which is the only global tool outlining the minimum level of educational quality in emergency and post-emergency situations. 

What
: INEE recently released their Minimum Standards assessment report, which attempted 'to understand awareness of the INEE Minimum Standards (MS), how they are being used, and how they are institutionalized in plans and policies'. I'll cut to the chase and provide you with some of the main findings:
  • Usage: Conflict is the most frequent context where the MS are used (32%), followed by Natural Disasters (24%).
  • Awareness: Approximately 1 in 7 people report having limited understanding of the MS. 
  • Training: National NGOs and people based at community levels state most often that trainings are inaccessible to them (in comparison to that received by UN Agency members, Education Coordinators).
  • Advocacy: This is a primary use for the MS. 
  • Coordination: The MS prove helpful with coordination in the field. 
  • Programme Planning and Response: Written plans on using the MS are far from fully implemented in practice. 
  • Research: The MS are also reaching academic realms and being used for research purposes. 
  • Institutional Change: The MS have increased organisational capacity to prepare and respond to emergency education.

In light of the findings, some of the report's suggestions are:
  • a more user-friendly format;
  • simpler language;
  • more realistic standards - possibly replacing 'Minimum Standards' with 'Quality Standards';
  • greater guidance on how to contextualise the standards;
  • more specific and measurable indicators to enable measurement of progress.

Having used the MS for research purposes, I tend to agree with suggestions that the standards need to be more realistic, specific, and allow for greater contextualisation. For further information on the assessment, and full details of the findings and recommendations, check out the full report.

What do you think?

Do you use INEE's MS in your line of work? Do you agree/disagree with the findings of the report? Do you think that general, global guidelines for Education in Emergencies are beneficial for successfully implementing the Right to Education in emergency and post-emergency contexts? Share your comments and experiences below!

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Liked this post? Check out others related to Emergency Education here.

Review of UNHCR's Education Strategy 2012-2016

UNHCR recently released its Education Strategy for 2012-2016 and promises a greater focus upon education in its areas of work. Below are the main points of the strategy, along with discussion of the positives and drawbacks of its approach.

Key points

Action 1: More children will learn better in primary school - linked to objective 1: Improve learning achievement for refugee children in primary school
Action 2: Schools will protect children and young people - to achieve objective 2: Ensure that schools are safe learning environments for refugee children and youth
Action 3: More young people will go to secondary school - to achieve objective 3: Improve access to formal secondary opportunities for refugee youth
Action 4: More youth will follow HE courses - linked to objective 4: Improve access to HE opportunities for refugee youth
Action 5: Education will be available at every age - to achieve objective 5: Ensure opportunities for education are lifelong and available to all according to need
Action 6: Education will be part of all emergency responses - linked to objective 6: Provide education as early as possible during an emergency

Priority countries from 2012-2013: Bangladesh, Chad, Egypt, Ethiopia, Iran, Kenya, Malaysia, Pakistan, South Sudan, Sudan, Syria, Uganda, Yemen

Positives and negatives

+ Focus upon post-primary education including HE
+ Recognising the importance of education in all emergency responses
+ Proposed capacity development of UNHCR staff to manage education programmes (UNHCR staff at present are not trained in this area)
- Objective 6 reproduces the discourse of implementing education programmes according to their current state as opposed to improving/adapting them
- All of the actions are dependent upon receiving adequate funding
- Rationale for priority countries is not publicly available (apart from the brief description in the strategy itself, which is not context-specific)
- The use of partnerships for implementing the proposed actions is not something new (at present, UNHCR rely upon education development organisations to implement education programmes)
- Although promising, none of the proposed measures are new - they have all been heard before with seemingly little impact

The development of this strategy is undoubtedly welcome. In fact some might argue it's long overdue. It seems time will tell if it is mere rhetoric or is likely to bring about significant positive impact upon the quality of education received by refugees in different contexts. I for one am going to be keeping a close eye on the outcomes - I'll do my best to keep you all posted. 


Would be great to hear your initial reactions/comments/thoughts on the strategy - you can post your comments in the box below.