Studying in Britain. The Education System School Education Further Education Higher Education.
EDUCATION
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EDUCATION
“education for all” “the defences of peace”
,
“th
e fr
ee e
xch
ange
of
idea
s an
d kn
owle
dge”
“ the u
nrestrict ed pu
rsui t of obj ect ive tru
t h”
“intellectual and moral solidarity” “mutual understanding”
EDUCATION AS A DEVELOPMENT PRIORITY
718th Wilton Park Conference
1-5 September 2003
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EDUCATION
“education for all” “the defences of peace”
,
“th
e fr
ee e
xch
ange
of
idea
s an
d kn
owle
dge”
“ the u
nrestrict ed pu
rsui t of obj ect ive tru
t h”
“intellectual and moral solidarity” “mutual understanding”
EDUCATION AS A DEVELOPMENT PRIORITY
718th Wilton Park Conference
1-5 September 2003
EDUCATION FOR ALL: HOW AND WHY?
John DanielAssistant Director-General for Education
UNESCO
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EDUCATION FOR ALL
WHY?
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Constitution (1945) of the United Nations Educational, Scientific and Cultural Organisation
“the States Parties to this Constitution, believing in full and equal opportunities for education for all, in the unrestricted pursuit of objective truth, and in the free exchange of ideas and knowledge”
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Constitution (1945) of the United Nations Educational, Scientific and Cultural Organisation
“That the …war …was made possible by the denial of the democratic principles of dignity, equality and mutual respect of men, and by the propagation, in their place, through ignorance and prejudice, of the doctrine of inequality of men and races.
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Constitution (1945) of the United Nations Educational, Scientific and Cultural Organisation
“That the wide diffusion of culture, and the education of humanity for justice and liberty and peace are indispensable to the dignity of man and constitute a sacred duty which all the nations must fulfil in a spirit of mutual assistance and concern.
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Constitution (1945) of the United Nations Educational, Scientific and Cultural Organisation
“That a peace based exclusively upon the political and economic arrangements of governments would not be a peace which could secure the unanimous, lasting and sincere support of the peoples of the world, and that the peace must therefore be founded, if it is not to fail, upon the intellectual and moral solidarity of mankind.
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Constitution (1945) of the United Nations Educational, Scientific and Cultural Organisation
“full and equal opportunities for education for all, in the unrestricted pursuit of objective truth, and in the free exchange of ideas and knowledge”
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Constitution (1945) of the United Nations Educational, Scientific and Cultural Organisation
“are agreed and determined to develop and increase the means of communication between their peoples and to employ these means for the purposes of mutual understanding and a truer and more perfect knowledge of each other’s lives”.
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EDUCATION
LIBERTY
JUS
TIC
E PE
AC
E
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EDUCATION FOR ALL
WHY NOT?
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Constitution (1945) of the United Nations Educational, Scientific and Cultural Organisation
“full and equal opportunities for education for all, in the unrestricted pursuit of objective truth, and in the free exchange of ideas and knowledge”
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GERMANY
1798
Frederick William III
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“We have sacrificed a great deal in the length of our lands. Our state has lost much in external power and splendour, but that is all the more reason why we should direct our attention toward winning for it an internal power and splendour. It is my formal desire that the most minute attention be given to the education of the people.”
Frederick William III
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JAPANMeiji Restoration 1867
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JAPANMeiji Restoration 1867
Education Act 1872
“learning is the key to success in life, and no man can afford to neglect it. … everyone should subordinate all other matters to the education of his children. …Henceforth, through out the land, without distinction of class and sex, in no village shall there be a house without learning, in no house an ignorant person.”
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UNITED STATES OF AMERICA
Massachusetts 1852
Compulsory school attendance
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UNITED STATES OF AMERICA
Massachusetts 1852
Compulsory school attendance
Massachusetts Act 1642
Placed on parents, and on the masters of children who had been apprenticed to them, the responsibility for their basic
education and literacy
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EUROPE
Compulsory schooling
BRITAIN 1880
FRANCE 1881
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AIMS OF EDUCATION
Prussia:
Economy, ‘internal strength’
Japan:
Rich country, strong army
USA:
Citizenship, democracy
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EDUCATION FOR ALL
WHY NOT?
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EDUCATION FOR ALL
WHYam I optimistic now?
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DEVELOPMENT:
more robust concept
DEMOCRACY:
gradual spread
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DEVELOPMENTAS
FREEDOM
Amartya Sen
(OUP)
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DEVELOPMENT…
is the process of expanding the real
freedoms that people enjoy.
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The expansion of
FREEDOM is
the primary end and
the principal means of
DEVELOPMENT
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DEVELOPMENTAS
FREEDOM
Amartya Sen
(OUP)
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A new climate
Millennium Development Goals
+
Monterrey Consensus
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The 1990s
Feeble progress in EFA
Decrease in ODA
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GET EQUAL
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GGET EQUALG = Girls and GenderG = Girls and Gender
“to eliminate gendergender disparities in primary and secondary education by 2005
and achieve gendergender equality by 2015
with a special focus on ensuring full and equal access for girlsgirls to basic education of good quality.”
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GEET EQUALE = Elementary/PrimaryE = Elementary/Primary
“to ensure that by 2015 all children, especially girls, children in difficult circumstances, and from ethnic minorities have access to and complete free and compulsory primary education of good quality.”
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GETT EQUALT = TrainingT = Training
“to ensure that the learning needs of all young people are met through equitable access to appropriate learning and life skills programmes.”
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GET EEQUALE = Early ChildhoodE = Early Childhood
“to expand and improve comprehensive early childhoodearly childhood care and education, especially for the most vulnerable and disadvantaged children.”
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GET EQUQUALQU = QualityQU = Quality
“to improve all aspects of the qualityquality of education to achieve recognised and measurable learning outcomes for all – especially in literacy, numeracy and essential life skills.”
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GET EQUALALAL = Adult LiteracyAL = Adult Literacy
“to achieve a 50 per cent improvement in levels of adult literacyadult literacy by 2015, especially for women, as well as equitable access to basic and continuing education for adults.”
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GET EQUAL
the whole package
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Education for All
- Primary responsibility with country
(on average 97% of resources for education in developing countries come from the countries themselves)
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GGET EQUALG = Girls and GenderG = Girls and Gender
“to eliminate gendergender disparities in primary and secondary education by 2005
and achieve gendergender equality by 2015
with a special focus on ensuring full and equal access for girlsgirls to basic education of good quality.”
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UNGEIUN Girls’ Education Initiative
led by
UNICEF
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GEET EQUALE = Elementary/PrimaryE = Elementary/Primary
“to ensure that by 2015 all children, especially girls, children in difficult circumstances, and from ethnic minorities have access to and complete free and compulsory primary education of good quality.”
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FAST-TRACKinitiative for
Universal Primary Completion
led by
WORLD BANK
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EFA FLAGSHIPS •Literacy in the Framework of United Nations Literacy Decade (UNLD)
•The Initiative on the Impact of HIV/AIDS on Education
•Early Childhood Care and Education (ECCE) •The Right to Education for Persons with Disabilities: Towards Inclusion •Education for Rural People (ERP) •Education in Situations of Emergency and Crisis
•Focusing Resources on Effective School Health (FRESH)
•Teachers and the Quality of Education
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EFA TODAY
MORE DETERMINATION
+
BETTER ORGANISATON
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EDUCATION
“education for all” “the defences of peace”
,
“th
e fr
ee e
xch
ange
of
idea
s an
d kn
owle
dge”
“ the u
nrestrict ed pu
rsui t of obj ect ive tru
t h”
“intellectual and moral solidarity” “mutual understanding”
EDUCATION AS A DEVELOPMENT PRIORITY
718th Wilton Park Conference
1-5 September 2003
EDUCATION FOR ALL: HOW AND WHY?
John DanielAssistant Director-General for Education
UNESCO
![Page 47: EDUCATION](https://reader035.fdocuments.net/reader035/viewer/2022062517/5681303f550346895d95dd06/html5/thumbnails/47.jpg)