Education

Quality Education 1

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1. Education Quality in Low Income Countries <ul><li>Dave Bainton </li></ul> 2. This course is….. <ul><li>A collaborative…
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  • 1. Education Quality in Low Income Countries <ul><li>Dave Bainton </li></ul>
  • 2. This course is….. <ul><li>A collaborative intellectual project of interrogating the concept of Quality Education, and what it might mean in diverse low-income contexts, and for diverse communities </li></ul>
  • 3. Our group as a learning community <ul><li>No ‘expert’ voice here…. </li></ul><ul><li>Learn from each other… here all experiences and thoughts </li></ul><ul><li>Dialogic, affective, experiential, narrative </li></ul><ul><li>All have diverse experiences.. </li></ul><ul><li>Voices of the group… </li></ul><ul><li>No ‘right answer’.. Only developing meanings of what this might be in specific contexts, and specific times….. (already positioned) </li></ul>
  • 4. What experiences connect here <ul><li>Consider personally </li></ul><ul><li>Discuss with neighbour </li></ul><ul><li>Share with group </li></ul>
  • 5. Quality
  • 6. Education Quality
  • 10. Throwing men into the middle of the river…….. Gender mainstreaming
  • 11. Translation….. Meanings of quality, education….
  • 12. Quality Education is……..
  • 13. More words…. <ul><li>Justice </li></ul><ul><li>Human rights </li></ul><ul><li>Education </li></ul><ul><li>Livelihoods </li></ul><ul><li>Capabilities </li></ul><ul><li>Community of practice </li></ul><ul><li>Vision </li></ul><ul><li>Quality </li></ul><ul><li>Knowledge production </li></ul><ul><li>Multilevel modelling </li></ul><ul><li>Frameworks </li></ul><ul><li>Development </li></ul><ul><li>Education </li></ul><ul><li>Education for Sustainable development </li></ul><ul><li>MDGS, EFA </li></ul><ul><li>Context </li></ul><ul><li>Voice </li></ul>
  • 14. knowledge production (of Education Quality) <ul><li>We are therefore engaged in a process of knowledge production – individually and as a group. </li></ul><ul><li>We produce some forms of knowledge (and not others) </li></ul><ul><ul><li>So there is power here (what forms of knowledge are produced) </li></ul></ul><ul><li>Knowledge of (education quality) is not separable from the ways that we might come to know it… not a objective category </li></ul>
  • 15. Aims <ul><li>So.. This course will aim to consider ‘education quality’ from multiple perspectives, and multiple methods, and then compare the limitations of each, and the multiplicity of what we have learned. </li></ul><ul><li>Build up an understanding of quality education…. add layers of perspectives to address the issue from…. Bricolage of knowings… build something out of the complexity </li></ul>
  • 16. Through considering a range of theories <ul><li>Poststructuralism (Educational Discourses) </li></ul><ul><li>Capabilities approach </li></ul><ul><li>Livelihoods </li></ul><ul><li>Postmodernism </li></ul><ul><li>Neo gramsciam </li></ul><ul><li>Narrative </li></ul><ul><li>Postcolonial writings – talking back (the colonial past… and readings of it) </li></ul><ul><li>Standpoint theory </li></ul><ul><li>De Sousa Santos… 5 logics of development, knowledge. South </li></ul><ul><li>Indigenous theorising </li></ul>
  • 17. Through a range of approaches <ul><li>Photos </li></ul><ul><li>Narrative </li></ul><ul><li>Multilevel modelling </li></ul><ul><li>Articles </li></ul>
  • 18. By working on a group case study and Presentation <ul><li>You shall work in a group to build up an understanding of what Quality Education might mean for a specific group of people, in a specific place </li></ul>
  • 19. With an emphasis on knowledge production http://qualityineducation.wordpress.com/
  • 20. Course Structure <ul><li>– Flexible…. But each class will seek to add a new layers of knowing </li></ul><ul><li>Quality Frameworks </li></ul><ul><li>ESD </li></ul><ul><li>Livelihoods and Capabilities approaches </li></ul><ul><li>Global discourses of Quality </li></ul><ul><li>Modelling quality </li></ul>
  • 21. What do you want to look at?
  • 22. Activities/Assessment (s) <ul><li>Assessment reflects this ‘multiplicity of knowledge production’ processes… </li></ul><ul><li>A series of formative pieces that will be weaved together in a final reflexive text (portfolio, messy text, or traditional essay). </li></ul><ul><li>Some of…. </li></ul><ul><li>An individually written position piece </li></ul><ul><li>A group position piece </li></ul><ul><li>A Paper review </li></ul><ul><li>A Presentation </li></ul><ul><li>Narratives of personal experience </li></ul><ul><li>Mapping education quality in a region, place, </li></ul><ul><li>Envisioning alternatives </li></ul><ul><li>Feedback on someone else’s piece </li></ul><ul><li>Others </li></ul>
  • 23. SO… Group work <ul><li>Groups that have something in common – geographically, culturally…. </li></ul><ul><li>Choose a group (how are boundaries defined) </li></ul><ul><li>Brainstorm issues of quality and education for the group </li></ul>
  • 24. Finally…. <ul><li>ICS Seminar Series </li></ul><ul><li>GMR colloqium (names) </li></ul><ul><li>Last year’s blackboard site </li></ul>
  • 25. For next time…. 1 <ul><li>Have a critical read of the Global Monitoring Report 2009: </li></ul><ul><li>“ Overcoming Inequality: Why governance matters: A critical reflection on the EFA Global Monitoring Report 2009” </li></ul><ul><li>http://www.unesco.org/en/education/efareport/ </li></ul>
  • 26. For next time…. 2 <ul><li>Write a page of text introducing yourself - in relation to the topic of quality education. </li></ul><ul><li>(Send to me by Sunday pm) </li></ul><ul><li>Is this way of working OK? </li></ul>
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