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Higher education and EFA
Higher education and EFA
Higher education and EFA
Higher education and EFA
Higher education and EFA
Higher education and EFA
Higher education and EFA
Higher education and EFA
Higher education and EFA
Higher education and EFA
Higher education and EFA
Higher education and EFA
Higher education and EFA
Higher education and EFA
Higher education and EFA
Higher education and EFA
Higher education and EFA
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Higher education and EFA

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A presentation of how to envision higher education and research being involved in EFA, given at the IAU Workshop on higher education for EFA, held in Nairobi, Kenya, on 24-25 January 2013. …

A presentation of how to envision higher education and research being involved in EFA, given at the IAU Workshop on higher education for EFA, held in Nairobi, Kenya, on 24-25 January 2013.
Presented by Prof Terry Rusell, University of Liverpool

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  • Wikipedia: The E9 is a forum of high-Populated nine countries, which formed to achieve EFA goals through south-south cooperation. The “E” stands for education and the “9” represents the nine highly populated countries: Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria and Pakistan. E-9 Initiative was launched in 1993 at the EFA Summit in New Delhi, India. E-9 Initiative has become a forum for these nine countries to discuss their experiences related to education, exchange best practices and monitor EFA-related progress. Over half of the world's population and 70% of the world's adult illiterates present in these countries, which made significant role on this countries to achieve positive progress on EFA.
  • Widening participation in Higher Education: Analysis using linked administrative data. IFS Working Paper w10/04 H Chowdry; C Crawford; L Dearden; A Goodman; A Vignoles.
  • Transcript

    • 1. The Potential of Higher Education’sContribution to EFA: a personalperspectiveProf. Terry RussellUniversity of Liverpool Centre for Research in Primary Science and Technology University of Liverpool 1
    • 2. The Global ContextMost countries have adopted the Dakar Framework for ActionSix Regional Frameworks for Action: Sub-Saharan Africa The Americas The Arab States Asia and the Pacific Europe & North America E – 9 Countries Centre for Research in Primary Science and Technology University of Liverpool 2
    • 3. SEAMEO-RECSAMSoutheast Ministries of Education OrganisationMalaysiaSingaporeIndonesiaThailandPhillipinesCombining resources to target science and mathematics education Centre for Research in Primary Science and Technology University of Liverpool 3
    • 4. Motivating H.E to contribute to EFA Public & social context of HE-EFA belief in EFA as a right much education research is transferable‘knowledge assets’ held by the H.E. are valuable Personal context of HE-EFAopportunities to re-examine values in a global contextInternational dimension provides insights & context for a more lucid appraisal of UK systems Centre for Research in Primary Science and Technology University of Liverpool 4
    • 5. H.E. activitiesKnowledge creation (research) ‘blue skies’  theoretical  appliedKnowledge dissemination modes  face-to-face contact  hard copy & digital publication  distance, Flexible and Open access All have potential contribution to the HE/EFA agenda Centre for Research in Primary Science and Technology University of Liverpool 5
    • 6. Supporting Literacy &Numeracy in DisadvantagedPupils in sub-Saharan AfricaUniversity of LiverpoolUnivesity of NottinghamInstitute of Education, Univ. Cape Coast, GhanaMalawi Institute of EducationCurriculum Devpt. Centre, University of ZambiaOutcomes on HE-EFA Portal Centre for Research in Primary Science and Technology University of Liverpool 6
    • 7. Supporting environmental and Health Educationthrough ‘Popular Publishing’NGO: Action Magazine, Harare, ZimbabweCRIPSAT, University of LiverpoolBritish CouncilComic ReliefSIDAProgramme evaluation:Sampling methodology, interviewing, questionnaire development & admin.; data collection, analysis, etc. Centre for Research in Primary Science and Technology University of Liverpool 7
    • 8. Personal approach: Design-BasedAction Researchemphasises development of practical usable productsrigorous, evidence-based empirical researchexperience confirms applicability to EFA issues ;relevant to formal and informal situations;capacity building can be built into the R&D process;outcomes can be designed to be scalable Centre for Research in Primary Science and Technology University of Liverpool 8
    • 9. Design-based action research procedure1) identify stakeholders’ perspective on problem;2) review literature, consult experts;3) draft prototype course of action & check viability with stakeholders;4) trial product through users & identify training needs;5) amend product in light of feedback;6) repeat iterations of 3 and 4 as resources permit;7) scale up production and training according to needs. Centre for Research in Primary Science and Technology University of Liverpool 9
    • 10. UNESCO and Nokia partnership to use mobiletechnologies to further EFA goals3-year agreement 2010, Nokia contributing $5-10MUNESCO Mobile Learning Week, 18-22 Feb 2013, Paris Centre for Research in Primary Science and Technology University of Liverpool 10
    • 11. iTunes U http://www.apple.com/education/itunes-u/ Centre for Research in Primary Science and Technology University of Liverpool 11
    • 12. Inter Agency Network for Education inEmergencies, (INEE)INEE websitehttp://www.ineesite.orgResearchers’ and academics’ space at:http://www.ineesite.org/index.php/post/academic_space/ Centre for Research in Primary Science and Technology University of Liverpool 12
    • 13. MOOCsMassiveOnlineOpenCourse Centre for Research in Primary Science and Technology University of Liverpool 13
    • 14. Socio-economic status (+ or - free school meals)& participation in HE Centre for Research in Primary Science and Technology University of Liverpool 14
    • 15. Widening participation: outreach activities Centre for Research in Primary Science and Technology University of Liverpool 15
    • 16. Widening Participation LearningObjectivesTo raise awareness of further/higher education and the learning journeyTo dispel popular myths and stereotypes by providing positive role modelsTo raise aspirations and explore the concepts of choice and decision- making which will help the children when it comes to making future life choices.Curriculum links as appropriate to theme of visit. Centre for Research in Primary Science and Technology University of Liverpool 16
    • 17. Context of Educational Intervention Centre for Research in Primary Science and Technology University of Liverpool 17

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