Economics – education – ethics laura maffei ted


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Presentation for Transatlantic Educators Dialogue 2012 - Economics session

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Economics – education – ethics laura maffei ted

  1. 1. Transatlantic Educators Dialogue Spring 2012 April 15-Week 9:Economics Laura Maffei
  2. 2. Economics – Education – EthicsHow do the three Es relate to each other?
  3. 3. 1. Education and Training affect Economy• It’s in the countries’ interest to invest on education• the education and training of a countrys workers is a major factor in determining the future of the countrys economy• the education provided by developing countries will determine the future of the economy in both developing and developed countries
  4. 4. Steps of the EUs strategy Education and Training 2010 work programme (launched in 2001) strategic framework for European cooperation in education and training("ET 2020") adopted by the Council in May 2009
  5. 5. Lisbon Strategy make the EU "the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion" (by 2010)The Reference Framework sets out 8 key competences:3. Communication in the mother tongue4. Communication in foreign languages5. Mathematical competence and basic competences in Science and Technology6. Digital competence7. Learning to learn8. Social and civic competences9. Sense of initiative and entrepreneurship10. Cultural awareness and expression.
  6. 6. The five benchmarks for 2010• Low achievers in reading: by 2010 the percentage of low achieving 15 year- olds in reading literacy in the EU should decrease by at least 20%• Early school leavers: by 2010 a share of early school leavers of no more than 10% should be reached• Upper secondary attainment: by 2010 at least 85% of 22 year-olds in the EU should have completed upper secondary education• Maths, science & technology graduates: the total number of MST graduates in the EU should increase by at least 15%, gender imbalance should decrease• Participation of adults in Lifelong Learning: the EU average level of participation in lifelong learning should at least reach 12.5% of the working age population (25-64)
  7. 7. Most of the goals were not met ean re E p uro not s WHY ? rri cu d ? c ulaA c her ugh ? r ou ate tea eno re utd g ood A o Are we u sing wron a meth g odol ogy ? e Was t e th s a here Wer ark probl a m coord em in be nch ke ? i the d nating m ista iffer meas ent ures ?
  8. 8. Strategic Objectives for 2020The long-term strategic objectives of EU education and training policies are: • Making lifelong learning and mobility a reality • Improving the quality and efficiency of education and training • Promoting equity, social cohesion and active citizenship • Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training.
  9. 9. The five benchmarks for 2020• at least 95% of children between the age of four and the age for starting compulsory primary education should participate in early childhood education• the share of 15-years olds with insufficient abilities in reading, mathematics and science should be less than 15%• the share of early leavers from education and training should be less than 10%• the share of 30-34 year olds with tertiary educational attainment should be at least 40%• an average of at least 15 % of adults (age group 25-64) should participate in Lifelong Learning
  10. 10. Question time• Are there similar priorities and/or problems in the US?• Which ones are in your opinion the major obstacles to the reaching of the set goals?• Do you think there is a connection between the low educational achievements and the present economical crisis?
  11. 11. 2. Economy affects Education and Training• In a time of crisis, governments usually cut on funds for Education and Training.• …because they need money now, while the effects of these cuts will be seen in the future.• Less money for the schools can be hardly expected to lead to an improvement of education.
  12. 12. What kind of crisis? On September the 15th 2008, the firm filed for Chapter 11bankruptcy protection. It’s the largest bankruptcy in US history.Bear Stearns, Merrill Lynch, Goldman Sachs and Morgan Stanley required or received government support. They technically were on the verge of bankruptcy. What’s the difference with previous hard times? What kind of crisis is it?
  13. 13. Gi an t lo ec risis ss in g m ortga the bp rime de ri Su va tiv es Highly risky Financial ma rke ts investments crisis risk s atIncre ase in co unt Natio n en t ac al de bt ret irem id ual i v Ind…are we Living on Borrowed Time ? (Z. Bauman)
  14. 14. from financial crisis to “real economy” crisisFall in aggregate demand of goods and services Recession
  15. 15. What can be done?According to economic theories, there are two main strategies:• Direct support to aggregate demand (Keynes - states spend money and increase their debt)• Monetarism: reduce interest rate, reduce inflation, reduce public debt etc. to stimulate economic growth.It’s beyond this presentation to decide which one is the best 
  16. 16. Question time• Is there any kind of economic crisis in your country?• Is it a financial crisis?• Is it a “real economy” crisis?• Can you see in your school any effect of the crisis?• What’s your government doing to deal with the crisis?• Is your government reducing or increasing funding to schools and education?
  17. 17. 3. The last E - Ethics “But while they prate of economic laws, men and women are starving. We must lay hold of the fact that economic laws are not made by nature. They are made by human beings” Franklin D. RooseveltOn Wednesday the 4th, Dimitris Christoulas shot himself in front ofparliament.The 77-year-old pensioner couldnt cope with the austerity imposedupon him by Greeces technocratic government. In his suicide note, heconfessed he couldnt bear to look his children in the eye any more.He’s become the symbol of the pain caused by austerity.
  18. 18. When Ethics are out of the picture…• Economy = Money• Money = Value• No money = Useless Are we sure that’s the rule we want our students (our children) to live by?
  19. 19. Conclusion• What kind of future for our countries?• What kind of future for our schools?• What can we learn out of this crisis?• Will the role of teachers change in the near future? How?• Quoting Keynes: “in the long period, we’re all dead”. Do you think government can learn some long-term educative strategies or schools will always be seen as free-cash you can save money on? Laura Maffei