The role of international organization in education policy and planning

1. .
The role of International organization in education policy
and Planning
Presented By:
Anima Bachhar
Post graduate student of
Sociology Discipline
Khulna University, Bangladesh.

2.  Education can occur in many forms for many purposes
through diverse institutions, like early childhood
education from parents, following primary and secondary
education in schools and colleges, graduation and post-
graduation in universities and so on (UNESSCO, 2000).
 So education planning and policy can directly affect the
education of people, engage in at all ages.

3.  It is the collection of laws and rules that govern the
operation of education system(Tembo, 2003).
 It is also the scholarly study of education policy.
 It seeks to answer questions about the purpose of
education, the objectives (societal and personal) that
it is designed to attain , the methods for attaining
them and the tools for measuring their success or
failure(Mahbubl,1998).
 Education policy is carried out in a wide variety of
institutions and in many academic disciplines.

4.  It is a strategy to formulate and review education
policies as well as manage and analyze key data to
support education management in decision
making.
Berkman, L. defines planning as-
 “Planning means to prepare a lesson plan to
complete a work successfully which induces the
work directly or indirectly.” (Berkman, 2000)

5.  UNESCO advocates two objectives of education
planning:
a) To become aware of educational conditions in
developing countries worldwide and aim to educate all
people to a certain world standard.
b) To develop an idea of a curriculum that is
international in scope and prepare to the youth around
the world to function in a one-world environment
intellectually, professionally, and humanistically.

6.  From 1990s onward, educational reforms and
reforms of professional/training are taking place in
both the developed and developing countries. The
public policies and governmental programs which
materialize these reforms commonly presented in
three main arguments.
a) The technological innovations in the
productive process and the technical and
organizational changes related to the last.

7. b) The contemporary and future requirements
of the use of work force, especially the poverty
alleviation in the third world countries and its
qualitative and quantitative composition.
c) The organizational and curriculum adequacy
of the work force, in order to correspond satisfactorily
to the new demands of the process of work in times of
the globalization of capital.

8. However, international agencies play a crucial role in the
elaboration of education policies and programs in developing
countries (Reynolds, 2000) These agencies differ according to
the type of assistance.
 Financial or Technical assistance
Intergovernmental or non-governmental assistance
Again intergovernmental assistance can be two type
Bilateral: It involves the mutual assistance between two
countries. Example: USAID, DANIDA, ADB, WB.
Multilateral: Which involves both development as well as
specialized agency . Example: UNESCO, UNICEF, SAVE THE
CHILDREN, WHO.

9. Save the Children’s View:
 Save the Children is the world’s leading independent organization for
children whose mission is to inspire breakthroughs in the way the world
treats children and to achieve immediate change in their lives (Govinda,
2002)
 Every child has a right to education, but not every child enjoys this
right. Indeed, 61 million children worldwide are unable to attend
school. Millions of children enroll in school but fail to learn the basic
skills they need due to the poor quality of education they receive.

10. Policy:
Basic Education
Education in emergencies
Early childhood care and development
Education for youth empowerment
Driving global and national policy change
(Source: Soto et al; 2006)

11. Planning:
 All children will have access to a good quality basic
education especially those who are excluded, marginalized
or living in conflict-affected fragile states (CAFS).
 Children and youth at risk of, or affected by, emergencies
have access to quality education as a fundamental part of all
humanitarian responses.
 An increased number of young children will have access to
quality early childhood care and development programs in
education.

12.  To empower vulnerable youth (aged 12-24) in rural and urban areas
through education and training to become active economic, social and
political citizens
 To secure global and national policy change so that all children benefit
from their right to a good quality education.
(Source: Hanushek and Woessmann, 2008)

13. USAID is an international bilateral non-governmental
organization which involves development banks and agencies.
Policy:
Access to education in crisis and conflict
Reading skills
 Ability of tertiary and workforce development programs
(Source: Ross, 1995)

14. Improved ability of tertiary and workforce development
programs to generate workforce skills.
Planning:
Equitable access to education in crisis and conflict
environments for 15 million learners by 2015.
Improved reading skills for 100 million children in primary
grades by 2015.

15. Planning:
Train teachers to teach reading and utilize appropriate
language for reading instruction
Develop relevant reading curricula
Establishing school management committees to
include reading reports in school development plans
 Promoting policies that support development of
effective vocational and technical programs.
Safe Learning opportunities for children and youth
Providing psychosocial support to teachers and
students to ensure quality teaching and learning
(Source: Reynolds, 2000)

16. UNICEF’s key contribution to education quality is the child-friendly
school model, a holistic concept which promotes a safe, healthy and
protective environment for learning.
Policy:
Universal Primary education
Gender Equality
Emergencies and post crisis situation
(Chen, 2006)

17. Planning:
 To help countries achieve the goal of universal primary
education by 2015, by making their education systems
inclusive and focused on quality
 To help countries achieve the target of eliminating gender
disparity at all educational levels by 2015.
To help countries restore normalcy to children and
adolescents affected by conflict and natural disasters
(emergencies), as part of the process of rebuilding
communities, institutions, systems and individual lives in all
emergencies and post-crisis situations.

18. Policy :
Literacy for empowerment
Literacy for life long learning
Literacy for improved quality of life
(Source: UNESCO, 2006)

19. Planning:
 Strengthening the capacity of UNESCO’s member
states to manage their education system.
 Programs will be designed by skilled planners,
policy makers and researchers.
 Identify new approaches that planners could adopt to
improve equity, access and quality in the various
educational sectors.

20.  The good news is that today, 47 million more children
have access to primary education than in 1999.
However, this progress has slowed and stalled in recent
years. The stark fact is that 61 million children are still
missing out on their right to education (Soto, 2006)
 UNESCO estimates that US$16 billion per year needs to
be invested in education, on top of current development
aid, to achieve the Education for All (EFA) goals .
Recent reports suggest it is unlikely that the world will
achieve these aims and the Millennium Development
Goal (MDG) of universal primary education by 2015.

21.  In 2012, Save the Children provided US$250 million in
support of education programs around the world and
reached more than 21 million children. This is impressive,
however, much more action and investment is needed to
achieve education for all children (Hanushek et al; 2000).
 So, the overall progress which we see in the today’s world
education policy is the contribution of various international
organization.

22.  In conclusion, we can say that there is a close
relation between education policy and planning
whereby policy is ensured by planning whether it
will be implemented or not. And for the
improvement of education policy and planning the
role of international organization can not be denied
in any way.

23.  Mahbubl, H. 1998. “Human Development in South Asia’’ The Education
 challenges,The University Press Limited,Red Crecent Building, 114(119)
 UNESCO, 2000. Education for All 2000 Assessment Country Report Bangladesh
UNESCO Principle Regional office for Asia and the Pacific, Bankok, June, 5
 Khen, E. 2006. “The role of international organization in education policy”. In:
Journal of International Development, 19,389-400
 Soto, etal; 2006. Study of the impact of the work of Save the Children Norway in
Ethiopia: building civil society. Oslo
 Berkman, L. F. 2000. “ Social integration and social network of planning”. Oxford
University press, Newyork
 Govinda , A. 2002. Early Reading: Igniting education for All. A report by the Early
Grade Learning Community of Practice. ResearchTriangle Park, Research Triangle
Institute
 .

24.  Soto, M. 2006. The Causal Effect of Education on Aggregate
Income.Working Paper 0605. International Economics Institute,
University of Valencia
 Hanushek, E. and Kimko, D. 2000. “USAID Education Strategy”
American Economic Review 90(5): 1184–1208
 Hanushek, E. and Woessmann, L. 2008.“The Role of Cognitive Skills in
Education Policy.” Journal of Economic Literature 46(3): 607–68
 Reynolds, 2000. Global Monitoring Report team . Education for All:
The Quality Imperative. UNESCO
 Ross, C. 1995. “Education Strategy of UNICEF” Oxford University
Press, Newyork