1. Monique, Camille, Seme, 2013
MORE OF THE SAME WILL
NOT DO
1 Learning without Learning in the World Bank’s 2020
Education Strategy
Samoff 2012 chap 8

2. JOEL SAMOFF
Background Links to make
Teaches at Stanford in He is the North
Monique, Camille, Seme, 2013
 
the center for African America Editor of the
studies International Journal
 Adviser at Unesco of Educational
Development
 Previously taught
Zambia, Tanzania and  Worked with Carnoy,
Zimbabwe Education and Social
Transition in the
Third World
2

3. WHAT DOES IT MEAN TO BE A LAMBDA
STUDENT IN AFRICA?
Infrastructure Social context
Limited ressources for Poorly educated
Monique, Camille, Seme, 2013
 
the school parents
 Limited access to  Non-interactive
intruction material teaching/learning
 Teachers: Ill prepared,
 Sometimes post
over-worked
conflict
 Over crowded
classrooms  Gender issues
 Distance to school
3
Correlation btw home and school culture

4. OBJECTIVES OF THE WBES 2020
What is said ? What is done ?
Education for all Emphasize on access
Monique, Camille, Seme, 2013
 
 Education a right and  Inequlities and
a necessity disparities
 Benificiaries :  Benificiairies :
 Students  Empty learning
 Communities  Inadequate learning
 Countries  Irrelevante outcome
 Global political  Input Vs Output
economy
4

5. HOW TO DO IT ACCORDING TO SAMOFF?
 Strengthened research capacity in Africa
 Develop research on learning
Monique, Camille, Seme, 2013
 Be clear on why a strategy has been
recommended and why it is expected to be
effective.
 Take into account research outside the WB
 Conservative and partial choice
 Consider learning as a process (Link Paulo Freire)
 learning : acquisition of knowledge and skills (WB definition)
 Technical managment approach to classerooms
5

6. SCHOOLING MODEL WBES 2020
Link btw
input and
output
Monique, Camille, Seme, 2013
Private sector
External
assement
Management
and finances
What
about the Improve learning
setting ?
6

7. PRACTICES THAT LEAD TO EXCLUSION
Language as
Outcome culture
(Stephen May)
Monique, Camille, Seme, 2013
Language of instruction
Output (Ngugi and Bock-Utne)
Restriction and
Intake selection
Structural
inequalities
Cohort
7
Politics of recognition Schooling designed to
(Charles Talyor) serve the elite

8. MASS EDUCATION REQUIRES A DIFFERENT
MODEL
Heterogenous group of
Inclusion not selection
Monique, Camille, Seme, 2013
students
Adaptation
Assessment/evaluation:
of curriculum, pedagogy Expanding access (kept
and instructonal from the old model)
materials
8

9. RECOMMENDATION OF SAMOFF
 “[…] learning is not simply acquiring
disconnected bits of information to be recalled on
demand but must be rooted in curiosity, concept
Monique, Camille, Seme, 2013
development, systematic experimentation,
structured comparison, scientific analysis,
creative insight, problem-solving, and more.”
Emancipatory
and
Schooling
empowering
Education 9

10. SUMMARY
 It is a critic of the World Bank’s 2020 education
strategy (World Bank, 2011)
Monique, Camille, Seme, 2013
 Education for all Vs schooling for all
 What do they find ?
 Overcrowded classrooms
 Poorly equipped facilities, insufficient instructional
materials,
 Teachers who are both over-worked and under-prepared
 In some places parents are saying : what is the point
of all the effort to get children into schools where
they do not learn?
 Leads to exclusion
10

11. DISCUSSION
From schooling for all to learning for
Monique, Camille, Seme, 2013
all, how do we balance the two concept
with limited ressources ?
11