Vinayagum Chinapah Presentation to 9th International Policy Dialogue Forum 5-7 December 2016 Siem Reap, Cambodia

1. Professor Vinayagum Chinapah
Institute of International Education
Department of Education, Stockholm University
UNESCO
The 9th Policy Dialogue Forum,
Siem Reap, Cambodia
3-7 December, 2016
GLOBAL AND REGIONAL EVIDENCE

2. WHAT GLOBAL EDUCATIONAL REFORMS TELL US ?
WE NEED A HOLISTIC APPROACH- 3E
EQUITY
Rights-
EXCELLENCE
Survival of the
Fittest
EFFICIENCY
Value for
Money
All children and youth should have an equal
opportunity to learn the skills and acquire the
knowledge required to succeed in school and life
regardless of ethnicity, sex, geography, disability,
race or socioeconomic status.
Excellence is equated with a high standard of
performance, rather than one who is better than
others. To excel means to surpass and to stand
out from the rest.
Educational resources should be used to
promote society’s objectives as fully as
possible . A system which cultivates all the
talent in a society is genuinely efficient and
effective.
Educational reforms cannot substitute for social reforms. The former must be
part of the latter if they are going to have a lasting impact.

3. LEARNING TO KNOW
• mastery of learning tools
• learn to understand
• every human experience
• broad general education with
specialization in a few subjects
LEARNING TO DO
• adapt education to equip for
the needs of the work place
• certified skills to personal
competence
• Informal economy
• innovations
LEARNING TO
LIVE TOGETHER
• Diversity and Awareness
• Xenophobia
• not just tolerance but acceptance and
understanding
• Human rights
• Swedish Perspective: Lifelong Learning
• Move from physical to knowledge based
(ICT)
LEARNING TO BE
• Complete development of the
person
• Self knowledge and relationship
• Social progress
• Imagination and creativity

4. Can Teachers Alone Make the Differences Needed in Students’ Learning?
Earlier Surveys
THE MODEL

5. LEARNERS’ VOICE
Teacher’s Traits and Learning Outcomes
SIGNIFICANT FACTORS
Human Traits Professional Traits
Good Knowledge of the Subject-Matter
Sense of Humour
Fairness Towards Everyone
Good and Interesting Person
Understands Student’s Needs
Positive Attitudes to Teaching

6. Schooling & Learners
Do like
57%
Not
quite
28%
Very
much
15%
Love for schooling
Bad marks
43%
Teacher
2%
Principal
3%
Examination
52%
Fear of schooling
No
41%
Yes
59%
Feeling of boredom in school

7. MAJOR PROBLEMS IN SCHOOLS TODAY
WHAT LEARNERS & TEACHERS SAY TELL
20 October 2016
LEARNERS
STRESS- STRESS
&
STRESS
TEACHERS
RESOURCES
STRESS
RESPECT

8. TEACHERS VOICES
Teachers’ Opinions on School Reform
The Reform (Lärarlyftet) for Teachers
• Raise the level of SKILLS among Teachers so
as to Improve the Quality of Educational
Services.
• (1) Certification - Degree in Education.
• (2) Eligibility – Only Certified Teachers for
Permanent Employment
• Reform is a long process
• More positive towards subject-study plans as tools for
planning ones’s teaching.
• Support the new Grading System as being just and fair.
• Recommend future research how effective is the new standards
for the subject-study plans.
• Witness more stress (administrative burden) and need more
support to students.

9. 1. High parental expectations for education
• Long-term educational expectations
• The ”American Dream” and Chinese
expectations
2. Students’ belief in the power of effort
• No essential distinction between people
• Belief in success through hard work
3. The traditional personnel selection
mechanism
• The imperial examination system
• The current examination system
• The national college entrance
examination in modern times
• Idioms derived from the imperial
examination
1. Openness of the Chinese Education
System
• International educational exchange
• Introduction of overseas educational
theories
• Teachers equipped with educational
theories
2. Curriculum and teaching reform in
Shanghai
3. On-the-job teacher training
4. Improvement of comparatively poor
schools in Shanghai
5. Special allocation of financial
resources for compulsory education
6. Reform of high school enrollmentSource: Zhang & Kong (2012)

10. Evidence-Based Policy Recommendations from Learning
Outcomes Surveys
Create more school libraries, extend the
duration of basic education and reduce
repeating
Botswana, Mozambique, Senegal
Enhance the role of the
school heads and encourage
them to participate in in-
service training
South Africa, Niger (MLA II),
Mali (MLA II), Senegal
Encourage parents to participate in
school life, school meeting, and to help
in homework
South Africa, Mali (MLA II), Botswana,
Gabon, Uganda, Burkina Faso, Senegal
Reduce number of pupils class
South Africa, Niger (MLA II),
Botswana, Senegal, Mozambique
Provision of adequate logistics: materials and
resources for improving teaching and learning
processes
Botswana, Madagascar, Malawi, Mali, Mauritius, Niger
MLA I, Senegal, Uganda, Zambia, Cameroon, Liberia
Increase the ratio
inspectors/teachers and
teachers/pupils
Gabon, Niger MLA II, Senegal
South Africa
Create a system for the local
production of school
materials (books, tables),
conceive and revise school
textbooks
Comoros, Sao Tome & Principe,
Burkina Faso, Mozambique
Reduce or take in charge
the school fees and
develop access to
schools
Mali and Niger
Raise awareness: local radios, newspapers
and televisions programmes used to
orientate parents/guardians and children
Burkina Faso, Liberia, South Africa
Encourage girls’ education and
reduce pupils’ absenteeism
Mali (MLA II), Burkina Faso

11. Research and Policy-Making
How Do They Relate for Classroom Teaching and Learning?
• Every school must be developed into
a good school.
• The system must ensure access to
competent teachers.
• Schools and employers need to have a
long-term focus.
In order for schools to make a difference to all children and
pupils, it is important that research is not seen as remote from
what takes place in schools. In order to make a difference,
teachers and principals must be able to combine knowledge that
has resulted from research with knowledge that only the teachers
themselves have about what works here, specifically with this
particular cohort of pupils. General principles and specific
practice meet in this type of learning.

12. FOCUSING ON SCHOOL LEADERSHIP
Implications for Teacher Motivation and Teachers’ Working
Conditions

13. Key Findings / Challenges
Lack of policies and programs for professional development and leadership
training to improve teaching and learning
 Differences in availability of training programs for school leaders and the
teaching personnel
 Several countries were found to be lacking policies and programs for
professional development and leadership training.
Inequitable and low salaries to boost teacher motivation and working
conditionsi
 Significant differences across the regions
 Low salaries deter many from working as teachers or school leaders
 In the situation of teachers quitting, school leaders often cover the work of
the missing teachers
Inconsistency of information and appropriate data in this field
 Lack of national and regional information and data related to the policies of
school leadership and their implementation in many countries of the
regions.
Community involvement to improve policies and practices at local levels
(participatory model)
Structural incentives and reward systems to revitalize the profession
Implementation of monitoring and evaluation systems for quality and efficiency.

14. University-School Partnerships
Practicum - CPD- Action Research
Some Lessons Learned for Novice Teachers

15. Key Findings / Challenges
Practicums
 Establishing and maintaining institutional partnerships between universities
and partner schools.
 Provide greater opportunities and create learning communities for student
teachers.
 Further exposure and use of technology and modern teaching methods for
in-service and pre-service teachers.
Continuous Professional Development of Teachers (CPD)
 Create innovative CPD programs (corridor talks, learning walks, action
research ..) to mitigate against resistance at Faculties of Education.
 Provide relevant mentorship programs for novice teachers to encourage
them to build a long-term professional career.
 Provide better CPD training opportunities to promote teachers’ career
advancement.
Action Research
 Collaborative action research initiatives be promoted to improve teaching
and learning among teachers, supervisors, school leaders and other
relevant stakeholders.
 Closer links be established action research, practicum and CPD.
 Establish action research at school levels to empower teachers, school
leaders and the learning communities for QEFA

16. QUALITY EDUCATION FOR ALL (QEFA)
A Framework of Action
 Well-trained teachers and active learning techniques
 Adequate facilities and learning materials
 A relevant curriculum that can be taught and learned
in a local language
 A learning environment which is gender-sensitive
and safe
 System for assessing learning outcomes, including
knowledge, skills, attitudes and values
 Participatory governance and management
 Healthy, well-nourished and motivated students
 Respect for and engagement with local communities
and cultures
Regardless of gender, wealth, location, language or ethnic
origin, quality education for all (QEFA) implies

17. RECOMMENDATIONS
Regions are highly diverse within and between. Countries have their
own unique characteristics and a unique set of challenges that require
different policy decisions and prioritization.
Training and Capacity Development
• Inventory of needs and modalities for training across the three areas of (i)
practicum; (ii) CPD; and (iii) action research.
• Mobilizing adequate resources to improve training and further upgrading of
school personnel, i.e. from school principals, tutors, to class and school
teachers across the three areas identified.
• Large-scale capacity development programs for practicums, CPDs and action
research to boost teacher motivation and improve teachers’ working
conditions
• Training and upgrading of young and female school leaders, mentors and
teachers, ToT programs, university-based programs
Research, Information and Data Banks
• Research and studies on the effectiveness of the factors influencing the
quality of learning through teachers’ motivation and improved teachers’
working conditions within and across countries of the region
• Information and data banks that could be used for having relevant and
effective priorities and strategies for QEFA with a focus on teacher motivation
and teachers’ working conditions.

18. Advocacy & Dissemination of Evidence-Based Information QEFA

19. Capacity Strengthening
Capacity SharingCapacity Sustaining
Capacity Searching
SDGs
Goal No. 4

20. Prof. Vinayagum Chinapah, PhD
Professor
Institute of International Education (IIE)
Department of Education
Stockholm University
Tel: 0046-8-161064 and mobile: 0046-7346-04906
Fax: 0046-8-153133
email: vinayagum.chinapah@edu.su.se
Thank You!