Last Three Weeks History of Comparative Education Classification of the field today

Last Three Weeks

• History of Comparative Education• Classification of the field today• Purposes of comparison and link to different professions• Concept of ‘Educational Transfer’• Models to conceptualize comparisons• What institutions are involved• Educational opportunity as transitions• Alternative approaches to think about Education’s contribution to Society

• This Week

• A framework to think about educational opportunity• Repetition and Student Flows• Urban Rural Divides• Education and Post Conflict Situations

Equality of Educational Opportunity

• Equality of Outcomes (Social and Cultural Capital) Options in Life.

• Equality of Learning Outputs• Equality of Processes• Equality of Inputs• Equality of Access

Key Indicators• Initial Access to School• Gross Enrollment Rates• Net Enrollment Rates• Repetition Rates• Student Flows –completion rates—• School Life Expectancy• Learning• Skills

Student FlowsRepetition

Completion

explain student flow simulation

Repetition.

• Why worry about it?• Isn’t repetition a second chance? An

extension of learning time?• High Levels –probably higher than

reported• Consequences to students –time to graduate,

impact on self, leads to dropout?• Under-age and over-age children• Evidence of low levels of academic

achievement?

Why do children repeat grades?1. Because they are not

ready to meet the academic expectations of the grade

2. Because their teachers don’t teach effectively

3. Because their parents do not support their academic work

4. Because the curriculum is too demanding

5. Because there are not enough spaces for them in the next grade

What causes repetition?--modeling education processes--

Household factors. Disproportionately among low SES children.

• Distinction between lower stage repetition and later grade repetition

• Causal paths: poverty—nutrition—absenteeism• BUT demand factors MEDIATED by school factors or in

interactionSchool factors• High prevalence in rural, multigraded schools• Inbalances in class size among early and upper grades• Evaluation standards used by teachers

Trends of Analysis of Repetition

• Automatic Promotion• Raise opportunities to learn• Change cultures of repetition• Role of cultural context “education

systems vary enormously in terms of the incidence, causes and consequences of repetition.”

• Repetition Rates have systemic causes

Policy Options• Comprehensive multipronged strategies

home/school• (e.g. adult literacy, mid-day meals, better

school facilities, more textbooks, inservice training, and greater community involvement in schooling or strategies to improve readiness including nutrition, health and pre-school education; involving communities).

Prioritizing interventionsHome based• Increase equity (remove fees and scholarships)• Increase school fit (parental involvement, local control, enforce laws)• Increase school readiness (parent education, community health and

nutrition, infant stimulation)School based• Increase school readiness (early entry, preschool provision)• Increase access (enforce laws, fund school by attendance, eliminate fees,

add grades or cluster schools, incentives to attract teachers to rural areas).• Increase quality (reduce class size, lengthen school year/day, improve

teacher quality, increase supervision, provide free textbooks)• Improve assessment (competency based objectives, criterion referenced

testing, performance based incentives for schools). Need for Systemic Sectoral Interventions.

Dimensions of educational inequality:

• ·        Racial Inequality• ·        Gender Inequality• ·        Casts Inequality• ·        Socio-economic inequality• ·        Regional inequality

Equality of Educational Opportunity

• Equality of Outcomes (Social and Cultural Capital) Options in Life.

• Equality of Learning Outputs• Equality of Processes• Equality of Inputs• Equality of Access

Equality and Equity

http://www.youtube.com/watch?v=0KK3SINvKa0&feature=channel

Based on this video, discuss in small groups equality of opportunity for these children at the various levels in the model we have just reviewed

Equality of Inputs Per-Pupil expenditures

Teacher characteristicsInstructional ResourcesPhysical facilities 

Learning outputs and outcomes from prior levels.

The role of school segregation

Equality of Processes • Instructional Practices

• Teacher responsiveness• Time on task• Fit between curriculum and student

background • Language of instruction

Equality of Outputs• Results tied to

curriculum objectives

Academic SkillsEducational Attainment

Indicators of Inequality

• Distribution of spending• Distribution of attainment• Distribution of achievement

Urban-Rural Divides

• http://vimeo.com/10877057

• http://www.youtube.com/watch?v=XBJj5GlsBlw&feature=related

• http://www.youtube.com/watch?v=HwW7pRpm2NQ&NR=1

Rural-Urban-Learning Gaps in SSA

Rural-Urban Differences

• Older Students• Lower SES• Greater Percentage of Repeaters• Lower Average SES• Buildings in worse condition• Less school materials• Less instructional resources• Teachers lower reading ability

Half of the Gap is Accounted for by Individual Differences among students

Small Group Discussion

Discuss in small groups:

Based on the sources of the urban-rural gap, what are some options to close this gap?

Education and Conflict

• http://www.youtube.com/watch?v=pG37sdvvptQ&feature=related

• http://www.youtube.com/watch?v=RLTN3glu1kc

Education, Conflict and Violence

• Emergencies. Relief and Development• Particular dimensions of Conflict• Conflict as the antithesis of development• Impact of Conflict on Education• Can Education Prevent Conflict?• Education and reconciliation and

reconstruction