The role of international organization in education policy and planning

.The role of International organization in education policy and Planning

Presented By:

Anima BachharPost graduate student of

Sociology Discipline Khulna University, Bangladesh.

Introduction

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.

Education Policy 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.

Education planning 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)

Objectives of education planning 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.

Role of International Organization in Education Policy and Planning 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.

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.

Cont..

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 assistanceIntergovernmental or non-governmental assistance Again intergovernmental assistance can be two typeBilateral: 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.

SAVE THE CHILDREN

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.

Policy and planning initiated by Save the Children

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)

Con..

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.

Cont.. 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)

Policy and planning initiated by USAIDUSAID 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)

Con..

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.

Con..Planning:Train teachers to teach reading and utilize appropriate language for reading instructionDevelop 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)

Policy and planning initiated by UNICEF

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)

Con..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.

Policy and planning initiated by UNESCO

Policy : Literacy for empowerment

Literacy for life long learning

Literacy for improved quality of life (Source: UNESCO, 2006)

Con..

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.

Progress towards universal education

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.

Progress towards universal education

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.

Conclusion 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.

References Mahbubl, H. 1998. “Human Development in South Asia’’ The Educationchallenges,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. OsloBerkman, 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

.

References

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