.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