professor vinayagum chinapah head and professor of institute of international education, department...

The Learner in the Learning Society

Prospects and Challenges for Children's Rights towards an Education of Quality for ALL (CREQA):

An International and Comparative PerspectiveProfessor Vinayagum Chinapah

Head and Professor of Institute of International Education,

Department of Education, Stockholm University, Sweden India, 2012

The Four Pillars of Learning

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

Where Is The Money Going?

Education Makes

a Differen

ce

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Where is the child

EDUCATION FOR WHOM?

Number of Out-of-School Children By Region and Sex,1990-2010

Despite positive signs of decline in out-of-school

numbers, progress has slowed

down since 2005




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School Exposure of Out-Of-School Children of Primary School Age by

Region, 2010

It is Better to be LATE

than NEVER

Regional Trends

heighten the challenge of

Out-Of- School Children

“The Frequency of repetition can weaken the capacity for retention”

(UNESCO 2008)

Swedish, European and International

Perspectives




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Education for a valuable life

Source: CREDPRO: The Child: Development Needs & Rights

Children’s Rights: not solely a “Developing” challenge

Swedish, European

and International Perspectives

Abuse Support and Prevention

Cognitive vs Non-

Cognitive Skills

Academic and

Emotional Support

CHILDREN’s VOICES

The Child Rights Ecology Model

Differing AbilitiesWho is

Responsib

le

for the

Child?

The

role of

ICT

No Corporal punishment at school or at home BRIS

Teaching to

the test?

Bullying

Lifelong Learning




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THE KNOWLEDGE CHALLENGE THE CHALLENGE OF

DECENTRALISATION

THE RESOURCE

CHALLENGE THE CHALLENGE OF SOCIAL INCLUSION

THE CHALLENGE OF DATA AND

COMPARABILITY

FIVE QUALITY CHALLENGES: EDUCATION IN EUROPE

1

2

3

4

5




» Fifth levelCHILDREN’S RIGHTS

IN SWEDEN

All children have a right of expression: You have a right to talk about anything

All children have a right to free healthcare, dental care and schooling.

All children have a right to care, security and a good upbringing: enough to eat and a safe place to sleep.

All children have a right not to be exposed to abuse: no hitting or saying anything that makes you feel bad.

All children have a right not to be bullied or hit by other children. All children who do not

speak Swedish are entitled to an interpreter with all government agencies

LEARNING TO LIVE…

…OR LEARNING

TO LEAVE ?

Will there be a place for me?

Current Results:-unemployable graduates

-drop-outs-isolation from reality

“It is clear that many of those who work with children do not have the expertise to face children with the problems that these children have” (BRIS, 2011, p.19)




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What is Quality Education ?

Definition and expectation differ according to purposes, contexts, stakeholders and time. Quality education cannot be limited to increasing the material

inputs for school systems or enhancing school effectiveness, important though they are.

Quality education must be geared to enhancing each individual’s potential and the full development of a learner’s personality.

Quality education should treat quality from the standpoint of the learners, the teachers, their learning environments, the learning structures methods and contents, the teaching-learning processes and the learning outcomes.

Successful of quality education requires genuine broad-based partnership of major education and education-related stakeholders.




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QUALITY EDUCATION FOR ALLA Framework of Action

Healthy, well-nourished and motivated students

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 Respect for and engagement with local communities

and cultures

Regardless of gender, wealth, location, language or ethnic origin, quality education for all implies :




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Teaching

Learning

SHIFTING THE FOCUS

• Teachers• Schools• Cognitive• Tests / Exams• Ranking (PISA,

TIMSS etc.)• Social

Darwinism

• EDUCATORS vs TEACHERS

• Human Centred• Learner Abilities• Psycho-Social• Piaget

Accelerated Learning

The re-integration of out-of-school learners into formal education (mainstream) through collaboration and cooperation between various education systems utilizing active learning techniques.

Community-Based Schools

Open Schools

Self Help Groups (SHG)

Accelerated Learning ApproachA Para-formal School System

Accelerated completion through condensed learner-centred curriculum; inclusive of life skills, service learning, market-driven skills training, psycho-social counseling and conflict resolution (Creative Associates International, 2012).

Community Aldeia Peguao-ty, Sete Barras,São Paulo-Brazil © Nanci Saraiva Moreira, 2006

Brazil: Integration of Schools with community and natural

surroundings. Going to Indigenous, Remote Areas

Zambia Open Community

Schools (ZOCS)Exists to enable Orphans and Vulnerable Children in Zambia especially girls and the disabled children

to access education.

Women EmpowermentMicrofinance= poverty

reduction

© UNICEF Egypt/Whitehill/2007

A Success StoryThe Egyptian Community School Initiative

Rural parents in early 1990s Egypt concerned with educating their daughters due to:

• Safety of the girls who had to walk to school

• Classrooms with male or non-local teachers

• Length of school hours reduced the amount of time and ability for girls to contribute to daily household economies

The

Transformative

Nature of

Community

Schools

children in community schools

demonstrated a positive sense of self

and their role as active learners

Girls began to self-identify as educated,

capable, and empowered

Families started to value children’s

schooling and reduced relegating girls

household labour at the expense of

education. Children have become role

models within their family and

communities




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Prof. Vinayagum Chinapah, PhD.Professor and HeadInstitute of International Education (IIE)Chair of International and Comparative EducationDepartment of EducationStockholm University

Tel: 0046-8-161064 and mobile: 0046-7346-04906 Fax: 0046-8-153133email: [email protected] Tsang, age 10, China

THANK YOU!

professor vinayagum chinapah head and professor of institute of international education, department...

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