NORRAG News 50 “The Global Politics of Teaching and Learning: The Real Story of Educational Cultures and Context”
The last few years with their global focus on education post-2015 and review of Education for All (EFA) have emphasized the failure of LEARNING. Despite all the discussion of Learning Goals, and of Learning for All, the real storyline has been that students were not learning, or not learning enough (NORRAG blog). There has, of course, been the other side of the learning story which is about PISA (the Programme for International Student Assessment) and success in learning – at least for some (SeeNORRAG PISA blog series: norrag.wordpress.com). This has then connected to QUALITY, another of the large themes of the post-2015 debates. It too, like learning, has been as much about the absence of quality, or about the misplaced focus on access rather than quality in respect of the Millennium Development Goals.
But what about the situation in ordinary schools and training institutions? The implication of the term ‘learning crisis’ suggests there may be a crisis in teaching. But what is the reality behind the large numbers in the Global Monitoring Report 2013?
Some exemplar working papers from the NORRAG site:
- Working Paper #3: Education in Conflict Emergencies in Light of the post-2015 MDGs and EFA Agendas, by Christopher Talbot (January 2013)
- Working Paper #4: Post-2015 Agendas: Northern Tsunami, Southern Ripple? the Case of Education and Skills, by Kenneth King and Robert Palmer (April 2013)
- Working Paper #5:The post-2015 MDG and EFA Agenda and the National Discourse about Goals and Targets – a Case Study of Bangladesh, by Manzoor Ahmed (August 2013)
- Working Paper #6: Education and Skills post-2015: What Evidence, Whose Perspectives?, by Kenneth King and Robert Palmer (December 2013)