Panorama prospectivo: Educación en el mundo post 2015
Octubre 25, 2013

Desde hace unos días circula el Boletin de NORRAG (NETWORK FOR INTERNATIONAL POLICIES AND COOPERATION IN EDUCATION AND TRAINING) dedicado al panorama de al educación en el mundo después de 2015.

Bajar el documento aquí <pdf>

NORRAG News No. 49
Education and Development in the Post-2015 Landscapes

The last 18 months have witnessed an immense number of papers, reports, as well as meetings, from local, national, regional and global consultations to high level panel engagements – all on the topic of the world’s development agenda post-2015. NORRAG has sought to follow this massive analytical and lobbying activity over this period (see Working Papers no. 1 and 4, at www.norrag.org and a whole series of post-2015 blogs; see norrag.wordpress.com). With the publication of the High Level Panel (HLP) report on 31st May 2013, one major milestone was reached, but there are several other processes that are still incomplete. The UN Secretary General, in particular, worked up his own post-2015 report, A Life of Dignity for All, before the General Assembly convened a special event on this topic of post-2015, on 25th September 2013.

In the next two months, October-November, Robert Palmer and Kenneth King are taking stock of the evidence and research base of the many proposals that have been made surrounding post-2015. We would be keen to hear from NORRAG News readers about the following. Where possible, we would encourage NN readers to review the evidence base for the post-2015 proposals they are discussing:

 BRICS countries’ reactions to the post-2015 preoccupations
 The position of skills development or TVET in post-2015 prescriptions
 National NGO or think tank perspectives on post-2015
 Trade-offs between national education planning and post-2015 proposals
 Aid agency angles on the knowledge base of post-2015
 Implications of new post-2015 agenda for future development funding

We are paying particular attention in this issue of NORRAG News (49) to views of commentators based in the South. In other words, we suspect we shall find that there are many different post-2015 landscapes, – East, West, North, South.
We shall be interested to hear from those readers who have taken part in national consultations on post-2015, of which there have been over 70, many of them supported by the UNDP.

Other readers may have been involved with a different piece of this post-MDG jigsaw – the UN Sustainable Development Solutions Network (SDSN). Like the HLP, this too produced a general report in June and an over-arching goal. Again, since some NORRAG readers have been connected to the education and skills thematic dimension of this SDSN process, we should be very keen to hear from them. The Education Thematic Report became available in September 2013.

A third modality around post-2015 are of course the Sustainable Development Goals (SDGs). These are being pursued by an Open Working Group (OWG) on SDGs. This group held its fourth meeting in mid-June 2013, and there is a fifth meeting planned for late November 2013.
A fourth group of readers we should be very interested to hear from are those who presented a research-based account of some particular aspect of the post-2015 process at the biennial UKFIET Oxford Conference of 10-12 September 2013. Several of these attended or presented at the NORRAG sub-theme of ‘Futures of Development Assistance’.

Robert Palmer and I should be delighted to have contributions that will inform our next Working Paper on “Education and Skills Post-2015: The Evidence Base”. All contributions will of course be acknowledged.

Editor: Kenneth King

Table of Contents
Foreword …………………………………………………………………………………………………………. 1
Kenneth King
NORRAG, Edinburgh
Editorial …………………………………………………………………………………………………………… 3
Kenneth King
NORRAG
Education and Skills in the Post-2015 Jigsaw: Post-MDGs, SDGs and Post-EFA ………………. 7
Robert Palmer
NORRAG (Jordan/UK)
THE BIGGER PICTURE: POST-2015 AND INTERNATIONAL CONTEXTS ………… 13
Education and the UN High Level Panel on Post-2015: Reflections from David Cameron’s Envoy …………………………………………………………………………………………………………….. 14
Michael Anderson
Formerly DFID and Advisor to High Level Panel; now The Children’s Investment Fund Foundation, London
Conflict-Affected and Fragile States: Perspective on Post-2015 ………………………………… 16
Haleh Homaei
Advisor to Post-2015 High Level Panel, Ministry of Finance, Timor Leste
Japan’s Priorities for African Development and TICADV: Echoing Japanese and African Voices in the Post-2015 Agenda ………………………………………………………………………….. 17
Kei Yoshizawa
JICA, Tokyo
Squaring the Circle: Relevance of Post-2015 EFA and Development Agenda at the Country Level ……………………………………………………………………………………………………………… 19
Manzoor Ahmed
Institute of Educational Development, BRAC University, Dhaka
The Post-2015 Agenda for Educational Development: Reflections on China’s Experiences of International Cooperation for Millennium Development Goals (MDGs) ……………………… 21
Jun Li
Chinese University of Hong Kong
Toward Universal Learning: Filling the Data Gap and Building National Capacity for the Post-2015 Agenda ……………………………………………………………………………………………. 22
Allison Anderson
Brookings, Washington
Dzingai Mutumbuka
LMTF & ADEA, Washington
vi
Broadening the Discourse on Education Quality within the Context of the Post-2015 Landscape ………………………………………………………………………………………………………. 24
Dierdre Williams
Open Society Foundations, New York
A Radical Post-2015 Agenda ………………………………………………………………………………. 26
Steven J. Klees
University of Maryland
Education Aid and the “Transformative Shifts” Called for by the Post-2015 Agenda …….. 29
Birger Fredriksen
Consultant, Washington, formerly World Bank
Global Development Goals: The Need for a “Monterrey 2.0” …………………………………… 31
Heiner Janus and Stephan Klingebiel
German Development Institute, Bonn
POST-2015 DEVELOPMENT VISIONS IN DEVELOPMENTAL STATES? ………….. 34
Development of the Post-2015 Education Agenda: Maintaining the EFA Brand……………. 35
Abhimanyu Singh
UNESCO, Beijing
Education and Development in the Post-2015 Landscapes: Will Education Reform be Successful in Burma? ………………………………………………………………………………………… 36
Thein Lwin
National Network for Educational Reform, Yangon
Development and Minority Languages …………………………………………………………………. 38
Bob Adamson
Hong Kong Institute of Education
China’s National Consultations on Post-2015: from Yunnan to Beijing ……………………….. 40
Niina Mäki
UNDP China
Any National Debate about Post-2015 in South Korea? …………………………………………… 41
Soyeun Kim
University of Leeds; Re-shaping Development Institute (ReDI), South Korea
UNESCO in Korea and the Post-2015 Preparation …………………………………………………… 43
Bong Gun Chung
Seoul National University
Consultations on Education in the Post-2015 Agenda in Asia and the Pacific ………………. 44
Chang, Gwang-Chol
Education Policy and Reform Unit, UNESCO Bangkok
The TaiwanICDF’s Vision 2022 …………………………………………………………………………….. 46
Phil Barber
TaiwanICDF, Taipei
vii
Taiwan Strides Towards the United Nations Post-2015 Development Agenda: Who Upholds the Vision of Sustainable Development? ………………………………………………….. 47
I-Hsuan Cheng
Department of International and Comparative Education, National Chi Nan University, Taiwan
Sheng-Ju Chan
Graduate Institute of Education, National Chung Cheng University, Taiwan
A Road to Post-2015 Agenda Setting: The Japanese Case ………………………………………… 49
Shoko Yamada
Nagoya University
The Post 2015 Education and Development Road – Oman’s Prospects ……………………….. 51
Yahya Al Manthri
State Council, Oman
Skills Development Post-2015 …………………………………………………………………………….. 53
Hana M. Ameen
Ministry of Higher Education, Sultanate of Oman
Education and Development in the Post-2015 Landscapes: Financing Education : Oman Challenges ………………………………………………………………………………………………………. 54
Alkhattab G Alhinai
State Council, Sultanate of Oman
A SOUTH ASIAN ANGLE …………………………………………………………………….. 56
Skills Development in India: Lots of Noise & fury, but Little Action ……………………………. 57
Subhash Agrawal
India Focus, New Delhi
SOUTH AMERICAN PERSPECTIVES ………………………………………………………. 60
Latin America: A Post-2015 Education Agenda ………………………………………………………. 61
José Joaquín Brunner
Professor, Universidad Diego Portales, Chile
Latin American will Meet the Access Goal, but will Fail the Any Quality Post-MDG ………. 63
Ernesto Schiefelbein and Paulina Schiefelbein
Universidad Autónoma de Chile, Santiago
NOT ANOTHER EXTERNAL DEVELOPMENT AGENDA FOR AFRICA …………….. 65
Crafting the MDGs in African Fashion: Consultation and Transparency in Action …………. 66
Salim Akoojee
University of the Witwatersrand, Johannesburg
School Infrastructure Challenges – Ways to Link with the 2015 Debates …………………….. 69
Ann Skelton
UNESCO Chair: Education Law in Africa, University of Pretoria
viii
The Post 2015 Quality Challenge: Lesson From the South African Experience of Improving Literacy and Mathematics in a Poorly Performing System ……………………………………….. 71
Brahm Fleisch
University of the Witwatersrand
Managing Quality Education by Numbers: the Case of Tanzania ……………………………….. 72
Sonia Languille
School of Oriental and African Studies, London
A DETAILED LOOK AT EDUCATION AND SKILLS IN THE CURRENT POST-2015 PROPOSALS…………………………………………………………………………………….. 75
Reading Polanyi in Hong Kong: Why the Post-2015 High Level Panel Bypasses Our Region’s Poor ………………………………………………………………………………………………………………. 76
Trey Menefee
The University of Hong Kong
Early Childhood Development in the Post-2015 Development Agenda ………………………. 77
Sheldon Shaeffer
For Consultative Group on Early Childhood Care and Development, Formerly UNESCO, Bangkok
Teachers and Quality Education in the Post-2015 Framework: A Rights-based Approach is the Only Way Forward ………………………………………………………………………………………. 79
Antonia Wulff
Education International, Brussels
UNESCO and the Post-2015 Education Agenda: What have we done So Far? ………………. 81
Qian Tang
Assistant Director-General for Education, UNESCO
Skills, Work and Development in the High Level Panel’s Post-2015 Vision ………………….. 83
Simon McGrath
University of Nottingham
Education has Reached the HLP Finishing Line in the Post-2015 Olympics, But with a Few Injuries en Route ……………………………………………………………………………………………… 85
Kenneth King
NORRAG, Edinburgh
Adult Literacy: Trends and Prospects Post-2015 …………………………………………………….. 89
Clinton Robinson
Consultant, Paris
“Leaving No One Behind”: A View from the Cheap Seats …………………………………………. 91
Barbara Trudell
SIL Africa, Nairobi
Coordination and Compromise in Researching New Goals ……………………………………….. 92
Jordan Naidoo
UNICEF, New York
ix
Higher Education and the Post-2015 Development Agenda: the Implicit Goal ……………… 94
Ad Boeren
Nuffic, The Hague
Donors’ Goals and Children’s Perspectives: Antecedents and Incongruities of Present-Day International Development Assistance to Education ………………………………………………. 96
Mike Douse
Consultant, County Clare, Ireland
FUTURES OF DEVELOPMENT ASSISTANCE ……………………………………………. 98
Donor Policies and Priorities in Support of Education over the Past Decade: Some Questions for the Post-2015 Agenda ……………………………………………………………………. 99
Malcolm Mercer
Consultant, and BAICE, Powys
The Future of Innovative Financing for Education in Fragility ………………………………….. 101
Christine Smith Ellison
UNESCO Centre, University of Ulster
Can Education Play a More Powerful Role in the Achievement of the Millennium Development Goals, not only those Related to Education? ……………………………………. 104
Helen M Hill
Victoria University, Melbourne
EFA Skills Development – Palestinian Experience and Recommendations for Post-2015 Goals ……………………………………………………………………………………………………………. 106
Randa Hilal
OPTIMUM for Consultancy and Training, Ramallah
Aid to Education in Fragile States: an Unresolved Issue …………………………………………. 108
Thomas Poirier
Iredu – University of Burgundy, Dijon
High Level Panel’s Recommendation for a New Data Revolution …………………………….. 110
Roy Carr-Hill
University of London Institute of Education
Publications…………………………………………………………………………………………………… 112
“China’s Aid & Soft Power in Africa: The Case of Education and Training”, by Kenneth King

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