By Sir John Daniel
Schooling for All (EFA) has been a most sensible precedence for governments and intergovernmental improvement organizations for the final 20 years. to date the worldwide EFA flow has positioned its valuable concentrate on delivering caliber common basic schooling (UPE) for all youngsters by means of 2015. the newest addition to The Open and versatile studying sequence, this e-book addresses the hot demanding situations created through either the successes and the mess ups of the UPE crusade. This ebook advocates new techniques for supplying entry to secondary schooling for today’s swiftly starting to be inhabitants of youngsters and teens and examines: the production and enlargement of Mega-Schools, which mix distance studying and group aid and feature a confirmed song list of accelerating entry at scale how one can organize the ten-million new lecturers which are required to accomplish schooling for All by means of 2015 via targeting classroom-based in-service education thoughts for utilizing expertise to scale up distance schooling cost-effectively the production of a twenty-first century academic environment that integrates open education and instructor schooling with groups and their institution platforms profitable examples of open faculties and instructor schooling programmes working at scale world wide. Readers might be thrilled to discover that Sir John Daniel, bestselling Routledge writer of Mega Universities and information Media, offers one other insightful and functional ebook on academic expertise. Mega-Schools, know-how and lecturers could be of curiosity to all who're involved by means of the imperative academic problem of our occasions: supplying secondary schooling to millions of youngsters world wide.
Read Online or Download Mega-Schools, Technology and Teachers: Achieving Education for All (The Open and Flexible Learning Series) PDF
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Extra info for Mega-Schools, Technology and Teachers: Achieving Education for All (The Open and Flexible Learning Series)
Example text
According to UNESCO (2001d, p. 3), ‘this double function adds a level of complexity to the expansion of secondary schooling that many countries have been disinclined to tackle’. Nevertheless, even at the turn of the century, before it was clear that primary enrolments would accelerate rapidly after the World Education Forum in Dakar, there was a strong emerging consensus about the priority of expanding secondary education: ‘without a sustained improvement in the coverage and quality of secondary education, developing countries will fall further behind relative to developed countries’ (Watkins, 2000, p.
Moreover, where the only real line of accountability for teachers is to a distant government office, their high rates of absenteeism and low commitment are well documented. The correlation is not only a matter of geographic distance in developing countries. A study in the UK (Mitra, 2008) plotted performance of schools against the density of subsidised housing in their locations and found a similar trend. The variation in performance is again attributed, in large part, to the reluctance of good teachers to go to areas with a high concentration of subsidised housing.
This ignores the realities and needs of the 21st century, an era in which people must acquire knowledge and skills throughout life, often by engaging in self-directed learning. Lifelong learning enables people to prepare for—and respond to—the different roles, situations, and environments that they will encounter during their lives. It must be supported by a variety of education, training and learning systems through which they can both learn and receive guidance and encouragement. For both individuals and communities lifelong learning is an important tool for improving livelihoods and the health and quality of society generally.
