UNESCO – APEID

The Raja Roy Singh Lecture 2003

Shanghai, 7 November  

John Daniel

Assistant Director-General for EducationUNESCO

AAsia-PacificPProgramme ofEEducationalIInnovation forDDevelopment

AAsia-PacificPProgramme ofEEducationalIInnovation forDDevelopment

3030thth

DEVELOPMENT

IS

FREEDOM

UNESCO – APEID

The Raja Roy Singh Lecture 2003

Shanghai, 7 November  Quality Education for All: Quality Education for All:

Commodity or Craft?Commodity or Craft?

John Daniel

Assistant Director-General for EducationUNESCO

Education for All

Education for All

Not with

business

as usu

al

TEACHERS

10-35 million

needed!

ADAM SMITH

The Wealth of Nations

ADAM SMITH

The Wealth of Nations(the production of pins)

INDEPENDENT

and

INTERACTIVE

learning activities

Quality Education for all

Good news

and

Bad news

GET EQUAL

GGET EQUALG = Girls and GenderG = Girls and Gender

“to eliminate gendergender disparities in primary and secondary education by 2005

and achieve gendergender equality by 2015

with a special focus on ensuring full and equal access for girlsgirls to basic education of good quality.”

GEET EQUALE = Elementary/PrimaryE = Elementary/Primary

“to ensure that by 2015 all children, especially girls, children in difficult circumstances, and from ethnic minorities have access to and complete free and compulsory primary education of good quality.”

0

10

20

30

40

50

60

70

80

90

100

World

Countr

ies in

transiti

on

Develo

ped

countr

ies

Develo

pin

g

countr

ies

Latin

Am

erica a

nd

the C

aribbean

Nort

h A

merica a

nd

Weste

rn E

uro

pe

East A

sia

and the

Pacifi

c

Centr

al a

nd E

aste

rn

Euro

pe

Centr

al A

sia

Ara

b S

tate

s

South

and W

est

Asia

Sub-S

ahara

n

Afr

ica

Total Male Female

Net enrolment ratios by gender and region

Total : 104 millions

Sub-Saharan Africa42%

South and West Asia31%

East Asia and the Pacif ic13%

Central Asia1%

Arab States and North Africa

7%

North America and Western Europe

2%

Latin America and the Caribbean

2%

Central and Eastern Europe

2%

Out-of-school children by region

Changes between 1990-2000

DYNAMIC

S

TA

TIC

Dis

tanc

e fr

om th

e go

a l

High chance

Close

and

Going Forward

High chance

Close

and

Going Forward

Serious risk

Far

and

Going Backward

Insufficient progress

Close

but

Going Backward

Insufficient progress

Far

but

Going Forward

Changes between 1990-2000

DYNAMIC

S

TA

TIC

Dis

tanc

e fr

om th

e go

a l

High chance

Close

and

Going Forward

High chance

Close

and

Going Forward

Serious risk

Far

and

Going Backward

Insufficient progress

Close

but

Going Backward

Insufficient progress

Far

but

Going Forward

1621

20

Dakar Composite: Primary, Literacy, Gender Parity

Group

Asia and Pacific

High ChanceAustraliaAzerbaijanFijiGeorgiaJapanKazakhstanKyrgystanMalaysiaMaldivesMongoliaMyanmarNew ZealandNuiePhilippinesRep Korea SamoaTajikistanUzbekistanVanuatuViet Nam

InsufficientChinaIndonesiaLao P.D.R.BangladeshBhutanIranSri Lanka

At RiskIndiaNepalPakistan

Education for All

The Global CampaignThe Global Campaign

Education for All

The Global CampaignThe Global Campaign* Planning

Education for All

The Global CampaignThe Global Campaign* Planning

* Resources- 97% from the country (average)

Education for All

The Global CampaignThe Global Campaign* Planning

* Resources- 97% from the country (average)

- $5.6B external needed annually

Education for All

The Global CampaignThe Global Campaign* Planning

* Resources- 97% from the country (average)

- $5.6B external needed annually

- The Fast-Track Initiative

ADAM SMITH

The Wealth of Nations

INDUSTRIALISATION

is

TECHNOLOGY

+

DIVISION OF LABOUR

TECHNOLOGYis the application of scientific

and other organized knowledge to practical tasks by organizations consisting

of people and machines.

ADAM SMITH

The Wealth of Nations

1776

“The greatest improvement in the productive powers of labour, and the greater part of the skill, dexterity and judgement with which it is anywhere directed, or applied, seem to have been

the effects of the division of labour.”

ADAM SMITH

The Wealth of Nations(the production of pins)

“A workman not educated to this business nor acquainted with the use of the machinery employed in it could scarce, perhaps, with his utmost industry, make one pin in a day, and certainly could not make twenty. But in the way in which this business is now carried on it is divided into a number of branches.

“One man draws out the wire, another straights it, a third cuts it, a fourth points it, a fifth grinds it at the top for receiving, the head; to make the head requires two or three distinct operations; to put it on is a peculiar business, to whiten the pins is another; it is even a trade by itself to put them into the paper;

“…and the important business of making a pin is, in this manner, divided into about eighteen distinct operations, which, in some manufactories, are all performed by distinct hands, though in others the same man will sometimes perform two or three of them.

“I have seen a small manufactory of this kind where ten men only were employed, and where some of them consequently performed two or three distinct operations. But they could, when they exerted themselves, make among them about forty-eight thousand pins in a day.

“Each person, therefore, making a tenth part of forty-eight thousand pins, might be considered as making four thousand eight hundred pins in a day. But if they had all wrought separately and independently, and without any of them having been educated to this peculiar business, they certainly could not each of them have made twenty, perhaps not one pin in a day;

“…that is, certainly, not the two hundred and fortieth, perhaps not the four thousand eight hundredth part of what they are at present capable of performing, in consequence of a proper division and combination of their different operations.”

Productivity increase

between

24,000 to 480,000%

Why does the transformation that took place in pin making have no parallels in the process

of education?

How

do

people

learn?

IndependentIndependentand

InteractiveInteractive

learning

COMMODITIES(Useful thing; article of trade)

Marginal costs of production and distribution drop from:- books…. to- TV programmes….to- CD-ROMs….to- DVDs…. to- Internet

COST

AC

CE

SS

QU

ALITY

THE ETERNAL TRIANGLE OF EDUCATION

COST

ACCESS QUALITY

COST

AC

CE

SS

QU

ALITY

THE ETERNAL TRIANGLE OF EDUCATION

CRAFT

COST

COMMODITY

ACCESS QUALITY

Number of students

Total cost

Number of students

Total cost

COMMODITY(independent)

Number of students

Total cost

CRAFT(interactive)

Number of students

Total cost

CRAFT

COMMODITY

Number of students

Total costCRAFT

COMMODITY

BLEND

EDUCATION

,

  Asia-Pacific Cultural Centre for UNESCO

EDUCATION

,

  Asia-Pacific Cultural Centre for UNESCO

ICT in Education:

- Integrating ICT in Education Policies- Teacher training and development- ICTs in the classroom- Empowered non-formal learning

COST

AC

CE

SS

QU

ALITY

THE ETERNAL TRIANGLE OF EDUCATION

COST

ACCESS QUALITY

UNESCO – APEID

The Raja Roy Singh Lecture 2003

Shanghai, 7 November  Quality Education for All: Quality Education for All:

Commodity or Craft?Commodity or Craft?

John Daniel

Assistant Director-General for EducationUNESCO