POSSIBLE IMPACT OF GLOBAL ECONOMIC CRISIS ON EDUCATION IN A - PowerPoint Presentation

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POSSIBLE IMPACT OF GLOBAL ECONOMIC CRISIS ON EDUCATION IN AFRICA

By

OBANYASlide2

A THREE-PART DISCUSSIONSlide3

PART ONESlide4

AFRICA’S DEPENDENCY SYNDROMESlide5

THE STRONG SNEEZING AND THE WEAK CATCHING A COLDSlide6

PROGRESS TOWARDS EFA (GMR 2011)

REGION

GOAL ONE

(ECCE)

GOAL TWO(Universal Primary Education)

GOAL THREE

(Youth Literacy)

GOAL FOUR

(Adult Literacy)

GOAL FIVE

(Gender Parity-primary education)

GOAL SIX

(Teacher-Pupil Ratio –Primary education)

World

44

88

89

83

0.96

25

Developed Countries

79

95

100

99

1.00

14

Arab States

19

84

87

72

0.92

22

Sub-Saharan Africa

12

76

71

62

0.75

45Slide7

AFRICAN SCHOOL CHILDREN NOT EVEN LEARNINGSlide8

THE EDUCATIONEERING PROCESSSlide9

GOOD POLITICS IS GOOD FOR GOOD EDUCATION

PIVOT

GOOD

BAD

POLITICS

PEOPLE-ORIENTED

NEXT GENERATION

WHAT IS IN IT FOR ME?

NEXT ELECTIONS

POLICIES

SUSTAINABLE HUMAN DEVELOPMENT

PARTICIPATORY PROCESSES

WISHES /PRONOUNCEMENTS OF THE RULER

INCONSISTENCY/SUMMERSAULTS

PROGRAMMES

FULFILMENT OF PEOPLE-ORIENTED GOALS

BASED ON STRATEGIC DEVELOPMENT GOALS

RESOURCED

DICTATED BY PERIPHERAL STAKEHOLDERS

LACK OF CLEAR DIRECTIONS

POORLY RESOURCED

PROCESSES

PROFESSIONALLY/QUALITY MANAGED

FOCUS ON RESULTS

NON-RESPECT FOR PROFESSIONALISM AND SOUND MANAGEMENT

FOCUS ON PAPER RESULTS

PRODUCTS

QUALITY OUTCOMES

SYSTEM CONTINUOUSLY ENRICHED

SOCIETY AS WINNER

POOR OUTCOMES

DYSFUNCTIONAL (EDUCATION) SYSTEMS

SOCIETY AS LOSERSlide10

ADDRESSING THE ROOT CAUSES

THE QUALITY OF POLITICS DETERMINES

THE QUALITY OF EDUCATION POLICIES, PROGRAMMES, AND PROCESSES

AND EVENTUALLY THE PRODUCTS (OR RESULTS, OR OUTCOMES).

IN SENDING EARLY WARNING SIGNALS

ON THE POSSIBLE EFFECTS OF THE CURRENT GLOBAL ECONOMIC AND FINANCIAL CRISIS ON EDUCATION IN AFRICA.

WE MUST ADDRESS ROOT CAUSES OF CHALLENGES

NOT MERELY ADDRESSING THE MERE SYMPTOMSSlide11

PART TWOSlide12

EFFECTS ON POLITICS

Politics in General

GLOBALISATION FORCES FAVOURING POLITICS OF REFORM IN AFRICA

INTENSIFIED EXTERNAL INTERFERENCE IN THE POLITICS OF AFRICAN COUNTRIES.

SPIN-OFF IN THE PERSISTENCE OF BAD POLITICS

WIPING OFF OF MODEST DEMOCRACY GAINS RECORDED SINCE THE 1990s

Politics of Education

MORE OF LIP SERVICE TO EFA

EMPHASIS NOT ON THE COMMON GOOD BUT ON THE SELECTIVE GOOD

RESOURCE SHIFT TO DEBT SERVICING and THE ECONOMIC SECTOR

RESOURCE DENIAL TO THE SOCIAL SECTOR, WHERE EDUCATION BELONGS

 Slide13

LIKELY IMPACT ON DEVELOPMENT POLICIES

NATIONAL DEVELOPMENT POLICIES

DECLINE IN POPULAR PARTICIPATION IN POLICY DEVELOPMENT

SUBORDINATION OF NATIONAL INTERESTS TO THE INTERESTS OF THE EXTERNAL DONOR.

POLICY DICTATION REPLACING POLICY DEVELOPMENT

‘ONE-SIZE-FITS-ALL POLICIES

EDUCATION POLICIES

PERPETUATION OF ‘EDUCATION FOR THEM AND NOT FOR US’.

RESULTING FROM A PHILOSOPHY OF CONSULTATION

WITH PERIPHERAL WITH PERIPHERAL STAKEHOLDERS

NEGLECT OF THE CORE STAKEHOLDERS IN EDUCATION (next slide)Slide14

FIVE GROUPS OF EDUCATION SECTOR STAKEHOLDERS (what distinguishes 4 and 5 from 1,2 and 3?)Slide15

IMPLICATIONS FOR GOVERNMENT PROGRAMMES

Overall national development programmes

NON-RESPONSIVE PROGRAMMES

GREATER FOCUS ON SHORT-TERM AND IMMEDIATE GAINS (LIKE THAT OF A BAD POLITICIAN THAT EYES ONLY THE NEXT ELECTION)

THREAT TO STRATEGIC DEVELOPMENT PLANING

DE-EMPHASIS ON HUMAN RESOURCE DEVELOPMENT.

LIKELIHOOD OF A RETURN TO THE PORTMANTEAU APPROACH TO EXTERNAL TECHNICAL ASSISTANCE

PARIS DECLARATION ON AID EFFECTIVENESS ????

Education programmes in particular

GOVERNMENT UNDERFUNDING OF EDUCATION IS LIKELY TO WORSEN

FURTHER COMMODITISATION OF EDUCATION

DECLINE OF EXTERNAL TECHNICAL ASSISTANCE.

AFRICA’S MARCH TOWARDS ATTAINING THE EFA GOALS (ALREADY UNDER THREAT) A PIPE DREAM.

JOMTIEN AND DAKAR ASSISTANCE PROMISES NOT FULLY KEPT

FAST-TRACK INITIATIVE ANYTHING BUT FAST TRACK.Slide16

IMPLICATIONS FOR THE PROCESSES OF DELIVERING QUALITY EDUCATION

SECTION A

QUALITY IN EDUCATION

SECTION B

WORSENING THE QUALITY CHALLENGE IN AFRICAN EDUCATIONSlide17

QUALITY: WHAT YOU SOW IS WHAT YOU REAP

SOWING QUALITY

NURTURING QUALITY

REAPING QUALITY

Politics/Policy/Management

Management

Personnel

Curriculum

Physical Infrastructure

Teaching-Learning

facilities

Financial Resources

Institutional management

Teacher

professional support processes

Learner

psycho-social support processes

Teaching-learning

processes

Cognitive learning

Life-coping

skills

Life-long

learning skills

Enhanced potential

for

contribution to society

ULTIMATELY, a self-sustaining educational system and societySlide18

A DIFFICULT TERRAIN FOR NURTURING QUALITY IN EDUCATION

INSTITUTIONAL MANAGEMENT (FUNCTION NOT PROFESSIONALISED IN MANY COUNTRIES

MINIMUM OR ZERO LEVEL OF COMMUNITY DEVELOPMENT

LIMITED OR ZERO AUTONOMY FOR THE SCHOOL LEVEL MANAGER

TEACHERS (QUANTITATIVELY AND QUANTITATIVELY DEFICIENT

LACKING PROFESSIONAL SUPPORT

ILL-MOTIVATED, OVERWORKED

LACKING SOCIAL RECOGNITION

OPPORTUNITIES FOR CAREER-LONG PROFESSIONAL DEVELOPMENT?????Slide19

DIFFICULT TERRAIN (CONTINUED)

TEACHING-LEARNING PROCESSES (PREVALENCE OF ONE-WAY COMMUNICATION FRONTAL TEACHING

LARGE CLASSES

PEDAGOGICAL MATERIAL SCARCITY

TEACHING-LEARNING IN A LANGUAGE POORLY MASTERED BY TEACHERS AND LEARNERS

PSYCHO-SOCIAL SUPPORT TO STUDENTS- LARGE CLASSES AND EXCESS WORK LOAD, POOR TEACHER PREPARATION

EARNER-CENTRED PEDAGOGY NIGH IMPOSSIBLE

POOR QUALITY OF INPUTS THAT SHOULD CULTIVATE QUALITYSlide20

POSSIBLE RE-ECHO OF STRUCTURAL ADJUSTMENT ERA FALLACIES

TEACHER’S QUALIFICATIONS DO NOT MAKE A DIFFERENCE

ALL WE NEED IS A SHORT INDUCTION PROGRAMME FOR TEACHERS FOLLOWED BY CLOSE SUPERVISION

TEACHER-PUPIL RATIO IS ALREADY TOO HIGH IN AFRICAN COUNTRIES

MULTI-GRADE TEACHING AND DOUBLE-SHIFT SCHOOLING HOLD THE MAGIC FOR AFRICA’S EDUCATIONAL PROGRESS

AFRICAN GOVERNMENTS SHOULD CUT DOWN ON EXPENDITURE ON TEACHERS’ SALARIES

TEACHERS IN AFRICAN SCHOOLS ARE ALREADY WELL PAID, SINCE, IN MOST CASES, A TEACHER’S ANNUAL SALARY IS HIGHER THAN GDP.

AFRICA’S PRIORITY SHOULD REMAIN BASIC EDUCATIONSlide21

WHAT REPERCUSSION FOR PRODUCTS (EDUCATIONAL OUTCOMES) ?

IDEALLY, EFA SHOULD PRODUCE A CRITICAL MASS OF CITIZENS WITH APPROPRIATE TYPES AND LEVELS OF

COGNITIVE LEARNING

(FULL DEVELOPMENT OF INTELLECTUAL POTENTIALS – HARD SKILLS-BROAD-BASED KNOWLEDGE AND VERSATILITY)

LIFE-COPING SKILLS

(FULL DEVELOPMENT OF VARIOUS DIMENSIONS OF EMOTIONAL INTELLIGENCE – SOFT SKILLS – NEEDED FOR ADAPTATION TO CONTINUING CHANGES THAT CHARACTERISE MODERN LIFE)

LIFE-LONG LEARNING SKILLS

(AN ABIDING THIRST FOR CONTINUOUS SELF-IMPROVEMENT)Slide22

EFA REALITIES IN AFRICA 1

REGION

OUT-OF-SCHOOL CHILDREN (millions)

NET PRIMARY ENROLMENT (%)

SURVIVAL TILL LAST GRADE OF PRIMARY EDUCATION

EXPECTED

YEARS OF SCHOOLING

WORLD

67.483

112

93

10.7

ARAB STATES

6.188

86

97

9.4

SUB-SAHARAN AFRICA

28.867

77

70

7.6Slide23

EFA REALITIES IN AFRICA -

2: EFA SCORECARD

REGION

GOAL ONE

(ECCE)

GOAL TWO(Universal Primary Education)

GOAL THREE

(Youth Literacy)

GOAL FOUR

(Adult Literacy)

GOAL FIVE

(Gender Parity-primary education)

GOAL SIX

(Teacher-Pupil Ratio –Primary education)

World

44

88

89

83

0.96

25

Arab States

19

84

87

72

0.92

22

Sub-Saharan Africa

12

76

71

62

0.75

45Slide24

AFRICA RAISING ITS EFA SCORE CARD?

LEGITIMATE AMBITION WOULD HAVE BEEN TO ACCELERATE THE PROGRESS OF EFA

PROBABLY A FEATURE OF NATIONAL EDUCATION POLICIES AND BUDGETS.

BEARING IN MIND,THE

MASTER-SNEEZE-SERVANT-CATCH-A-COLD

EFFECT ON AFRICA

LIKELIHOOD OF DRAMATICALLY LOWERING OF INVESTMENTS IN EDUCATION. Slide25

TURNING BACK THE HANDS OF THE EDUCATION CLOCK

LIKELIHOOD OF A WORSENING OF THE ALREADY POOR EFA SCORE CARD.

CORE EDUCATION SECTOR STAKEHOLDERS AS THE LOSERS.

PERIPHERAL STAKEHOLDERS CONTINUED FLOODING OF PRIVATE INSTITUTIONS

IN WHICH EDUCATION TO BE GRABBED BY THE HIGHEST BIDDER.

CAPITAL FLIGHT ALSO LIKELY TO INCREASE, ESPECIALLY IN THE HIGHER EDUCATION SUB-SECTOR,

PERIPHERAL STAKEHOLDERS INTENSIFIED PATRONAGE OF FOREIGN UNIVERSITIES

MOST OF THEM OFFERING ‘GOOD ENOUGH FOR AFRICA,’ TAILOR-MADE PROGRAMMESSlide26

PART THREE: WHAT SHOULD BE OUR CONCERTED RESPONSE?Slide27

AS CITIZENS

TEACHERS AND THEIR UNIONS MUST INTEGRATE CIVIL SOCIETY AND CIVIL RIGHTS GROUPS

VOICING THE PEOPLE’S OPPOSITION TO GLOBALISING AND MARKET FORCES

THAT ARE AT THE ROOT OF THE CURRENT CRISIS,

AND IN PUSHING AFRICAN GOVERNMENTS TO PLAY GOOD POLITICS

AS A NECESSARY FIRST STEP TOWARDS PROMOTING PEOPLE-ORIENTED POLICIES AND PROGRAMMES

MOST IMPORTANTLY, ENSURING THAT THE CRISIS DOES NOT BECOME A REASON FOR LURING AFRICAN COUNTRIES INTO ANOTHER EXTERNAL DEBT TRAPSlide28

AS UNIONS

WE MUST STRENGTHEN OUR ORGANISATIONS

PROMOTE INTERNAL DEMOCRACY

ELIMINATE SPLINTERING AMONG TEACHER UNIONS,

RENDER DEVELOPMENTAL SERVICES TO OUR MEMBERS

SERVE AS MODELS OF PRUDENT RESOURCE MANAGEMENT

OFFER LEADERSHIP BY EXAMPLE

ALL AS A FIRST STEP IN ENSURING

A STRONG VOICE FOR TEACHERS AND THEIR UNIONS IN NATIONAL DEVELOPMENT DIALOGUESSlide29

AS TEACHERS AND PROFESSIONAL EDUCATORS

WE MUST PROMOTE THE CONTINUING DEVELOPMENT OF OUR MEMBERS

TO BECOME THE PROFESSIONAL VOICE OF EDUCATION IN POLICY DIALOGUES

CREATE A NEW WINDOW OF ACTIVITY ON RESEARCH AND SOCIO-ECONOMIC ANALYSIS

INCLUDING THE MONITORING OF EDUCATIONAL PROGRESS

THAT SHOULD LEAD TO TEACHERS’ UNIONS HAVING DATA TO COUNTER ANTI-PEOPLE POLICIES

IMPROVING OUR CAPACITY TO PRESENT EVIDENCE-BASED ALTERNATIVES

TO ANY MOVES THAT COULD STIFLE QUALITY PUBLIC EDUCATION Slide30

ONE OTHER THING WE MUST DO

TEACHERS’ ORGANISATIONS IN AFRICA WOULD DO WELL TO UNDERTAKE

SYSTEMATIC STUDIES OF

WHERE THE MONEY BUDGETED FOR EDUCATION GOES TO

SEE NEXT SLIDE FOR TWO MODELS OF EDUCATION FUNDINGSlide31

SPENDING ON VERSUS INVESTING IN EDUCATIONSlide32

OUR BATTLE CRY

ALL OUR EFFORTS MUST BE DIRECTED TOWARDS SPREADING THE MESSAGE THAT

EDUCATION IS THE ANSWER

EDUCATION, IF GENUINELY PROMOTED (THROUGH GOOD POLITICS-GOOD POLICIES-GOOD PROGRAMMES-GOOD PROCESSES-GOOD PRODUCTS PARADIGM)

IS MOST LIKELY TO RESULT IN A CRITICAL MASS OF FULLY DEVELOPED HUMAN TALENTS

WHOSE CREATIVE THINKING

WOULD GET US OUT OF THE PRESENT CRISIS

AND PERMANENTLY SHUT THE DOOR TO ITS FUTURE OCCURRENCE.Slide33

FINALLY

I THANK YOU ALL

JE VOUS REMERCIE

SHUK’RAN

ASANTENI SANA

NAGODE

ESE PUPO

SIYABONGA

JEREGENJEF

ANITCHE

KEA LEBUHA

AKPEI KAKA

DALU NU

MEDAWESE