Investing in Education Policy Influence and Dialogue: What can happen in one year? - NORRAG
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Investing in Education Policy Influence and Dialogue: What can happen in one year? Philanthropy in Education: Global Trends, Regional Differences and Diverse Perspectives Day 2 - Parallel Session 3: Role of philanthropy in global policy dialogue and financing November 23, 2017 | Geneva, Switzerland Andrew Cunningham, AKF Global Advisor, Education
Part 1: Who are we?
Part 2: What did we do?
Part 3: What next?
#DF16
Part 1
Who Are We?
#DF16
We are a Network The Imamat
Economic Social
Culture
Development Development
Aga Khan Fund Aga Khan Agency Aga Khan Aga Khan University of Aga Khan Trust
for Economic for Microfinance Foundation University Central Asia for Culture
Development
Tourism Promotion Services
Aga Khan Award for Architecture
Industrial Promotion Services
Aga Khan Historic Cities Programme
Financial Services
Media Services Aga Khan Aga Khan Aga Khan Aga Khan
Aga Khan Music Initiative
Aviation Services Education Health Academies Agency for Aga Khan Museum
Services Services Habitat
We are Global
2 Million Students Reached Annually
#DF16
We are a Partner
Investment: $925 million of AKDN social
development expenditure per year
Collaboration: Steering Committee of the IEFG
Thought Leadership: at CIES, UKFIET, OXSCIE,
ICSEI, UNGA, GPE, GESF, and OECD
Implementing Partner with UN, DFID, USAID,
GAC and other bi-lateral and multi-lateral Note this is just a
sample of key
collaborations global partners for
AKF Education.
#DF16
Our Goal
the
Ensure that help them be
knowledge,
girls and interact contributing
with skills, to and
boys are effectively with members of
attitudes and
equipped the world society.
values
#DF16
Tertiary
Primary to
Secondary
Early
Childhood
Development
#DF16
AKDN’s Lifelong Ladder of Learning
Striving towards the Education Dividend #DF16
Part 2
What did we do?
#DF16We were very concerned about the ever narrowing definition of education quality, globally. #DF16
And yet inspired by a range of global and local leaders in broadening our definition of quality. #DF16
Shifting from 21st Century Skills to Four-Dimensional Education #DF16
Local
Research
#DF16
New Social Network AnalysesOur Map for Helping Afghan Girls Trailblaze through
Multiple Pathways for Quality Lifelong Learning IMPROVED LIVELIHOODS FOR
167,904 AFGHAN GIRLS
HIGHER ED
(Gr. 12+)
KEY TRANSITION POINTS
A ENTRY into GIRLS’ PRIMARY EDUCATION GOV. UPPER
SECONDARY EMPLOYMENT
B ENTRY into GIRLS’ LOWER SECONDARY EDUCATION D
(Gr. 9-12).
C ENTRY into GIRLS’ UPPER SECONDARY/TVET EDUCATION GOVT. LOWER
SECONDARY
D ENTRY into HIGHER EDUCATION/EMPLOYMENT (Gr. 7-9). KEY OUTCOMES
C
Economic Constraints VOCATIONAL
• Poverty. IMPROVED LEARNING OUTCOMES
GOVT. PRIMARY TRAINING/TVET
• Lack of transport to school.
(Gr. 1-6). • (Gr. 9-12).
Household chores and child labor.
WARNING: SOME HIGHER COMPLETION RATES
• Lack of employment for women.
KEY TRANSITION
POINTS DO NOT • Limited role of women in society.
B BETTER TRANSITION RATES
ALWAYS ALIGN
WITH THE EXACT CBE LOWER
START OR END OF SECONDARY
Education System/Institutional Constraints INCREASED COMMUNITY SUPPORT
ACADEMIC TRAILS;
CBE PRIMARY • Lack of schools close to(Gr.
home.
7-9).
THEY MAY STRONGER GOVERNMENT CAPACITY
REQUIRE (Gr. 1-6). • Lock of girl-friendly classrooms.
CONTINUOUS
A • Lack of female teachers.
• Poor quality teaching.
ATTENTION.
Culture, Gender and Social Constraints • Unequal treatment of girls in teaching.
• Early marriages.
• Inadequate community support. Weak Education
• Lack of girls’ self-esteem. Culture, Gender and Social Norms System/Institutions Economic Constraints
• Lack of girls’decision-making power.
• Children with special needs excluded.
II BARRIERS TO Low community support. Lack of transport to school.
Lack of schools close to home.
GIRLS’ Early marriages. Lack of girl-friendly classrooms. Household poverty and child labour.
Exclusion of children with disabilities. Lack of employment for women.
EDUCATION Lack of female teachers.But how could we invest in smarter ways to influence more transformative education policy and dialogue at scale? #DF16
Step 1 – Explore and Examine the Discourse #DF16
Step 2 – Democratize the Conversation #DF16
Step 3. Convene Cross-Sector Global Leadership #DF16
Step 4: Inspire New Connections and Different Questions #DF16
SCHOOLS A New, Inclusive 12-Year
Longitudinal Research
Programme that Explores
How Children and Young
People Navigate Multiple
Pathways of Uncertainty
Different Voices: 2,030 Schools, 12 Countries
Different Timeline: 12 Years
Different Funders: New Coalition of Governments and Organizations
Different Data: Annual Release of New Empirical Data Set at OXSCIE What is the educational
Different Discourse: SDG4 through a Generational Perspective response to uncertainty?
Step 5. Research Generational Change
#DF16SCHOOLS
The Bigger Picture – Our Historic Opportunity
Research – How do we enable all children with the skills, knowledge, values
and attitudes needed to navigate multiple pathways of uncertainty?
Policy – How do we enable local schools to drive global education policy?
Practice – How do we champion locally owned education transformation?You can also read
