Education quality,and teaching and learning in the post-2015 education agenda |
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| Institution: | 1. Cape Peninsula University of Technology, CPUT, South Africa & Centre for International Education, University of Sussex, UK;2. Department of Psychology, University of the Western Cape, South Africa;1. School of Public Policy, Simon Fraser University, 515 West Hastings Street, Vancouver, BC, Canada V6B 5K3;2. CNABS Professor of Business and Government Relations, Beedie School of Business, Simon Fraser University, 500 Granville Street, Vancouver, BC, Canada V6C 1W6;1. King Abdullah Petroleum Studies and Research Center, PO Box 88550, Riyadh 11672, Saudi Arabia;2. Department of Statistics and Econometrics, Azerbaijan State University of Economics (UNEC), Istiqlaliyyat Str., 6, Baku, Azerbaijan;3. Institute for Scientific Research on Economic Reforms, 88a, Hasan Bey Zardabi Avenue, Baku, AZ1011, Azerbaijan;4. University of Milan, via Festa del Perdono, 7, 20122 Milano MI, Italy;5. IEFE-Bocconi, via Guglielmo Roentgen, 1, 20136 Milano MI, Italy;6. Research Program on Forecasting, Economics Department, The George Washington University, 2115 G Street, NW, Washington, DC 20052, USA;7. Institute of Control Systems, Azerbaijan National Academy of Sciences, B.Vahabzade Street 9, Baku, AZ1141, Azerbaijan |
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| Abstract: | At present, there is an intense and wide-ranging debate on the future of global development. This debate occurs in a context of increasing global inequality, global economic recession, conflict, and climate change. Discussions about the post-2015 education and development agenda in this context ambitiously seek to eradicate poverty, promote social and economic inclusion, tackle climate change, promote equity, and access to quality education. While the exact goals are not yet agreed and the shape of the final post-2015 development is still to be settled, there is a widespread consensus that education is priority and that equitable and quality education is core to the agenda. In this context, this paper discusses the continuities and discontinuities in the proposed post-2015 quality agenda through a textual analysis of UNESCO consultations on Education for All (EFA). In particular, this article focuses on the UNESCO post-2015 position paper and the Muscat Global Education meeting agreement in April 2015. They are significant policy texts as they evidence the current global education discourse on education and the development agenda and reflect the broad consultations and thinking reflected in the thematic consultations. They also are important as they seek to clarify and secure the focus on the Education for All goals within a future post-2015 development agenda. The analysis of these texts pays particular attention to how quality is conceptualised in these texts, how it is translated into targets and how teachers are located in the global education quality discourse. The paper argues that while potentially broad conceptualisations of quality emerge from these texts, quality is still being defined as literacy and numeracy and still being constrained by what can be measured. While teachers are identified as crucial to the quality agenda, there is still a failure to engage more broadly with teaching and learning as well as the diverse contexts of teaching and learning. The article argues that what is needed is a continued foregrounding of quality as a dynamic, process oriented social justice endeavour to give effect to a holistic and comprehensive approach to the broad quality agenda. |
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| Keywords: | Teaching Learning Education quality UNESCO Development Post-2015 |
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