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IIEP/IIPE - DOCUMENTATION Periodical

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Vol. XIV No. 1, January-March 1996 Published in English, French, Russian and Spanish editions Gratis

Equal opportunities for women -an impossible dream?

WOMEN and girls globally constitute the largest single category of persons denied "full and equal

opportunities for education for all". Their education is the main theme of the 1995 World Education Report recently published by UNESCO. The report is the first to offer comprehensive international statistics on gender disparities in educational oppor­tunity which continue to exist in virtually all countries. It also outlines strategies for educators and policy-makers to combat this phenonenon.

Women today represent two-thirds of the world's illiterate adults, while girls account for a similar proportion of the

In this issue... Equal opportunities for women - an impossible dream? 1995 UNESCO World Education Report. 1

The journey must continue - An HEP Issues seminar on UNESCO's action for women after Beijing 2

Education policies and the role of the State: A new look? 3

Decentralization and partnership the French way -1995/96 ATP study visit in France 5

Using computers to rebuild education systems -workshop onComputer-basedtechniques for planning educational quality in Eritrea 6

Networking: a new way forward. Meeting on Asian Network of National Training and Research Institutions, New Delhi, India 7

How to contact HEP on the Internet 9

Educating for work and poverty alleviation - seminar on Education for the world of work and poverty alleviation in Latin America, Argentina 10

Restructuring the budget for change - seminar on Restructuring the budget, South Africa 12

Seminars on Current Issues 13

Information and communication to improve school practice-Workshop in Manila, Philippines 14

Universities need new tools to meet tomorrow's challenges - Workshop on Institutional management in higher education in New Delhi, India 15

Recent HEP Publications 16

world's out-of-school population. "Such an asymmetry in the exercise of

the right to education is not only a denial of equal opportunity, but also limits the contribution of education to development and undermines its capacity to nurture respect for human rights generally", writes Federico Mayor, Director General of UNESCO, in the foreword. "Addressing this flagrant injustice to women is indissociable from the task of creating a more equitable, sustainable and peaceful world."

The report examines female access to formal education in both industrialized and developing countries, focussing on gender gaps in literacy, enrolment, years of schooling, educational retention and drop­out, access to science and other fields of study. It points out that the strategic importance of the teaching profession for the advancement of women has probably been underestimated by national policy­makers. Apart from the fact that an increased presence of female teachers in schools could encourage reluctant parents to send their daughters to school, the teaching profession itself in most developing countries today is one of the few modern wage-paying occupations which is relative free of discrimination and at the same time gives a certain measure of social protection. In this respect, the report proposes that current conditions for access to teacher education programmes could be a priority area for action in many countries. The role of the Forum for African Women Educa­tionalists (FAWE), a partnership of senior women policy-makers from Africa, created in 1992, to promote female participation in education at all levels, is also highlighted.

The report also gives a brief review of measures taken in various countries to teach peace, human rights and democracy,

!. I. E. P. - I. I. P. E S. RUE I.WÍCB0IX-75115' PQIS

- 5 . MAR. 1996 CENTRE OK

DOCUMENTATION

UNESCO's '1995 World Education Report' re-opens the debate on discrimi­nation against women and girls.

"Women today represent two-thirds of the world's illiterate adults, while girls account for a similar proportion of the world's out-of-school population."

All newsletter correspondence should be

addressed to: The Editor,

HEP Newsletter, International Institute for

Educational Planning 7-9, rue Eugène-Delacroix,

75116 Paris. Telephone:+33.1.45.03.77.00

Fax:+33.1-40.72.83.66 Telex: 640032

Cables: Eduplan Paris E-mail:

newsletter@iiep.unesco.org

All articles may be reproduced without prior authorization, subject to the source being cited.

and it lists comprehensive World Education Indicators on key aspects of education in more than 180 countries and by region.

Below we have chosen to reproduce two charts from the Report. The first illustrates tha t jus t to provide a child with education is a bigger challenge in some regions of the world than in others because of the rapid population growth and higher proportions of young people in the total population. This is very evident in regions where the challenge to provide equal educational opportunities for men and women is most pronounced.

The changing age-structure of the world's population by region, 1980-2000.

Sub-Saharan 1980 Africa 2000

Arab States

Latin America/ 1980 Caribbean 2000

Eastern Asia/ 1980 Oceania 2000

Southern Asia

Developed 1980 countries 2000

0-14 years • 15 yean and over1

1 Percentage ratio of the population in the 0 to 14 years age-group to total population. 1 Percentage ratio of the population in the 15 years and over age-group to total population.

Estimated number (millions) of literate and illiterate males and females aged 15 and over in developing countries, by region, 1995.

ñ?=7i 40

587

149

480

Eastern Asia/

Oceania

159

271

256

I4S

Southern Asia

M F _12_. 1L>

138 138

• '

latin America/

Caribbean

literate

• illiterate

M _ L

» 87 I

107 78

-

fmnrf 53 33

Sub-Saharan Africa

Arab States

The second figure shows tha t a large majority of the world's i l l i terate adul ts a re women living in the developing regions of Africa, Asia and Latin America. •

The Report is obtainable through all UNESCO Publishing sales representatives in each country, or through UNESCO Publishing, I rue Miollis, 75732 Paris Cedex 15. Fax (33.1) 42.73.30.07. Price FFI20 or US$25.

SEMINAR: Beijing strikes a sensitive chord as the issue of the education of women and girls is raised

Education for women: the journey must continue "UNESCO's action for women after Beijing",

an IIEP Current Issues in Educational

Planning Seminar animated by Wassyla

Tamzali. (IIEP, Paris,

9 January 1996)

1 The Fourth World Conference on Women

Beijing, China, 4-15 September 1995.

Enquiries on UNESCO's Programmes on Women:

Ms. W. Tamzali, FEM, UNESCO,

7 place de Fontenoy, 75352 Paris O? SP, France.

"SOCIETY has been transformed. It is time to adapt its laws to the transformations" was one of the cries heard at Beijing1. To which Ms. Wassyla Tamzali, an Algerian lawyer who now co-ordinates UNESCO's activities for women, adds: "Education is the key to change — only through education can mentalities be changed in such a way to eliminate discrimination against women. Paid above all its content is important".

Around 60 per cent of the more than one billion adults who have no access to basic education are women, and the majority of more than 130 million children who have not had access to primary schooling are girls. In Africa alone, there are 340 million women, more than double the number in Europe, and 40 per cent of those women are illiterate. We know all the reasons, pointless repeating them, and although it is generally accepted that a close link exists between the level of participation of women in education and the development of a country, little or nothing is being done to remedy this.

In the face of such persistent discrimination and the resultant waste of human resources, UNESCO, together with the United Nations

Committee on the 'Elimination of the discri­mination against women', has recently published a Manifesto entitled 'Towards a gender-inclusive culture through education' to encourage countries to provide basic education for all women.

The manifesto outlines eight basic principles for action for the international community. One, education must be guaranteed to all women and men by the State. Two, women and girls should have access to all levels and forms of education on an equal basis with men and boys. Three, training in basic literacy and numeracy skills must be provided for women. Four, a policy of lifelong education for women should be developed. Five, women and girls should be encouraged to take up scientific and technological studies. Six, non-discriminatory gender inclusion is funda­mental to the organization, structure and content both of the development and transmission of all knowledge through education. Seven, legal literacy, health and reproductive rights are the foundation of women's autonomy and enable them to exercise their rights and responsibilities as citizens. Eight, education for gender equality is a way of combatting violence. Q

2 IIEP Newsletter / January-March 1996

RESEARCH: As education enters a new age, it is time to reflect on the future role of the state ...

Education policies and the role of the State: A new look?

EDUCATION policies rode on the crest of a relatively golden age for several decades. Swept along on a wave of

enthusiasm for modernization, an increased effort was made to shape the individual and to develop society. The action of the State as an agent of social transformation, responsible for matters of general interest, focused on a profound general desire for a bet ter way of life. This led to the development of educational planning as attitudes to education became more rational and the need for technical expertise became manifest. In this context, educational policies were not solely confined to improving economic growth. They were based on an overall vision of change, in which education was just one of the elements.

This vision is no longer valid. The inability of governments to control development or maintain a steady rate of progress has raised doubts about the feasibility of this initial vision and displaced the State from its central position. Although significant advances have been made, meeting basic education needs is still a distant objective in many countries. At the same time, and sometimes in the same place, attempts to promote education and make it more democratic seem to have got out of control, and the massive growth of higher education has become a source of graduate unemployment and frustration.

Handicapped by debts

In the face of this impasse, the size of accumulated deficits makes it impossible to apply the usual strategies based on increasing public intervention. The State is now often deprived of a large proportion of its resources due to stagnating or insuffi­cient economic growth. In addition, the international context does not favour the granting of foreign aid. Debts, like mermaids, attract disaster, and they ultimately entail having to renegotiate the repayment terms. Inevitably, this leads to the withdrawal of the State. Even though these difficulties mainly apply to developing

countries, they also exist in major developed economies where budgetary constraints are causing education funding systems to crack. Just as growth is running out of breath, how can the potentially infinite demand for education services be met?

This situation is all the more oppressive and threatening, in that the accompanying symptoms are undermining social cohesion and nourishing the seeds of violence. The labour market breakdown probably constitutes one of the most dramatic destabilizing forces. The informal sector and emigration are known to play an important role in releasing the tensions caused by exclusion from the labour market. But how long will these safety nets resist the pressure of distress? At a time when democracy is universally celebrated as a basis for political legitimacy and the respect of human rights, permanent access to education and long-term integration into the labour market are at risk, and yet these are crucial elements for a greater partici­pation in politics.

Breaking away from traditions

Faced with this new situation, governments have to develop innovative instruments and make a break with traditional methods of intervention. While valid for all public services, this need is particularly acute in the field of education. It is to be hoped, of course, that the new technological revolu­tion in telecomunications will provide part of the solution. This is primarily true in most developed economies not only because they have easy access to these new technologies, but also because they can provide new methods of instruction at a lower cost. Let us not forget that education today is a labour-intensive service, and hence particularly expensive in economies where salaries are high. The prospect of reaching a larger audience, with a constant human input, is of particular interest to higher education. It may help to remedy the previously mentioned asphyxia affec­ting universities.

But apart from the technological

A reflection on education systems for tomorrow's world...

"Debts, like mermaids, attract disaster, and they ultimately entail having to renegotiate the repayment terms.'

13"

HEP Newsletter / January-March 1996

"The sudden arrival Into the education

world of new agents is already changing

more traditional approaches."

"It Is now necessary to discover new forms

of action, capable of supporting the state

effort and of Improving its

efficiency."

solution, the greater and continued satisfaction of educational needs requires reform of the State's modes of action. To limit investment in education to what governments are able to spend would mark an era of social regression, followed by economic decline. It is therefore tempting to leave an increasing proportion of the demand for education to the private sector. In addition, such a prospect is currently surrounded by an aura of economic efficiency. However, while conceivable for part of the educational demand, a with­drawal of the public sector in favour of the private sector cannot constitute a satisfac­tory alternative. Over and above the question of efficiency, which is difficult to evaluate precisely, the temptation to rely on market forces raises a number of ethical issues and overrides State sovereignty.

Resolving this dilemma certainly constitutes a decisive effort for governments and a serious challenge for education policies. The sudden arrival into the education world of new agents, such as non-governmental organisations, private companies andlocal communities, is already changing more traditional approaches. Together, they make up a rather incon­gruous group, whose actions cannot be fully defined by the word 'partnership'. Finding the right means of co-ordinating public and market actions is therefore a research topic of great importance for the future. This is also a field in which much room should be left to the imagination.

However, the challenges arising from the present situation are not limited to the exploration and elaboration of strategies and tools capable of satisfying growing educational needs. The demands made on governments are accompanied by new concerns for the international community.

Need for stable structures ...

The existence of a sufficiently solid and effective State structure tends to be seen as a prerequisite for the proper functioning of society and economic development, as well as a means of maintaining peace. On the other hand, accepting this supposition implies that multilateral action, whenever unable to prevent such situations, should at least be able to respond when the State apparatus collapses and the education system becomes dislocated. Such increa­singly frequent phenomena can largely be attributed to a blockage in economic growth, often aggravated by disturbances of a

political nature. They also occur when turbulence accompanies transition to a market economy and the democratic model.

The emergence of the concept of institutional capacity building illustrates the change in approach which has taken place, in particular within the United Nations system, in an attempt to adapt intervention modalities to a much more complex and volatile reality. The columns oftheJ7i?PiVeu;sZe#erhavealreadyincluded a number of reflections on this approach, and the practices it now inspires.

In the field of education, this is contributing to a shift in priorities towards actions profoundly affecting the manage­ment and monitoring of the education system. Restructuring of the education sector, therefore, often leads to an opening-up of the system to external partners, including private enterprises. Decen­tralisation also crops up as a recurrent concern. This move is generally accom­panied by a significant investment in the training of educational planners and managers from the public sector, but also from certain private institutions. By way of illustration, we note in passing that the increasing diversification of HEP trainees shows that this widening of the education sphere is being taken into consideration.

Inspired by a desire to be relevant in an unstable and uncertain environment, efforts in favour of a more structured and structuring approach are currently raising a number of questions. In particular, they concern State sovereignty, and the issue of evaluation. Setting aside, momentarily, the first question, which is closely linked to the conditions on which aid is given, strategies for institutional capacity building require further consideration. This is another high priority area for research.

... and new ideas

In conclusion, it would seem that it is now necessary to discover new forms of action, capable of supporting the State effort and of improving its efficiency. The models being produced by emerging societies are contributing new ideas in this field. Moreover, the rehabilitation of education systems in certain countries would imply that the international community define a doctrine on institutional capacity building and be provided with suitable instruments for action.

DAVID ATCHOARENA

4 HEP Newsletter / January-March 1996

TRAINING: Participants in the HEP 1995/96 Training Programme study the French education system

Decentralization and partnership the French way

STUDY visits are a regular feature of IIEP's Annual Training Programme. Organized for participants in the

programme to study the structure and functioning of two education systems, they are a way of enhancing trainees' reflection on the education systems of their own countries and how they are managed. This year's programme includes two such study visits: one to the Academy of Aix-Marseille in France, and the second to Germany.

The study visit of the Aix-Marseille Academy, organized in co-operation with the French National Commission for UNESCO, was preceded by a one-day preparation session at the HEP on 24 November 1995. The actual visit took place in two phases. First in Avignon, adminis t ra t ive centre of the Vaucluse Département, where t ra inees studied first level education in France, visiting various kindergarten and primary schools, and lower secondary education provided by the collèges. Then, in Aix-en-Provence, headquarters of the Academy Rectorate, and Marseille, capital of the Provence-Alpes-Côte-d'Azur Region, trainees were able to study the various types of training available for the 15-19 age-group, visiting a number of vocational lycées and apprenticeship centres, as well as the administration of the Rectorate and the role of new information systems.

During the visit, the trainees were accompanied by representatives from the Vaucluse General Council and the town council of Avignon, the Provence-Alpes-Côte-d'Azur Regional Council, and by a number of administrative officials and education officers, including the Rector and General Inspector of the Vaucluse Academy.

The visit ended with an evaluation session

chaired by the Secretary General of the Academy, during which the four working groups presented their reports on: decentra­lization and the sharing of authority between the State and the various regional bodies; the orientation and regulation of student flows; educational quality and the struggle against pupil failure; and creating partner­ships between schools and companies.

The trainees highlighted the importance

Study visit of 1995/96 IIEP trainees to the Academy of Aix-Marseille. (26 November -2 December 1995)

Area enlarged

Avignon

Vaucluse Département Avignon Academy Inspectorate

Marseille

Academies of Aix-Marseille and Nice

Provence-Alpes-Côte-d'Azur Region

of the resources allocated to schools, the strong role of the State (also a means of uniformizing the system), the need for a permanent dialogue between the State and the local authorities and the involvement of families in decisions on vocational guidance. They also insisted on the need to search for ways of adapting the system to meet the needs of an economy dealing with high rates of structural unemployment, particularly among the young.

SERGE PEANO, MICHAELA MARTIN

AND ÜRAMANE OULAI

"Trainees insisted on the need to search for ways of adapting the system to the needs of an economy dealing with high rates of structural unemployment. "

ALUMNI • • • ASSOCIATIONS • • • ALUMNI • • • ASSOCIATIONS • • • ALUMNI • • • ASSOCIATIONS • • • ALUMNI • • •

SINCE its creation, the IIEP Annual Training Programme has trained more than a thousand educationists from all over the world. On return to their countries some of these trainees, together with other ex-trainees, have helped IIEP to organize national and regional workshops or intensive courses. Spurred on by the desire to be more active in the development of the education systems in their countries, and encouraged by IIEP, these Alumni Associations aim at strengthening the links between the

trainees themselves, and between them and the IIEP. They organize professional events for ex-trainees and other educationists to discuss topics of current and mutual interest to the education systems in their respective countries, launch studies and participate in the search for solutions to problems facing educational planners.

So far Associations have been, or are being, created in: Bangladesh, Brazil, Chile, China, Cameroun, India, Kenya, Korea, Madagascar, Mozambique,

Nigeria, Pakistan, Peru, Tanzania, Venezuela, Zaire, and Zimbabwe. Some have already organized activities. In Zaire, for instance, the ASIPE is currently preparing monographs for the 1996 General Education Conference. Recent initiatives include: the Caribbean Association of Educational Planners and the Network of Educational Planners in Eastern and Southern Africa which have been created by ex-IIEP trainees.

For further information on these net­works, contact: d.oulai@iiep.unesco.org.

IIEP Newsletter / January-March 1996 5

TRAINING: Eritrea restructures its education system shattered after 30 years of combat

Using computers to rebuild education systems

Sub-regional workshop on

'Computer-based techniques for

planning the quality of education'.

(Asmara, Eritrea 4-13 December 1995)

1 Eritrea, Ethiopia, Egypt, Jordan, Palestine, Oman

and Yemen.

"There were two major outputs

produced by the workshop."

I N 1991, after the end of thirty years of uninterrupted political upheaval and warfare, Eritrea set up an agenda to

reconstruct its shattered education system. In a country where almost everything was destroyed, the Ministry of Education now faces enormous challenges. These include expanding access to education, improving teacher training, implementing curriculum reform, expanding textbook production, and constructing new school buildings. In addressing these challenges, the Ministry quickly recognized that an important initial step was to establish an accurate infor­mation system which would help educa­tional planners to monitor the quality of education and provide research-based guidance to decision-makers on educational policy issues.

Through the participation of Eritrean educational planners in the IIEP's Annual Training Programme, the Ministry discovered that the HEP was engaged in a long-term programme of research and training aimed at improving the quality and utility of information gathered for educational planning purposes. One of the key components of this programme has been a series of training workshops through which educational planners may obtain experience in using computers as an integral part of the collection, preparation, processing, and reporting of educational policy research data. The main focus of this training has been on dealing with the kinds of educational indicators that are essential for the development of policies concerned with improving the quality of education. More than 50 educational planners from ten countries in the Southern Africa sub-region have participated in these workshops.

In 1994, the Director of Educational Planning and Development of the Eritrean Ministry of Education had discussions with senior HEP staff concerningthe possibility of drawing upon the most important computer-based elements of these training programmes in order to develop an intensive training workshop for educa­tional planners in Eritrea. Further consultations with educational planners

in nearby countries indicated that the sub-regional impact of such a workshop would be magnified if invitations to participate were extended to educational planners from the Arab States and the Horn of Africa. In response to these discussions, the HEP, in association with the Ministry of Education in Eritrea, presented an intensive training workshop which focussed on computer-based techniques for collecting, preparing, analyzing, and reporting information concerned with planning the quality of education. The workshop was attended by 21 educational planners from seven countries1, and was held in Asmara from 4 to 13 December 1995.

Rapid technology transfer

The workshop consisted of a mixture of brief lectures and extensive computer laboratory sessions. In addition, a field-work exercise was undertaken in Eritrean schools in order to gather data which were employed in all computer laboratory sessions. The tasks undertaken by the workshop participants concentrated on the development of those computer-based skills required to explore educational policy options concerned with planning the quality of education. A number of software systems were used to undertake statistical analyses of educational planning data and also to improve the validity of data entered into computers. All of this work was facilitated by the superb computer labora­tory that was provided for the workshop by the Ministry of Education.

There were two major outputs produced by the workshop. The first was a Tigrinia version of a questionnaire and a test of basic literacy, both suitable for use at the upper levels of primary schooling. These instru­ments were tested at six Eritrean schools and refined to final form based on results obtained from the field data collection and related computer analyses. The ques­tionnaire and test represent an extremely valuable resource that may be used by the Ministry to assess the conditions of primary schooling and the reading achievement of students.

The second highlight provided an

6 HEP Newsletter / January-March 1996

excellent example of the kind of rapid technology transfer that one rarely comes across in the world of educational planning. On the day following the workshop sessions related to the use of computers to analyze the integrity of tests and examinations, a small team of Eritreans applied their newly-acquired computer skills to an analysis of the recently completed English examination for primary schools. This was the very first time that any detailed psychometric analysis of the technical performance of examinations had been conducted in Eritrea. The results of the analysis provided new insights into the characteristics of this examination and provided a model example for improving the development of future

school examinations in all areas of the primary school curriculum.

On the final day of the workshop, several round table discussions were held with the participants concerning the possibility of extending the skills developed in the workshop into further studies of the quality of education. These discussions were used to guide the preparation of two research proposals designed to develop the capacity of Ministries of Education in the Horn of Africa and the Arab States to conduct first-class educational policy research pro­grammes concerned with monitoring the quality of education.

MIOKO SAITO

"The first time that any detailed psychometric analysis of the technical performance of examinations had been conducted in Eritrea."

CO-OPERATION: Asian training and research institutions meet to discuss the creation of a network

Networking: A new way forward

SEVERAL institutions in Asia are involved in training and research in educational planning and man­

agement. They have a long-standing experience in assisting government in strengthening planning and management capacities. Some have been involved in organizing regional and international activities. However, the level of communi­cation among the institutions is generally poor and there is no established mechanism for exchanging experiences. The creation of synergy among the institutions through increased interaction and co-operation is therefore necessary. One way of doing this is to bring those institutions together into a network. Such a network could effectively harness the capacity-building potential available within the region at a moment when there is an increasing demand for training education managers.

A concrete network proposal was first put forward during a workshop on Decentralized management of primary education, organized by HEP in December 1994, in co-operation with UNICEF. One year later, the network's first meeting took place. It was hosted by the Indian National Institute of Educational Planning and Administration, based in New Delhi, from 5 to 9 December 1995. Assistance for the meeting's organization was provided by UNICEF and the United Kingdom's Overseas Development Administration. In addition to providing an opportunity for

different institutions to get to know each other better, the meeting was planned as a technical capacity-building workshop and was thus organized around a central theme: decentralized management of primary education and capacity-building, a topical issue in the context of education in Asia, and one in which NIEPA has accumulated considerable experience. The programme therefore combined sessions related to the central theme and others related to the creation of the network.

The meeting was attended by Directors and/or senior staff of eleven Asian training and/or research institutions, from eight countries: the National Academy of Educational Management (NAEM) from Bangladesh; the Shanghai Institute of Human Resource Development (SIHRD) from China; NIEPA, the National Council for Educational Research and Training (NCERT) and the Uttar Pradesh State Institute of Educational Management and Training (SIEMAT) fromlndia; the Centre for Policy Research (Puslit Penelitian,) from the Office for Educational and Cultural Research and Development fromlndonesia; the Korean Educational Development Institute (KEDI); the Research Centre for Educational Innovation and Development (CERID) and National Centre for Educa­tional Development (NCED) from Nepal; the Academy of Educational Planning and Management (AEPAM) fromPakistan; and the National Institute of Education (NIE)

Meeting on the Asian Network of National Training and Research Institutions concerned with educational planning and management. (NIEPA, New Delhi, India 5-9 December 1995)

HEP Newsletter / January-March 1996 7

"While it is impossible to portray the 'ideal'

institution, at least two elements were

stressed as vital: first, institutions must have a 'clear mission'

and, second, they need some degree of

'autonomy'."

fromSri Lanka. Several NGOs involved in the Bangladesh Campaign for Popular Education also took part in the meeting. HEP was represented by three members of staff, including the Director. A few resource persons from the region and represen­tatives from local UNICEF, the European Union and UNESCO offices also attended.

The sessions on the workshop's theme, decentralization and capacity-building, focussed on three attempts to implement decentralization and strengthen capacities at lower levels of decision-making: >• the District primary education pro­gramme, implemented in various Indian states; >• the programme for Improving institu­tional development capacity of disad­vantaged schools in Sri Lanka; and >• the creation of Teacher Resource Centres in Nepal.

In all, the very lively discussions highlighted - and this is heartening -three trends in the Asian region: first, a growing realization of the need for decentralization; second, an increased focus on the school level; and third, the development of several innovative creative approaches to strengthen capacities at the local level.

A variety of partners

The network-related discussions illus­trated a wide variety between participating institutions. As regards status, some institutions are an integral part of the Ministry and have very little autonomy. Others, such as NIEPA, have a fair degree of autonomy within the government set­up or are semi-governmental, such as NIE and KEDI. One institution, CERID, forms part of a university.

The size of institutions varies as regards the number of staff employed. The Uttar Pradesh State Institute of Educational Management and Training which employs five professionals, or the NCED with ten staff, do not easily compare with organi­zations such as NCERT, with a total staff of 3,000, or even KEDI, with a staff of 300.

A further distinction can be made as to their mandate. While all institutions are engaged in research and training, some, such as KEDI and SIHRD, focus clearly on the former, and others, such as AEPAM, more on the latter. NIE and NIEPA, on the other hand, seek to balance both.

Fields of interest also differ. For institutions like NIEPA, educational

planning and management is their raison d'être, while others like KEDI cover a much wider spectrum of education development issues.

From the point of view of funding, various arrangements exist. NCED or NAEM, for instance, are mainly funded by donors, but most of the institutions are government-funded. The somewhat exceptional case of the Shanghai Institute of Human Resources Development can be noted: around 35 per cent of its budget comes from the profits of a high-tech company set up recently by the institution itself.

Finally, some institutions have many well-developed contacts with partners, especially, although not exclusively, in the North. Others are fairly isolated. It is not surprising that, with such a variety, some institutions are considered strong and efficient while others are seen as weak, even by their own personnel.

While it is impossible - and arguably not necessary—to portray the ideal institution, at least two elements were stressed as vital. First, institutions must have a clear mission and, second, they need some degree of autonomy. The latter does not necessarily imply that institutions have to be indepen­dent from government, but, when they are part of a government, they should have enough freedom to set their own agenda and at the same time be guaranteed sufficient funding, staff stability and professional leadership.

Defining the network

The discussions finally focussed on a more precise description of what the participants understood by network and expected from this one, and on identifying areas of co­operation for the near future, until and including the network's next meeting. It was agreed that the network would be open to all Asian training and research institu­tions, which have an interest in educational planning and management. As the initiative is still in an early phase of development, its aim will mainly be to facilitate bilateral contacts between partners rather than to organize large-scale multilateral activities. Many bilateral contacts were made during the workshop itself and different ideas for joint actions between institutions were put forward. On a short-term basis, institutions proposed to exchange publications and information, in particular on their pro­grammes, and to examine possibilities of exchanging personnel and undertaking

8 HEP Newsletter / January-March 1996

other joint activities. At the same time, some decisions were made regarding future activities, in particular the publication of a newsletter and the organization of a second annual meeting. This second meeting will focus on the theme of Creating national institutions which respond to training needs in educational planning and management and will be organized early 1997 in combination with a planned HEP meeting in the region. NIEPA will act as the network's focal point and will, in this capacity, stimulate interaction between

network members and publish a newsletter, at least twice a year.

Participants were enthusiastic about the idea of creating a network, but also conscious of the difficulties involved in such an endeavour. They have proposed a realistic plan of activities for the near future, which should allow the network to grow naturally and become self-sustained and self-directed in three to five years time.

GABRIEL CARRÓN AND ANTON DE GRAUWE

For further information please contact: NIEPA 17-B Sri Aurobindo Marg NewDelhi110016 India Tel: (11)665 135 Fax: (11) 685 30 41

INTERNET • • • INTERNET • • • INTERNET • • • INTERNET • • • INTERNET • • • INTERNET • • • INTERNET

How to contact gjj on the Internet As from end-March 1996, all HEP staff will be connected to t he Internet, and obtainable through

E-mail. To facilitate matters for our readers, we are listing below the E-mail addresses and direct telephone

lines ofour main services and regular Newsletter contributors, should you wish to contact any of them.

UNIT INTERNET ADDRESS DIRECT TELEPHONE

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HEP NEWSLETTER

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HEP Newsletter / January-March 1996 9

SEMINARS: MERCOSURcountries discuss how educationforwork can be adapted to prevent marginalization

Educating for work and poverty alleviation

Sub-regional seminar on 'Education for the

world of work and poverty alleviation in

Latin America'. (Buenos Aires,

Argentina, 21-24 November 1995)

1 Argentina, Brazil, Colombia, Chile, Mexico, Paraguay, Uruguay and

Venezuela.

"Poor results cannot be attributed to a lack

of good epistemologists and

curriculum developers, nor to a

lack of good ideas ... What is missing is

continuity of action."

TOGETHER with the Argentinian Instituto Nacional de Educación Tecnológica (INET) and the Red

Latinoamericana de Educación y Trabajo (CIID-CENEP), HEP organized a seminar on Education for the world of work and poverty alleviation, which took place in Buenos Aires in November 1995. With financial support from the Inter-American Development Bank, the seminar brought together 45 participants from high level positions at Ministries of Education and Labour, Institutes of Vocational and Technical Education, Training Institutions, researchers, and ONGs, coming from eight Latin-American countries, mainly repre­senting MERCOSUR1. In addition, repre­sentatives from IDB, OREALC, and CINTERFOR were present.

Common trends

Despite differences between the countries, there are certain similarities in the economic and social context of the region. These include: the opening up of all economies to international markets; the adoption of very strict neo-liberal macro-economic policies (the so-ca\ledWashington Consensus) alongside measures to reform and modernize the State; great economic and financial instability; the increasing divide between a modern sector which has to remain competitive internationally -using the latest technologies, but also subcontracting many activities to small firms in order to keep production costs low - and the rest of the economy; and, the growing number of excluded unemployed youngsters and adults who are no longer, as they were in the past, completely illiterate. Finally, rising poverty remains a major concern in Latin America today.

In education also, there are no taboos against questioning anything and in some countries reforms tend to be general rather than piecemeal. There is a general agreement that changes need to take place at all levels (basic, secondary, vocational training and technical education).

Awareness is growing that education for the world of work starts at primary and that increased access to and retention in

primary and secondary education is necessary to build up a skilled and flexible labour force. Every country is now committed to providing nine years of basic education for all. This objective is far from being achieved in many countries, however. Today, the students taught in primary and secondary schools come from very different backgrounds, and constitute a very heterogeneous group, both culturally and socially. Schools and classrooms have not changed their organization, nor have the teachers changed their pedagogical prac­tices. As a result, the number of drop-outs, who later become marginalized, continues to increase.

Many countries in the region are introducing technology as a separate subj ect in the general secondary curriculum and this is meant to be an important contribution to the preparation for the world of work. Such programmes are costly and will have to be introduced progressively and monitored very carefully. Lessons could be drawn from science education. Recent HEP studies on the condition of science education in a number of Latin American countries have shown that science teaching conditions are far from being satisfactory. Other studies have shown that pupil performance is low. Such poor results cannot be attributed to a lack of good epistemologists and curriculum developers, nor to a lack of good ideas on how to train teachers and how to renovate teaching methods. On the contrary, the first science kits were developed in Brazil and research on how to renovate science curricula, teaching methods and science teacher training abounds in Latin America. What is missing, however, is continuity of action, economic measures and support for teachers (including increasing their salaries), and a good governance at classroom and school level.

Another common characteristic is the changing role of the State in education as a movement towards decentralization and privatization is sweeping through Latin America. In technical education, just as in general primary and secondary education, more autonomy has been given to the municipalities or to the provinces. The latter, however, do not always receive the corres-

10 HEP Newsletter / January-March 1996

ponding resources. Decentralization, in a number of countries, is primarily a way of reducing the financial burden on central government. In this process, a greater amount of autonomy is being granted to the schools, although still on a limited scale, and this is increasing the disparities between them.

Technical education

The discussion on technical education showed that there were basically three trends in the region : > Integrating technical education with general education. A number of countries intend to close their technical schools and transform them into ordinary secondary schools offering several options or moda­lities at secondary level: this is the case of Brazil, which is going to suppress its federal technical schools, considered too costly, and postpone the organization of technical courses to the post secondary level. This is also the case in Argentina where reforms envisage that all schools should become 'polymodal'2. >• Maintaining existing secondary techni­cal schools and decentralizing their management to municipalities (Chile) or provinces (Mexico). Some autonomy is being granted to schools, allowing them to adapt their curriculum and the courses they offer to the requirements of their environment, and to raise more resources, including selling their services to local enterprises. A system is even being introduced in Mexico in which teachers will be paid on the basis of their results. This raises a number of problems, such as inequalities between States and between schools (Chile, Mexico), job instability for teachers and conflict with teachers' unions (Mexico). >• Deregulating and allowing the rapidly growing private sector to apply for public funding (through a system of vouchers). This is the case in Chile, where apparently private technical schools are more efficient than municipal schools. This may be due to the fact that private schools enjoy more managerial autonomy and/or that they tend to be selective in their recruitment, and to offer courses without risks. The option is thus not without its problems.

Vocational training

The vocational training system is also going through a period of questioning.TW models co-exist in the region:

>- The traditional'S'model: SENAI, SENA. In Brazil, just as in Colombia a few years ago, the 'S' model is being seriously questioned by the Ministry of Labour on the one hand, and by the enterprises on the other. The biggest firms think that they can do the training better themselves, and that the additional taxation on salaries is reducing their competitiveness on the international market3. > A model relying much more on enter­prises and on private training institutions, applying to the Ministry of Labour for finance, as in Chile. This "demand-driven" model seems to guarantee a better match between supply and demand of trained labour. The disadvantages are, however, the same as those mentioned above for technical education. The lack of certification is another drawback. Enterprises seem to be reluctant to organize training themselves but, in some industries, the training is organized by the federation of enterprises.

Other trends in vocational training have to do with the increase in the number of actors and institutions intervening in training, but also with the increased role of the State (i.e. the Ministry of Labour) in policy formulation, and in the system's regulation.

Training for marginalized youth is a growing preoccupation of countries. Programmes exist in many countries and the discussions allowed a comparison between the type of courses organized by a big vocational training institution or VTI, such as SENA, and models based more on ONGs and private institutions. The second category is becoming more and more generalized, as even the big VTIs now tend to sub-contract this type of course. The financing agency, whether the Ministry of Labour or the VTI, prepares terms of references and invites private institutions and associations to bid for the organization of the different courses. The formula allows a great deal of flexibility. Specifying norms in terms of costs and the expected results may end up, however, by ruling out application from some of the best performing institutions, which are often more expen­sive, and/or force institutions tobe selective, so as to satisfy the success indicators.

Evaluation of programmes was talked about briefly, but this in itself could become the object of a new seminar.

FRANÇOISE CAILLODS AND MARIA HELENA MALDONADO-VILLAR

2 A comprehensive education which allows the pupil to continue to higher education or to enter the world of work when combined with technical vocational modules.

3 In Brazil, 'S' training institutions receive some 10 per cent of the salary bill in contributions.

"Training for marginalized youth is a growing preoccupation of countries."

The proceedings of this workshop will be published shortly.

HEP Newsletter / January-March 1996 11

CO-OPERATION: Officials in South Africa learn budget techniques in preparation for new system

Restructuring the budget for change Seminar on

"Restructuring the budget".

(Rustenburg, South Africa, 5-10 November 1995)

' Department of Education, Center for Education Policy Development (CEPD), Education

Change and Systems Change Unit (Edupol,

National Business Initiative), Graduate

School of Public and Development Management

(P&DM - Witwatersrand University).

2 HEP Newslettter, Vol XIII, N" 1, January-March 1995,

and Vol XIII, N° 3, July -September 1995.

A SEMINAR on Restructuring the budget held in Rustenburg, South Africa, last November brought

together 24 administrators and financial officers from the nine provinces as well as from the National Education Department. It was the second meeting of its kind organized by a consortium of South African institutions1, with support from the French government and in co-operation with HEP2.

The aim of these seminars is to allow participants to share their experiences and improve their technical know-how in a period of transition towards new budget procedures, such as: zero base budgeting, determining budget priorities at the provincial level, and allocating national resources in an effort to reduce inequalities.

Distributing the resources

During this second workshop, various presentations were made in order to help participants evaluate the current state of government finances, the education budget and to discuss the latest proposals concerning the allocation of budget resources.

The current financial situation of the South African Government is the result of a long period of low economic activity, with growth rates of around 1 per cent and a population increase of around 2.5 per cent each year. The State debt in 1995 represented 60 per cent of the GNP, and its repayment takes up 18.8 per cent of the budget expenditures.

Education represents around 21 per cent of the national budget, but the provinces and schools receive grants which are distributed very unevenly. These inequalities are a consequence of apartheid with separate education systems, each with its own specifications. Schools for white children had much better teaching

standards, teachers were more qualified and better paid, whereas schools for mixed-race, Indian and particularly black children functioned on much lower grants. Uniting the different systems and

administrations has brought with it a demand for equal treament for all schools and provinces.

The Finance and Fiscal Commission

has put forward its proposals for the distribu­tion of budget resources between the provinces and how it should evolve over the next five years. These proposals try to balance the resources allocated to national services (justice, security, external affairs, debt servicing, etc.) and provincial services (education, health, etc.), as well as between the provinces. The provincial allocation would include three grants: one basic grant calculated on the basis of the province's population, with an extra 25 per cent for rural populations; another grant for education and health according to national specifications; and a third grant to even out differences in fiscal capacity of each province.

The education grant would be calculated on the basis of projections for the 5-17 year-old population, with a ratio of 38 pupils per teacher (and an average of 40 in primary and 35 in secondary), bearing in mind the number of teachers needed, an average salary and a percentage of 41 per cent for other costs. Correcting disparities in investments is not taken into account since these types of expenditures are covered by the Reconstruction and Development Fund (RDF) to which projects must be submitted.

Budget powers will be shared between the national government (which defines priorities), the Ministry of Finance (which fixes the global allocation), and the provinces (which distributes the funds received to the different services).

The new system will be effective as from the 1996/97 fiscal year and it is hoped that an equal distribution of resources between the provinces will be achieved in five years.

Budget methods

The French and IIEP specialists made presentations on the zero base budget method, the distribution of funds between the provinces, and on administrative regulations and how they affect the implementation of the budget.

The zero base budget method has to be applied in the provinces. This method makes it easier to comprehend how the system functions, since costs are calculated by programme and activity; in this way, the cost of each activity can easily be evaluated. It also demands a close and more effective

12 IIEP Newsletter / January-March 1996

link with planning. However, defining priorities between the different program­mes is extremely difficult when it entails grading the different levels and types of education. The idea ofpresenting the budget in programmes corresponding to levels of education and to functions (teaching, canteen services, vocational guidance, family assistance,...) should help to devote funds to priority areas. It was emphasized that the preparation of the budget should also be participative and not solely limited to the work of a small specialized team.

The problems of change

During the workshop, groups were formed to discuss: the financial needs of the provinces for the current year and the ways of meeting foreseeable expenditures; needs in information systems; the Reconstruction and Development Fund; and strategies for preparing the 1996/97 budget. > The organization of schools is fixed in January, the start of the academic year, according to the specified pupil/teacher ratios. Once the budget has been decided (the fiscal year goes from April to March), it cannot be modified. In seven out of the nine provinces, this, together with difficulties in managing the transition, has caused over­spending on the budget. Once the year has started, adjustments can no longer be made and the group discussions centred around the administrative means for obtaining the necessary budgetary extensions. > Despite the fact that needs for statistical information vary from one province to another, the groups felt that it was necessary to build up a unified information system, which would be identical in each of

the provinces. The National Department of Education would naturally play a significant role. The information system project presented at the national level comes a bit late for the provinces urgently in need of solid data for management purposes. > The financing procedures of the Recon­struction and Development Fund have not been fully mastered by those responsible at the provincial level who do not apply much for financing from the Fund. The Fund constitutes an important source made up of budget reductions in various sectors and destined to correct inequalities which currently exist. The groups discussed the mechanisms and administrative circuits used to unblock funds and the need to stipulate resources coming from the fund when preparing budget documents.

For the preparation of the 1996/97 budget, it would appear that not all the provinces are able to fully apply the zero base budget method. It was suggested that, for this year, programmes be structured by function and that the method only be applied for those parts of the budget concerned with priority functions. Subsequently, as pluriannual plans are drawn up, it would be possible to anticipate needs and see how they compare with resource projections, thus facilitating annual budget preparation.

All participants in the workshop were very satisfied with both the content, which was directly related to their professional needs, and the organization. They empha­sized that it was crucial, in the future, to continue organizing similar occasions for exchange and mutual reflexion.

SERGE PEANO

"The information system project presented at the national level comes a bit late for the provinces urgently In need of solid data for management purposes."

Seminars on current issues in educational planning

The following seminars were organized during the first months of 1996:

• 9 January 1996. UNESCO's action for women: after Beijing by Ms Wassyla Tamzali, Co-ordinator for Activities relating to Women, UNESCO.

• 8 February 1996.Poverty, micro-credits system and education: The case of the Grameen Bank in Bangladesh by Professor Muhammad Yunus, Founder and Mana­

ging Director of the Grameen Bank, Bangladesh.

• 22 April 1996. Challenges in regional universities in a zone of uneven development by Laurence D. Carrington, Dean, Faculty of Education, University of the West Indies.

Should you be coming to Paris, contact the HEP to see whether a seminar coincides with your visit. Ü

Recent half-day seminars organized in Paris by HEP on topics of interest to educational planners.

HEP Newsletter / January-March 1996 13

TRAINING: Seven Asian countries discuss initiatives undertaken to enhance educational quality in schools

Information and communication to improve school practice

Regional workshop on 'The use of

information for improving school

practice'. (Manila, Philippines,

6-10 November 1995)

1 Cambodia, Indonesia, Korea, Malaysia, Nepal,

the Philippines and Thailand.

"The kind of information needed to initiate changes at the

classroom level is different from that

needed to sustain the change."

A FEW years ago, HEP launched a research project on Improving the quality of education through better

use of information. The first phase of the project resulted in the publication oí From data to action: information systems in educational planning, which included case studies from Africa, the Caribbean and Latin America. Authors contributing to this study challenged much of the conventional wisdom about the value and utility of centrally managed information systems in improving school and classroom practice, where the real process of education occurs.

The second phase of the project identified new examples, particularly in Asia, where sustaining improvements in school practice requires information-based planning and monitoring at all levels of the education system. Case study materials of the second phase of the project from Indonesia, Republic of Korea, the Philippines, and Thailand, as well as abstracts from the above-mentioned book, were discussed during the regional workshop onThe use of information for improving school practice held in Manila last November. A joint SEAMEO/INNOTECH, HEP and ABEL Project (Washington) venture, the workshop brought together 21 participants from seven count r ies 1 who opera te a t different administrative levels, and who are involved in planning and managing programmes aimed at improving educational quality.

The main objective of the workshop was to exchange nat ional experiences on initiatives undertaken to improve school practice and the role of information and communication in preparing and monitor­ing these changes at all levels of the education system.

The workshop programme

The programme focused on five topics: >• roles and contributions of actors at different levels in improving the quality and efficiency of education; >• strategies used to improve school practice; > optimizing the use of local information; > encouraging local access to, and use of, national data; > using information within the policy­making process.

The strategies used to improve school practice presented at the workshop were mainly central-level initiatives and com­prised: changing teacher training and teacher incentives, modifying national tests, revising textbooks, and introducing multi-grade classrooms. However, most of the plenary and working group discussions focused on optimizing the use of local information sources and encouraging local access to, and use of, national data.

The participants presented significant national experiences on improved school practices and educational quality. General introductions were given on each of the main topics, illustrated by previously selected workshop papers, followed by discussions in 'cross-country" working groups. The national teams worked on how to apply certain workshop ideas in their home countries. The facilities and support provided by INNO-TECH during the workshop were excellent.

Highlights of the discussions

The discussions highlighted the following: > Information systems managed at the central level should also provide the information required to solve the problems faced by people working at the local level. >• Information flows do not always have to be directive, but may assist local actors without telling them what to do. >- By increasing communication, teaching-learning processes can be improved, better student results achieved, and at the same time stronger relations with, and support from, the local community. >• At school and school-cluster levels, one should strive for a better balance between accountability strategies (tests, evaluation, recommendations, teacher promotion, etc.) and capacity bui lding s t ra tegies (i.e. developing teaching materials for schools). >• The kind of information needed to initiate changes at the classroom level is different from that needed to sustain the change. > Innovations/reforms are launched too frequently and tend to disrupt on-going innovations not yet stabilized. >• It is important to anticipate possible negative unintended effects of quali ty improvement measures (both within the education sector and across sectors) and to start with a pilot phase.

14 IIEP Newsletter / January-March 1996

Need for change

The views resulting from the different workshop discussions , exercises and workshop materials, point to a necessity for altering traditional ways of information use and dissemination when planning and managing the improvement of school practice. It not only seems important that such planning takes into account the viewpoint of teachers and headmasters, but also that the methods used to introduce improvement programmes be more partici­patory.

Two national experiences were used to illustrate this. First, theRepublic of Korea's case study showed that materials intended for a teacher's initial use should contain a lot of accurate advice on how to proceed, focusing on essential elements of the innovat ion (i.e. an t i c ipa t ing t eacher

problems). Second, the Thai case study provided an example of a more participatory way of communicating an innovation, both as regards the inter-action between the central level and the school teachers, as well as local community involvement in the innovation (i.e. the new curriculum on environmental issues). The Thai example used a draft handbook which gave the project teachers an opportunity to adapt, modify, or improve the document according to their own experiences.

Brief proposals onhow to apply workshop ideas to a major educational quality problem in their respective home countries were outlined by the national teams. Some of the case study materials and texts used during the workshop will be part of a forthcoming HEP publication.

LARS MÀHLCK AND ANNA SMULDERS

TRAINING: Southern and Central Asian countries take a look at problems of University Management

Universities need new tools to meet tomorrow's challenges

THE last in the series of three1 Asian workshops on Institutional manage­ment in higher education took place in

November 1995 in New Delhi. Organized by the HEP2, the workshop brought together participants from 11 Central and Southern Asian countries.3

Universities can be divided into two categories according to the way they cope with financial crises on the one hand, and diversified clientèle on the other. First, the universities in the Central Asian region and China have decided to respond by diversifying their sources of finance and streamlining their decision-making structures. Neverthe­less, they are still fighting to survive. The transition to market economy is in their favour. The Rector of the Tajikistan Technological University asserted that he charges the employers of his graduates fees according to demand and supply on the market. The Head of Planning of China's Sta te Education Commission (SEDC) informed the group that university fees are quite common in China and that there are 14 private universities currently recognized by the SEDC and approximately 800 other pr ivate higher education ins t i tu t ions functioning which are not formally recognized.

The second category regroups the South Asian universities which belong to 'mixed' economy. These have remained slow in changing the ways in which they operate

despite an increasingly critical financial crisis. Government grants to universities in India have been frozen since 1991/92. Other countries are in a similar situation. Private universities have still to gain popularity4 and managerial know-how is seriously lacking.

It was unanimously agreed tha t the mission of universities has changed over time. Dr. Gnanam, Vice Chancellor of Pondichery University, India, summed up the situation nicely: "In the past, education was for an élite, knowledge was less important than values. Today education is for the masses, and knowledge is more important than values. However, the content and method of'instruction have not changed and universities are being managed with yesterday's tools for tomorrow's aspirations. The administrators of universities need training to meet the new challenges." He found the programme of this workshop timely and very necessary, not only for India but for the whole Southern and Central Asian Region.

Through the exchange of na t ional experiences, case studies, simulation exercises and round table discussions, a number of recommendations were made. >• Each university today should run as a corporate system with an apex body to guide its functioning, a body which should include industrialists, politicians and technocrats. > The private sector should be encouraged to take over partial responsibility of higher education. The State, however, should play

Sub-regional workshop on 'Institutional management in higher education'. (New Delhi, 6-21 November 1995)

' Brunei in November 1994, and Thailand in May 1995.

3 In co-operation with the German Foundation for International Development (DSE) and the National Institute of Educational Planning and Administ­ration (NIEPA), New Delhi.

3 Afghanistan, Bangladesh, Bhutan, India, Kyrgyzstan, Myanmar, Nepal, Sri Lanka, Tajikstan and Uzbekistan. China was invited as a special case.

4 In this respect, India has just prepared a draft law on 'Private universities'.

cr

I IEP Newsletter / January-March 1996 15

NEW BOOKS (Price: 130 Francs.)

Innovations in university management by Bikas C. Sanyal. 1995, 313p. HEP/ UNESCO Publishing. ISBN-92-803-1156-5

FUNDAMENTALS OF EDUCATIONAL PLANNING (Price: 50 Francs)

Education policy-planning process: an applied framework by Wadi D. Haddad with the assis­tance of Terri Demsky. 1995, 94p. Fundamentals of educational planning No. 51. (Also available in French).

HEP SEMINAR AND WORKSHOP REPORT SERIES (Distribution charge: 15 Francs)

Lifelong education in selected industrialized countries edited by David Atchoarena. Report of an IIEP/NIER seminar, HEP, Paris 7-9 December 1992. Revised edition 1995, 231p.

Development since Jomtien EFA in the Middle East and North Africa edited by Irène Lorfing and R. Govinda. Report of a Seminar on Education for All: four years after Jomtien organized in Amman, Jordan, 19-22 October 1994. 1995, 188p.

Institutional management in higher education in Western Africa by Bikas C. Sanyal, Mioko Sai'to and Nicolas Kotey. Report of a sub-regional training workshop held in Accra, Ghana, 9-24 June 1994. 1995, 259p.

Recent publications

Development after Jomtien EFA in the South-East and Pacific Region edited by Anton De Grauwe and Doran Bernard. Report of a Seminar on Education for All: developments after Jomtien organized in Yangon, Myanmar, 28-31 March 1995. 1995, 152p.

Financement et régulation de l'enseignement technique et de la formation professionnelle en Afrique francophone, edited by David Atchoarena and Françoise Caillods. Report of a sub-regional training workshop. Abidjan, Côte d'Ivoire, 7-10 November 1994.1995, 164p.

H E P RESEARCH REPORTS (Distribution charge: 15 Francs)

Decentralization and planning of education: recent experiences in five Latin American countries by Carlos N. Malpica Faustor. HEP Research Report No. 102. 1995, 281p.

ISSUES AND METHODOLOGIES IN EDUCATIONAL DEVELOPMENT (Distribution charge: 15 Francs)

Governance, leadership and change in universities by John Dearlove. Issues and methodologies in educa­tional development No. 11. 1995, 30p.

H E P EDUCATIONAL FORUMS (Distribution charge: 15 Francs)

Assessment of training needs in educational planning and manage­ment (with special reference to Central Asia) edited by Igor Kitaev. Educational Forum Series No. 5. 1995, 89p.

&

HEP RESEARCH AND STUDIES (Distribution charge: 15 Francs)

^ NEW TRENDS IN TECHNICAL AND

VOCATIONAL TRAINING

Managing vocational education and training in Central and Eastern European countries. Report of a programme on the training of researchers in the management of vocational education and training by Françoise Caillods, Olivier Bertrand and David Atchoarena. 1995, 360p.

Training policies for the end of the century by Claudio de Moura Castro. 1995, 35p.

INDICATORS (Distribution charge: 15 Francs)

Développement d'indicateurs pour la planification de l'éducation en Afrique francophone de l'Ouest. 1995, 49p.

CO-OPERATION (Distribution charge: 15 Francs)

Education aid policies and prac­tices. Report from the International Working Group on Education (IWGE) meeting, Nice, France, 16-18 November 1994. 1995, 81p.

Recent trends in education aid; towards a classification of policies by Lene Buchert. Report from the IWGE meeting, Nice, France, 16-18 Novem­ber 1994. 1995, 62p.

i aid:

f These publications can be ordered through HEP PUBLICATIONS, 7-9 rue Eugène-Delacroix, 75116 Paris, France.

\E-mail: information@iiep.unesco.org

t h e d o m i n a n t role e spec i a l l y in regulating the quality and content. Some funds should be earmarked for the poorer sections of society, strategic disciplines, and for those spir i tual and cultural s tudies in which the private sector would have little interest . ^" Fees should be charged to students who can p a y a n d s t u d e n t loans introduced. ^ Certain university activities should be privatized, e.g. cafeterias, book­shops, some of the estate maintainance

and development. ^ Utilization of staff t ime should be more t ransparen t . Staff assessment should be introduced along with career development. ^ Inst i tut ions should keep different types of 'space' inventories (teaching, non-teaching, residential , recreatio­nal , etc.) and periodic surveys should be made of space utilization. Space no rms should be developed bear ing in mind socio-cultural and geographical contexts.

Finally i t was argued t h a t any manager ia l change should take into account the context and culture. Before a change is implemented, the pros and cons should be discussed a t length, and a rguments against should be won over. Change should not be made j u s t for the sake of it, bu t for the long-term benefit of everybody. Unless this is accepted by all, no manager ia l change will meet wi th success.

BIKAS C. SANYAL AND JULIANA NZOMO

Produced using desktop publishing and printing facilities available at the HEP.

16 HEP Newsletter / January-March 1996