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International Seminar Education and International Development:
Why research matters
Seminar Booklet
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Content Programme outline 4 Panel overview 11 Biographies (alphabetical order) 43
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ensuring the maximum benefits of educational intervention. Quality research can bring the necessary know‐how for informing policy makers about what doesn’t work and what works in education and development, and under what conditions. However, the relationship between research and policymaking is not always easy. Research agendas and policy
International Seminar Education and International Development:
Why research matters Amsterdam, September 29 – 30, 2011
When: 29th and 30th of September 2011 Where: Singelkerk, Singel 452, Amsterdam
Education and International Development: Why research matters At present, there is no doubt about the important contribution of education to processes of social and economic development. The positive effects include economic growth, civic participation, labour productivity, future opportunities, social justice, social cohesion or a healthier life. Despite this evidence, it is also true that there are no universal formulas for determining the best forms of educational provision, financing and regulation to achieve the expected positive effects. Educational visions and policies can differ substantially and context‐based factors can alter significantly the outcomes of educational investments, programmes and policies and suggest that not all policies can travel from one place to another. Learning from different experiences and from the particular conditions that explain their success or failure becomes therefore a crucial task to construct perational knowledge useful for educational change and for o
agendas do not always have enough points in common, and fluent communication mechanisms between scholars and ractitioners to inform each other about their work, concerns, ppriorities and results are usually lacking. To address these and other problems, the ‘IS Academie’ Education and Development programme organizes the International Seminar Education and International Development: Why research matters, to be hosted by the University of Amsterdam. This event aims to bring together researchers and practitioners in the field of education and international development to share and discuss current and ongoing research insights, to exchange evidence coming from the field and to build future research agendas. Prominent scholars, policy‐makers, civil society, and international organizations representatives from the North and the South will meet in Amsterdam to highlight pressing issues in the field (such as education and conflict, privatization, diversity in schools, the key role of teachers and changing politics of aid), reflect on the relevance of research for olicy and practice, and debate the shifting priorities in official pdevelopment aid to education. or more information, please check http://educationanddevelopment.wordpress.com/F .
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DAY 1 ursday 29 mber 2011 Th th Septe08.30 – 09.00 REGISTRATION 09.00 – 09.30 Introduction
Isa Baud (University of Amsterdam) Xavier Bonal (University of Amsterdam)
Bram van Ojik(Dutch Ministry of Foreign Affairs)
09.30 – 10.30 Keynote speech P(auline Rose UNESCO ‐ Global Monitoring Report)
10.30 – 11.00 BREAK – coffee/tea 11.00 – 12.30 Panel 1:
Ethnic and religious communities’ strategies in education Organisers:
Kaaij Sanne Vander(University of Amsterdam) Inti Soeterik (University of Amsterdam)
Chair & presenters: Sanne VanderKaaij & Inti SoIS Academie, University of
eterik (Amsterdam) ichael Merry
sterdam) M(University of Am Christine Sleeter California State University Monterey ay) (B Discussant: Renato Emerson dos Santos (JUniversidade Estadual do Rio de aneiro)
12.30 – 13.30 LUNCH 13.30 – 15.00 Panel 2:
The changing role of the private sector in education: policies, impacts amd key dilemma’s Organiser: Antoni Verger (University of Amsterdam / Universitat Autonòma Barcelona)
Chair: Susan Robertson
istol)
(University of Br Antoni Verger IS Academie,
sterdam) (University of Am
arry PatrinosH
(World Bank) hailaja Fennell University of Cambridge) S( Discussant: Vincent Snijders (Dutch Ministry of Foreign Affairs)
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15.00 – 15.30 BREAK – coffee/tea 15.30 – 17.00 Panel 3:
Education and conflict: what place for humanitarianism in resilient systems of education? Organiser & chair: Magali Chelpi–den Hamer (University of Amsterdam)
Tom de Herdt ) (University of Antwerp
rancois‐Joseph Azoh
ocody) F(University of C
rc Poncelet Ma(Université de Liège)
enge & ean‐Pierre Mpiana Tshit
hasa) J(University of Kins Therese Tchombe
Buéa/UNESCO) (University of
17.00 – 17.15 Closing words day 1 Xavier Bonal (IS Academie, University of Amsterdam)
17.15 – 18.00 DRINKS This reception is part of the INEE Global Meetup initiative. All seminar participants and interested INEE members are warmly welcome.
Evening Optional: Boat + Dinner
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DAY 2 30 Friday th September 08.30 – 09.00 WELCOME – coffee/tea 09.00 – 10.30 Panel 4:
Teachers’ agency and esistance to reform r Organisers: Mieke Lopes Cardozo (University of Amsterdam) Hulya Kosar‐Altinyelken (University of Amsterdam)
Maria Luisa Talavera n Andrés) (Universidad Mayor Sa
Mieke Lopes Cardozo Academie, University of
(ISAmsterdam)& itesh Shah R(University of Aukland) Hulya Kosar‐Altinyelken IS Academie, University of msterdam) (A Discussant & Chair: Susan Robertson (University of Bristol)
10.30 – 11.00 BREAK – coffee/tea 11.00 – 12.30 Dialogue:
Educational research and policy development: what type of research is needed? Organiser: Xavier Bonal (University of Amsterdam)
Louise Anten Dutch Ministry of Foreign (Affairs) amilla Croso
paign for Education) C(Global Cam oger Dale
Bristol) R(University of Mario Novelli IS Academie, University of (Sussex) Lindy van Vliet (Oxfam Novib)
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12.30 – 13.30 LUNCH 13.30 – 15.00 Panel 5:
The changing politics of aid to education in (post) conflict regions Organisers:
ty of Margriet Poppema (UniversiAmsterdam) Mario Novelli (University of Sussex)
Chair: Lia van Nieuwenhuijzen (Save the Children) Margriet Poppema
cademie, University of (IS AAmsterdam) Mario Novelli
cademie, University of (IS ASussex)
lster) Alan Smith (University of U Discussant: Corien Sips (Dutch Ministry of Foreign Affairs)
15.00 – 15.30 Closing words Xavier Bonal IS Academie, University of msterdam) (A
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Panel Overview
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Introduction The International Seminar ‘Education and International Development: Why Re : search Matters’, will start with three introductory speeches by
‐ Isa Baud: Prof. International Development Studies, University of Amsterdam),
‐ Bram van Ojik: director of the Social Development Departmen(DSO) of the Dutch Ministry of Foreign Affairs (MFA),
‐ Xavier Bonal: special Prof. in Education and International Development, University of Amsterdam.
These speakers will welcome you and officially open the two‐day seminar by positioning the main issues and questions of this seminar in the field of education and development.
Isa Baud (UvA) Bram van Ojik (MFA) Xavier Bonal (UvA)
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Panel 1 – Ethnic and Religious Communities’ Strategies in Education
DAY 1 Thursday 29th September 2011 11.00 – 12.30
Panel 1: Ethnic and religious communities’ strategies in education Organisers:
e aa y Sann VanderK ij (Universit of Amsterdam) Inti Soeterik (University of Amsterdam)
Chair & presenters: rKaaij & Inti Sanne Vande
Soeterik IS Academie,
sterdam) (University of Am ichael Merry
sterdam) M(University of Am Christine Sleeter California State University onterey Bay)
(M Discussant: Renato Emerson dos Santos (Universidade Estadual do Rio de Janeiro)
Abstract Panel Central question of the panel will be how (discriminated) groups organize themselves in the education sector. We will discuss developments related to both the organization and the content of (primary and secondary) education. Questions on our minds are, for example: How and why are segregated private schools being set up by certain ethnic/ religious groups?; What happens inside the schools?; How are curricula constructed and revised?; Why is this done in a particular way? The role of various actors involved in these processes will be highlighted, in particular those of parents, community and social movements, and private education entrepreneurs.
The panel is organized in such a way that perspectives from the South (Brazil, India) are taken into account, as well as perspectives from
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the North (US, Europe). We hope in this way to explore and explain some of the similarities and some of the differences in the strategies in overcoming inferior social positions in society in general, and education in particular, of minority communities in different contexts.
The panel will depart from an exploration of two cases by the panel organizers: the case of religious minorities and education in India; and the case of racial/ethnic minorities and education in Brazil. The second presentation, by prof. dr. Michael Merry, will examine theoretical and practical responses of various minority groups to the reality of segregation. The following presentation, by prof. emerita dr. Christine Sleeter, will highlight one of the possible outcomes of the struggles of ethnic minorities, by focusing on ethnic studies curricula in the U.S. inally, dr. Renato Emerson dos Santos will act as a discussant before the loor will be opened for the public to share their thoughts and comments. Ff
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Abstracts of the presentations Sanne VanderKaaij & Inti Soeterik Ethnic & Religious Communities’ Strategies in Education. Trends, Similarities and Differences in the Cases of Brazil and India. In their presentation Inti Soeterik and Sanne VanderKaaij will draw upon research conducted for their PhD studies to introduce the topic of ethnic and religious communities’ strategies in education. They will share some of their empirical data in a comparative perspective. Their geographical focus will be on Brazil and India.
Muslims in India and Blacks in Brazil have, in the past decades, tried to overcome their relative underprivileged positions in society through education. Both communities view education as a means towards social mobility and emancipation, as well as an end in itself. Yet, despite having similar aims the strategies each group employ are rather dissimilar. In their presentation Soeterik and VanderKaaij will focus in particular in the different roles communities see for the state, nd the consequences this has for their strategies, and possibly for the utcomes of their struggles. ao Prof. Dr. Michael Merry The Turn Toward Voluntary Separation Many persons living in segregated neighbourhoods choose some form of voluntary separation. Transforming the conditions of segregation as they find them, voluntary separation aims to provide both institutional and communal supports for the enhancement of self‐respect and belonging as well as for the improvement of both academic and social outcomes. Prof. Merry describes the conditions under which voluntary eparation takes place, the features that define it, and what this means or the integration debate. sf
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Christine Sleeter Ethnic Studies Curricula in the U.S.: Why they Exist and What Research Says about their Value In the U.S., ethnic studies arose from student protest as a counter to the traditional mainstream curriculum, which numerous content analyses of textbooks find continues to marginalized scholarship by and about African Americans, Latino/as, Native Americans, and Asian Americans. This presentation is based on Prof. Sleeter’s recent extensive review of published studies and reviews of research that systematically document the impact of U.S. ethnic studies on students at all levels of education, academically as well as socially. Overall, the review found considerable research evidence that well‐designed and well‐taught ethnic studies curricula have positive academic and social outcomes for students. Curricula are designed and taught somewhat differently depending on the ethnic composition of the class or school and the ubsequent experiences students bring, but both students of color and hite students have been found to benefit from ethnic studies.
sW Discussant: Renato Emerson dos Santos, Universidade Estadual do Rio de Janeiro
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Panel 2 – The changing role of the private sector in education: policies, dilemmas and impact DAY 1 Thursday 29th September 2011 13.30 – 15.00
Panel 2: The changing role of the private sector in education: policies, impacts, and key dilemma’s Organiser: Antoni Verger (University of Amsterdam / Universitat Autonòma Barcelona)
Chair: Susan Robertson (University of Bristol) Antoni Verger IS Academie,
sterdam) (University of Am
arry PatrinosH
(World Bank) hailaja Fennell Universit f Cambridge) S(
y o
Discussant: Vincent Snijders (Dutch Ministry of Foreign Affairs)
Abstract Panel In the last decade, policies that involve some level of education privatization, like public private partnerships, vouchers or charter schools have acquired more centrality in the education and international development arena. The urgency to achieving the Education For All goals and the MDGs in many developing countries has contributed to international organizations, aid agencies and governments raising the profile of the private sector in education systems. These agents perceive the engagement with the private sector as an opportunity to correct inefficiencies in the public delivery of education and to mobilize new resources to increase education access and effectiveness in contexts affected by poverty. However, this new push for private sector development in education opens many question marks since the existing
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evidence on the effects of privatization policies for equity, school achievement or efficiency are not conclusive yet. This panel aims at deepening the education privatization discussion from different perspectives. In particular, the panel will address the following questions:
Which type of policies are contributing today to strengthen the role of the private sector in education in developing contexts?
What does recent evidence say about the impact of the role of the private sector in education?
What are the methodological challenges of research on the topic? What are the potential opportunities, challenges and concerns
that education privatization generates from a policymaking point of view?
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education Increasing the private sector’s role in education may have several potential advantages over traditional public delivery of education. Whether these benefits are actually realized depends greatly on how well designed the partnership between the public and private sector is, on the regulatory framework of the country, and on the capacity of the government to oversee and enforce its contracts and partnerships with the private sector. When implemented correctly, the private sector can increase efficiency and choice, and expand access to education services, particularly for households that tend to be poorly served by traditional delivery methods. Currently, private for‐profit schools across the world
Abstracts of the presentations Antoni Verger Private sector and quasimarkets in education: state of the art of research and future directions The effects of quasi‐markets in education have generated one of the most contentious debates in educational research. There are hundreds of pieces of research published on the topic that obtain contradictory results and present conflicting conclusions both in education systems of low‐income and industrialized countries. The objective of this presentation is two‐fold. On the one hand, it reviews the state of the art of research on quasi‐markets in education, including public‐private partnerships, school choice and pro‐school competition policies, and shows how methodological and disciplinary factors lay behind the contradicting results that persist in this research area. On the other hand, the presentation points out to key research questions and methodological strategies that could contribute to build more comprehensive models of analysis to study the effects of education quasi‐markets and, thus, to strengthen future research on the topic. Harry A. Patrinos The role and impact of PublicPrivate Partnerships in
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parental strategies for schooling on t educational outcomes of such youth. This paper sketches out how actions that could be designated as exit, voice and loyalty were traced from parental and youth actions with
are serving a full range of communities – from elite families through middle‐income families to the poor. Private Public Partnerships (PPPs) also allow governments to take advantage of the specialized skills offered by certain private organizations and to overcome operating restrictions such as inflexible salary scales and work rules that may prevail in the public sector. Shailaja Fennell New Private Providers and the Changing Market for Education for the Poor: research findings on Public Private Partnerships in Ghana, India, Kenya and Pakistan The need to ensure Education For All (EFA) and the challenge of the Millennium Development Goals has resulted in growing support for partnerships as a vehicle that will increase the current provision of education during the first decade of the twenty first century. The term ‘partnership’ is taken to imply that more than one sector, i.e., government and a non‐profit or for‐profit collaboration, to provide a service. Furthermore, the term ‘private’ sector in these partnerships has become a generic term for all non‐state actors‐corporate entities, NGOs and faith based organisations‐fall into this category. The educational objectives each provider pursues within the educational sector also influence the nature of educational provision in the sector. The importance of education in getting poor youth out of poverty to ensure improved human development has become a major focus of international research and policy making. The emphasis has been on the ability that is gained through the acquisition of human capital to make well informed decisions that will open up income earning opportunities and ensure social mobility. There has been less focus, in policy literature, on the community context and the associated role of
he
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regard to the schooling choice and experience of their youth in a recent study of PPPs in Ghana, India, Kenya and Pakistan. The project used qualitative research methods to ascertain parental and youth perceptions regarding the schooling experience of their youth in poor rural and urban communities. The more complex mapping of exits, voices and loyalties in relation to the educational experiences and outcomes of youth in poor communities undertaken in this four country study shows evidence of a range of factors that work against the poorest households: social capital, kinship loyalty and new market brands as well as new schooling methods in the local educational market.
Discussant: Vincent Snijders, Ministry of Foreign Affairs, the Netherlands
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Panel 3 – Education and Conflict: What place for Humanitarianism in resilient systems of education? DAY 1 Thursday 29th September 2011 15.30 – 17.00
Panel 3: Education and conflict: what place for humanitarianism in resilient systems of education? Organiser & chair: Magali Chelpi–den Hamer (University of Amsterdam)
Tom de Herdt ) (University of Antwerp
rancois‐Joseph Azoh
ocody) F(University of C
rc Poncelet Ma(Université de Liège)
enge & ean‐Pierre Mpiana Tshit
hasa) J(University of Kins Therese Tchombe (University of Buéa/UNESCO)
Abstract Panel The basic idea of this session is to takes the 'survival' of some kind of public system as starting point instead of their collapse, and the panellists can then explore the forms it takes, its adaptive strategies, and the place of humanitarianism in relation to these systems. All cases presented in the panel are located in contexts that have experienced open war in the past decade and quite long periods of ‘no war no peace’. The first presentation describes the parallel system of budgetary flows that more than usual developed in the Democratic Republic of Congo to complement the official educational budget in a context of retreat of the State. Panellist Tom de Herdt examines among other things the extent to which such a system is a disguised form of privatization. The second presentation explores the resilience of primary schools in Côte d’Ivoire during the period 200207 in locations where schools stopped being taken into account in regional planning with the result to have their credits, equipment and manpower frozen as the
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formal system severed the links with them. As approach, panellist JeanFrançois Azoh examines the extent to which the general functioning of the schools has been disturbed during this period and what factors had been put it place at the local level to mitigate the dysfunctions. In the third paper, panellists Marc Poncelet and JeanPierre Mpiana Tshitenge wa Masengu restress the paradox of the DRC educational system and explain the remarkable resilience of the demand by placing the local arrangements into perspective and by showing how they are shaped by their historicity. The last presentation focuses on African approaches that develop resilience in children through certain practices of socialization, and panellist Therese Tchombe brings to the fore the cultural specificities in the socialization processes of African children.
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responses in Côte d’Ivoire (20022007)? Project background In January 2007, the idea of a partnership between Save the Children Netherlands and the University of Amsterdam on the topic of Education and Conflict emerged out of informal discussions. The initial project consisted of organizing a series of workshops with local
A bstract of the presentations
Tom de Herdt, University of Antwerp “Privatization or loose coupling? Governing with empty pockets in the education sector in DRC” Taking inspiration from organizational sociology, this paper analyses real governance in the sector of primary education in DRC with a focus on the evolving patterns of tight and loose coupling within the education system, and how these patterns transmit changes in one part of the system to other levels. What makes the case of the DRC particular in this regard is the ‘loose coupling’ of the official bureaucracy itself –as reflected in a deeply contradictory legal framework. In turn, the loose coupling between image and practices gave way to a full‐blown parallel system of budgetary flows, complementary to the official system but directly financed by the users of public services. These parallel budgets’ main role is both to pay salary complements and to hire extra personnel at all levels of the education system. More in particular, at the school level this system allows more or less to close the gap between the teachers’ official salary and the poverty line in the countryside. It also allowed to the number of teachers to be more than doubled. In this way, the education system adjusted to the government’s retreat from the sector, ut at the same time the system becomes less responsive to initiatives o “reconstruct” the state in the education sector. bt FrancoisJoseph Azoh, University of Cocody Impact of armed conflict on primary education: What local
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Abstract Following political turmoil and rising socio‐economic difficulties, Côte d’Ivoire was split into two administratively and militarily between September 2002 and the recent events of March/April 2011. This had several implications on the functioning of the schools. At the beginning of the war, schools closed down, half of the children enrolled in primary education were forced to drop school, and civil servants who were in place in the north of the country were called back to Abidjan to be redeployed in government‐controlled areas. This included many teachers and education officials, but not all, and some of them chose to stay in the war‐affected areas to continue their initial work. In the later stages of conflict, the disruption of schooling took different forms, notably depending on the available amount of public funding. Perhaps the most striking effect of conflict on the Ivoirian education system has been the de‐linking of some schools with the central administration. A lot of public schools in the war‐affected areas have been deprived of supplies, basic equipment, and school manuals, no longer taken into
educational experts and aimed at reflecting on the concept of sustainability applied to education in times of crisis. The idea was to develop scenario to mitigate potential risks of school disruption should the situation of war continued long term or should hostilities resume. The Côte d’Ivoire education system having been particularly affected by the civil war, the country was chosen as country study. The project was refined later to include a phase of data collection in four Ivoirian localities particularly affected by the crisis. The objective was to get basic knowledge on the existing situation to use as basis for the workshops discussions and to avoid ignoring local initiatives taken during the crisis by certain local actors to ensure the continuity of education. A partnership was then developed between the University of Amsterdam and the ROCARE/ERNWACA (Educational Research Network for West and Central Africa) to exchange on a realistic research approach, to develop the research methodology and the instruments of data collection, and to do the fieldwork.
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education, the growing number of classrooms, of buildings, of school professionals” and state bureaucrats in this sector…! Facing such a paradoxical context, aid and international support in education remain having one’s back to the wall. Hundreds of local humanitarian “gifts”, some institutional attempts to reduce fees, the coming back of international cooperation agencies and of few new
account in regional planning and as a result, their credits were frozen and no official teaching staff could be deployed for a (varying) period of time. This contribution assesses the impact of the Ivoirian civil war on primary education using the following entry points: To what extent has the financing of the schools been disturbed during the period 2002‐2007 in the four locations under study? Beyond the financial aspects, what have been the other factors that have impeded/hampered the adequate functioning of the schools? How ave these factors been mitigated at the local level and at institutional evel (by both central and decentralized administrations)? hl Marc Poncelet, University of Liège & JeanPierre Mpiana Tshitenge wa Masengu, University of Kinsahsa Neither private, nor public. Resilient school in DRC, from primary education to University. The local formula of “educational partnership” and the powerlessness of international assistance Since three decades DRC appears as the caricature of a radical educational decline. The almost complete absence of public investment, the widespread circulation of cash money and the expanding and questioning “academic illiteracy” are the most stressing indicators of this so called tragedy. An another way of observation put forward the survival of school and schooling in thousands of villages and poor areas of the megalopolis Kinshasa and others big or middle range cities, the remarkable preservation of the schooling rate, the expanding number of institutions, the incredible demand for academic and university
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from an African perspective: Implications for research Western education have dominated African education and relegated its content and practices at the background. Yet socialisation of African children inculcates socio‐cognitive skills that provide protective mechanism to enable children manage and cope with difficult and conflict situations. Interaction of both biological and cultural factors presupposes a universal and context specific view of resilience skills. This study focuses on African approaches to developing resilience in children through socialisation. Yet indigenous practices do not form components of most Africa’s school curricula, thus hindering continuity in children’s education. Lack of knowledge of African epistemology, thought processes and indigenous pedagogy, make the “others” not to be aware of Africa’s generative capacity to address its humanitarian values and resilient skills. The mutuality of African cultural life is seen in its social support systems in the family and wider social contexts. Relational norms and obligations, exemplify practices of exchange of values within an interdependent mindset. The worth of
university cooperation programs have little impact on the key issues of the “system”. We underline the deep historical roots of such a hybrid concatenation of arrangements in education supply, the deep institutionalization of the innovative and corporative practices of education actors. More generally, we show the complex relations, the real stakes and the collective interests around a visible privatization of a “never been public nor basic service”! The paradoxes of this “educational tragedy” as well as the permanence of heroic speeches of resistance or rhetoric denunciation of state irresponsibility must be ultimately analyzed in the light of the rajectory of a “concessionary State” .and through its related politics in rimary school sector and university. tp Prof. Tchombe, University of Buéa, Cameroon Children’s vulnerability and resilient systems of education
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Africa’s social capital and its caring ethics therefore need to be exploited to provide lessons for other cultures. Research is necessary to enable a better understanding for example; solidarity and mutuality as reinforcing mechanisms of resilient behaviours that are taught and practiced in family situations through communal practices in childrearing. Though Africa’s worldview has a different frame of reference, there is need for convergence in the sharing of knowledge that is of value for harmony among all human beings.
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Panel 4 – Teachers’ agency and resistance to reforms DAY 2 Friday 30th September 09.00 – 10.30
Panel 4: Teachers’ agency and esistance to reform r Organisers: Mieke Lopes Cardozo (University of Amsterdam) Hulya Kosar‐Altinyelken (University of Amsterdam)
Maria Luisa Talavera Universidad Mayor San (Andrés) Mieke Lopes Cardozo Academie, University of
(ISAmsterdam)& itesh Shah R(University of Aukland) Hulya Kosar‐Altinyelken IS Academie, University of msterdam) (A Discussant & Chair: Susan Robertson (University of Bristol)
Abstract Panel All around the world, teachers are crucial actors in terms of the implementation processes of reform projects. Nevertheless, in many cases their work, ideas and responsibilities are not taken seriously, nor rewarded in similar terms, considering their low status and salaries in many contexts. This panel deals with teachers’ agency, and their space for manoeuvre and choices they make in working either for or against reforms. We exemplify this by looking at a number of cases and the role of teachers and their unions.
This panel starts by a presentation of Maria Luisa Talavera on the topic of teachers unions various positions and strategies with regard to reforms in the Latin American region, including examples from Bolivia, Chile, Argentina, Mexico and Ecuador. Secondly, Mieke Lopes Cardozo and Ritesh Shah will continue to talk about the motives, identities, and strategies of current and future teachers in two nationstates undergoing social and political transformation at the moment—
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Bolivia and TimorLeste (East Timor). Their presentation highlights teachers adoption and negotiation of ongoing reform initiatives. Finally, based on the case of Turkey, Hulya Kosar Altinyelken will present about inservice teacher resistance, which is usually considered as a problem, and as a conservative act, but teachers resistance can also be progressive and based on professional principles.
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from the past. The presentation illustrates the structural and material conditions of teachers’ work in each of these countries, and situates the conscious and unconscious decisions taken by educators within these contexts.
Abstract of the presentations Maria Luisa Talavera Simoni, UMSA, Bolivia Teachers’ agency and resistance in Bolivia: a hypothesis for other Latin American contexts This presentation shows some research results about Bolivian public education and teachers’ cultures. First, it briefly presents the results of the study. Then, it offers some reflections on the notions of “agency” and “resistance”, considered key concepts in the shaping of teachers’ cultures along the 20th century. Third, the paper tries to argue that this case might not be a solitary case in Latin America, considering the weakness of the Nation States to comply with education needs and demands. In these contexts, teachers needed to participate in collective orms of resistance defending their own interests but at the same time ontributing to the making of public education. fc Mieke Lopes Cardozo, University of Amsterdam & Ritesh Shah, University of Aukland Transformative teachers or teachers to be transformed? The cases of Bolivia and TimorLeste This presentation identifies the circumstances, motives, identities, and strategies of current and future teachers in two nation‐states undergoing social and political transformation at the moment—Bolivia and Timor‐Leste (East Timor). Each nation is responding to forces of globalisation, histories of colonisation, and conflict in specific and contingent ways. Shifting policy mandates and institutional norms in each location aim to influence what occurs inside classrooms, with the discursive aspiration of dislocating entrenched practices. Yet teachers as strategic political actors act on this impetus in a contextually determined fashion, driven by internal and external conflict and uncertainty about still poorly understood new social and political realities. The authors find that such actions have led to particular types f emergence that are simultaneously continuous and disconnected o
Discussant: Susan Robertson, University of Bristol
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Choices are based on the embodied histories of individuals and the institutions they are situated in, coupled with beliefs, motivations and expectations of what such a transformation might bring about. These teachers’ actions, the authors argue, are both influenced and simultaneously influence the broader environments and spaces within which they operate, taking political and social projects in directions that are unforeseen, indeterminate and uncertain. From a policy and research standpoint, the authors argue that teachers must be recognised, not as instrumental actors to implement change in linear ays, but as complex and critical individuals and social collectives who hape societal continuity and change. ws Hulya KosarAltiyelken, University of Amsterdam Teachers’ principled resistance to curriculum change: A compelling case from Turkey Turkey revised its curriculum for primary schools in 2004 to overcome some of the system‐wide problems and to harmonise its education system with the EU countries. In line with international trends, Turkey adopted a competency‐based curriculum, student‐centred pedagogy, and authentic assessment. Based on a broader study that examined recent curricular reforms in Turkey, this paper seeks to explore teachers’ views and responses to change proposals regarding curriculum content. The findings reveal that more than half of the teachers did not approve of the substantial reduction in content, as they were concerned with students’ academic success, nationwide examinations, increasing demand for private tutoring, and deepening educational inequalities. The teachers argued that they supplemented the curriculum with additional resources and continued to impart knowledge to their students. The study confirms that teachers resist change proposals when they contradict with teachers’ perceptions on the benefits and drawbacks of change. The paper suggests that teacher resistance should be given due attention and the possible good sense in t should be carefully studied, instead of merely stereotyping and roblematising such responses. ip
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Panel 5 – The Changing Politics of Aid to Education in (Post) Conflict Regions DAY 2 Friday 30th September 13.30 – 15.00
Panel 5: The changing politics of aid to education in (post) conflict regions Organisers:
ma am)
Margriet Poppe(University of AmsterdMario Novelli (University of Sussex)
Chair: Lia van Nieuwenhuijzen TBC (Save the Children) Margriet Poppema IS Academie, University of (Amsterdam) Mario Novelli IS Academie, University of (Sussex) lan Smith Universit of Ulster) A(
y
Discussant: Corien Sips (Dutch Ministry of Foreign Affairs)
Abstract Panel This panel will explore the rising interest of international organisations in conflict and postconflict affected societies. In the year of the launch of the UNESCO Global Monitoring Report on ‘The Hidden Crisis: Armed Conflict and Education’, panel presenters will reflect on the policies and politics that drives international organisations engagement in conflict affected societies. The panel will explore evidence from different conflicts, both in the past and the present, to analyse the complexities of the role of education in conflict affected societies. Panel participants will pay close attention to the consequences of educational interventions for different groups in society and the long term effects of these educational interventions.
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The of Aid after 9/11 This presentation will explore the rise of the security agenda in the field of education and international development, with a particular emphasis on the competing logics and contradictions of international development assistance. The presentation will trace the historical evolution of the security agenda in the wake of the 9/11 attacks and its effect on international development policy and practice. The presentation will raise questions about the way that the security agenda is defined and the tensions within and between different
Abstract of the presentations Margriet Poppema, AISSR, University of Amsterdam, Aid to Education in PostConflict Central America: Lessons to be learned This presentation will take a historical perspective on the educational reforms in Central America which became a ‘laboratory’ for new post‐conflict policies. The most radical decentralisation projects in education were implemented in El Salvador (EDUCO), Nicaragua (ASP) and Guatemala (PRONADE). These school‐based management programmes focussed at the restructuring of the governance of education with the argument of giving ’voice’ and enhancing participation of local stakeholders, while increasing the quality and effectiveness of education. Although they were abolished in all three countries during the last years, they still serve as the ‘bright’ examples for other (post) conflict countries and are high on the education portfolio of the World Bank. Retrospectively it becomes clear that although these school‐based management programmes have increased the expansion of low‐cost education, this came at a very high cost for he poorest and indigenous parents. While at the same time civil ociety actors and other educational initiatives were sidelined. ts Dr Mario Novelli, Centre for International Education (CIE), University of Sussex
Securitization
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‘development actors’. Specifically, it will also explore the way security interests interact with the development and education agenda, the short and long term effects, and the challenges facing education and development practitioners and policy makers in the field of education s they mediate/implement and resist the increased securitisation of heir work. at Alan Smith, University of Ulster Critical Reflections on Aid, Education and Peacebuilding The past decade has seen more emphasis on the need for international aid to ‘do no harm’ and the development of ‘conflict‐sensitive’ approaches to education programming. This has been encouraged by the Paris Declaration on Aid Effectiveness (2005) and the OECD DAC Principles for Good International Engagement in Fragile States (2007). However, there has also been a concern that an emphasis on conflict analysis highlights potentially negative aspects of education provision, but underplays the positive contribution that education can make to ‘peacebuilding’. This paper provides some critical reflections on these developments and considers the implications of a shift from ‘conflict‐sensitivity’ to ‘peacebuilding’. It identifies a number of significant challenges that such a shift presents for current aid orthodoxies and the ideological positions adopted by international donors and development agencies. Discussant: Corien Sips, Ministry of Foreign Affairs, The Netherlands
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Dialogue
DAY 2 Friday 30th September 11.00 – 12.30
Dialogue: Educational research and policy development: what type of research is needed? Organiser: Xavier Bonal (University of Amsterdam)
Louise Anten y of Foreign Affairs) (Dutch Ministr
amilla Croso
paign for Education) C(Global Cam oger Dale
Bristol) R(University of Mario Novelli IS Academie, University of (Sussex) Lindy van Vliet (Oxfam Novib)
Erducational research and policy development: what type of esearch is needed? Over the past decades, educational research has unquestionably been linked more and more to policy making. Whether the orientation of research has simply technically informed policy decisions or has played a critical or a legitimating role of some policy initiatives is a atter of discussion in social science research, and especially a critical m
question of political sociology. In this domain, it is especially relevant to raise questions about who sets different research agendas and with what purposes, what is researched and what is not, or what type of research methods appear o be the ‘correct’ ones while carrying out educational research for teconomic and social development. This dialogue aims to focus on these controversial issues in a free and open manner. Participants will respond briefly to a number of
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uestions and will openly engage in a dialogue about them. Some of the ue tios ns that will be addressed in the dialogue are the following ones:
‐ Is current educational research in Universities and research institutions adequate according to policy makers? Are research questions and methods adequate to boost development?
m‐ Can you identify three ain priorities for a research agenda of education for development? Why these ones?
t c‐ Are here ompetitive paradigms in educational research for development? What are their characteristics?
‐ Are there international organisations setting the research agenda or do national governments establish their own research and policy making priorities? What is the (independent/dependent) role of Universities and research institutes in setting the research agendas?
Participants of the Dialogue: Louise Anten – Ministry of Foreign Affairs, the Netherlands Camila Croso – Global Campaign for Education Roger Dale – University of Bristol Mario Novelli – University of Sussex Lindy van Vliet – Oxfam Novib
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Biographies
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Louise Anten Ms. Louise Anten (The Hague, The Netherlands)
essional background: ‐ Current: Netherlands Ministry of Foreign Affairs, head of Prof
Education and Research division (from mid‐2010)
‐ Netherlands Institute of Foreign Relations ‘Clingendael’, head Conflict Research Unit (2008‐2010)
‐ Netherlands Ministry of Foreign Affairs, head Peacebuilding and Governance division (2004‐2008)
‐ Netherlands Ministry of Foreign Affairs, Africa coordinator Asylum and Migration division (1999‐2004)
‐ Netherlands Ministry of Foreign Affairs, policy officer Northern Africa (1994‐1999)
‐ SNV Netherlands Development Organisation, policy officer Eastern and Southern Africa (1986‐1994).
‐ North‐Est Benoue project, Cameroon, nutrition extension worker (1983‐1986)
‐ SODENKAM project, Cameroon nutrition extension worker (1978‐1981).
Education: Wageningen University, Human Nutrition (1978)
FrancoisJozeph Azoh
Dr François Joseph AZOH is a psychologist and a research professor at the Ecole Normale Superieure d’Abidjan. He is also national coordinator of the Educational Research Network for West and Central Africa (ERNWACA) in Côte d’Ivoire. He recently co‐edited a publication on "Education, violence, conflict and peace prospects in Sub‐Saharan Africa" (Karthala, 2009), in collaboration with Therese Tchombe and Eric Lanoue.
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Xavier Bonal
Xavier Bonal is Special Professor in Education and International Development at the UvA and Associate Professor in Sociology at the Autonomous University of Barcelona. He is Director of the Social Policy Research Group (Seminari d’Anàlisi de Polítiques Socials, SAPS) at the Department of Sociology of the same institution and a member of the Network of Experts of Social Sciences and Education of the European Commission. He has widely published in national and international journals and is author of several books on sociology of education, education policy and globalisation, education and development. He has worked as consultant for international organisations like UNESCO, UNICEF the European Commission, and the Council of Europe. Between 2006 and 2010 he was Deputy Ombudsman for Children’s Rights in the Office of the Catalan Ombudsman.
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Magali Chelpi
Magali Chelpi‐den Hamer is research fellow at the Amsterdam Institute for Metropolitan and International Development Studies, University of Amsterdam. She works on issues related to Youth, Conflict, Reintegration through DDR processes, and Education in Sub‐Saharan Africa. She is part of the IS Academie initiative, whose general goal is to bridge the gap between scholars and policymakers by fostering scientific research outputs that are relevant for Dutch development policymaking. Between 1999 and 2004, she worked as program oordinator for several INGOs in Colombia, Honduras, the Democratic epublic of Congo, the Republic of Congo and Côte d’Ivoire. cR Contact:
eAmsterdam institute for Metropolitan and International Dev lopment Studies (AMIDSt) email: [email protected] / work: +31 (0)20 525 1458 / cell: +31 (0)6 1415 2074 address: Nieuwe Prinsengracht 130 – 1018VZ Amsterdam – The Netherlands ublications: ttp://home.medewerker.uva.nl/m.l.b.chelpi/page2.htmlPh
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Camilla Croso
Camilla Croso has a master degree in Social Policy and Planning in Developing Countries from the London School of Economics. She is general coordinator of the Latin‐American Campaign for the Right to Education and president of the Global Campaign for Education. She is currently on several advisory boards related to the right to education and has extensive experience in the justiciability of this right at the national, regional and international level. She was on the Writing Committee of the Dakar Framework for Action at the World Education orum in 2000. Her study and publications are particularly related to he field of non discrimination. Ft
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Roger Dale
Roger Dale is Professor of Education. Until 2002, he was Professor of Education at the University of Auckland. Prior to moving to Auckland, e had been involved in producing courses in sociology of education hand education policy at the Open University for almost 20 years. Whilst at Auckland he co‐led a major research study into the responses to globalisation of four education systems ‐ Alberta (Canada), New Zealand, Scotland and Singapore. One strand of investigation was the ole of regional organisations (EU, NAFTA and APEC) in national rresponses to globalisation. This led to a major interest in the EU and education policy, which is now the main focus of his work, complementing and extending qualitatively his earlier work on the state and education policy. It led to him becoming Academic Coordinator of the EU Erasmus Thematic etwork, GENIE (Globalisation and Europeanisation in Education)
ESNwhich was based in the G . Together with Susan Robertson he co‐founded the journal Globalisation, Societies and Education, whose first volume was published in 2003.
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Renato Emerson dos Santos
Renato Emerson dos Santos Ph.D. in Human Geography by Fluminense Federal University (2006). graduation in Geography by Federal University of Rio de Janeiro (1994) , master's in Urban and Regional Planning by Federal University of Rio de Janeiro (1999) . He currently is Professor at the State University of Rio de Janeiro (College of Formation of Professors, São Gonçalo City Campus), since 2000 year. Before, he was a teacher and coordinator from 1996 to 2002 of University Entry Course for Blacks and Poors at the favela (slum) Rocinha. Furthermore, from 2003 to 2005, he was the coordinator of the Color Policy Program at the Public Policy Laboratory, a research centre at State University of Rio de Janeiro which, by the financial support of Ford Foundation, has made the national conquest Color in Higher Education – selecting, supporting and monitoring 27 projects of access and remaining/retention of black students at 16 states of Brazil; His experience lies in the area of Human Geography and its Teaching, Racial Relations and Education, and Affirmative Action on Higher Education.
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Shailaja Fennell
Shailaja Fennell is a University Lecturer in Development Studies and a Fellow of Jesus College at the University of Cambridge. She has recently completed a five year research project (2005‐2010) on the impact of public private partnerships in the educational outcomes of the poor as part of a DFID funded research consortium on educational outcomes and poverty (RECOUP) in Ghana, India, Kenya, and Pakistan. Her recent publications include Rules, rubrics and riches: the relationship between legal reform, institutional change and international development, Routledge (2009), Gender Education and Development: conceptual frameworks, engagements and agendas, Routledge (2007) edited with M. Arnot. She is currently working on a monograph on the relationship between educational policy and educational providers.
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Tom de Herdt
Tom De Herdt studied sociology and economics. He is associated professor at the Faculté d'Economie et Développement, UCC‐Kinshasa. He has worked at the Universidad Centroamericana (Managua, Nicaragua) and at the Centre for Development Studies (UFSIA, Antwerp). He has inquired into the domains of poverty alleviation, capabilities, local governance and social norms. He published mainly on poverty and regress in Congo but has occasionally done some work on Nicaragua, Rwanda and Cameroon. He is actually focusing his work on local aspects of public action in Central Africa. This focus links him to the theme groups of "Political economy of the Great Lakes Region" and "Poverty as a local institutional process" at the Institute of Development Policy and Management (IOB).
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Hulya KosarAltinyelken
Hülya Kosar Altinyelken is a lecturer at the Department of Human Geography, Planning and International Development Studies, and
t researcher a the Department of Child Development and Education at the University of Amsterdam. She studied International Relations at the Middle East Technical University in Ankara, Turkey and International Development Studies at the International School of Humanities and Social Sciences at the University of Amsterdam, the Netherlands. During her MA studies, she specialised on education and development, and conducted research on the educational challenges and coping mechanisms of internal migrant girls in Turkey. Upon graduating from her MA studies (with cum laude) in 2004, she started working as a policy officer at the Education and Development division of the Netherlands Ministry of Foreign Affairs. In September 2006, she started with her doctoral studies within the framework of IS Academie on Education and International Development programme, which is jointly financed by the University of Amsterdam and the Netherlands Ministry of Foreign Affairs. For her doctoral studies, she analysed the implementation of pedagogical reforms in Uganda and Turkey. Since February 2010, she has been working as a researcher at the Child Development and Education Department within an EU‐funded project, the Governance of Education Trajectories in Europe (GOETE). The project covers eight EU countries and analyses the role of school in re‐conceptualising educatio
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n in terms of lifelong learning by combining a life course and governance perspective (see www.goete.eu for more information).
Her work engages with issues such as gender, migration, education policy transfer, educational reforms, curriculum change, pedagogy and teachers.
Mieke Lopes Cardozo
Mieke Lopes Cardozo, is a postdoc researcher and lecturer at the Amsterdam Institute for Social Science Research of the University of Amsterdam, in the framework of the ‘IS‐Academie’ co‐funded project of the University of Amsterdam and the Dutch Ministry of Foreign Affairs. Within the field of Education, Development and Conflict, she specializes in the themes of social justice, international Education and Conflict policies, teacher training, teacher agency, progressive education reforms, critical approaches to multicultural and intercultural education and decolonisation debates. For her doctoral research she conducted nine months of fieldwork research (between 2007 and 2010) in various parts of Bolivia on the education reforms, teacher training and teachers’ societal roles. Her doctoral research focused on pre‐service teacher education in Bolivia, and included a multilevel analysis of different actors and mechanisms involved in Bolivian teacher education. It unravelled both the governance mechanisms of pre‐service teacher training institutes, as well as the complexities of Bolivia's future teachers’ identities, motivations and agency to become strategic actors for or against change that is envisaged by the current government under Evo Morales.
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Prof. dr. M.S. (Michael) Merry
Michael S. Merry is professor of philosophy of education in the faculty of social and behavioral sciences and a fellow with the Institute for Migration and Ethnicity Studies, University of Amsterdam. He studied comparative religion and philosophy in Chicago, Leuven and New York before earning his doctorate in educational policy studies with a concentration in philosophy from the University of Wisconsin‐Madison. His writing covers a wide range of topics, though he engages primarily in applied philosophy and ethics in the field of education.
He specializes in three distinct yet overlapping areas of study. These are: school segregation and voluntary separation; stigma, prejudice and the particularities of identity; and the often conflicting interests that occur between the state, parents and children. He frequently addresses topics such as paternalism, conflicts between liberty and equality, as well as alternative pedagogies which aim to strengthen the self‐determination of minority (immigrant and indigenous)
d t shared values, practices, and group membership. indivi uals hrough
He is the author of Culture, Identity and Islamic Schooling: a philosophical approach (Palgrave 2007) and co‐editor of Citizenship, Identity and Education in Muslim Communities: essays on attachment and obligation (Palgrave 2010). He is currently busy preparing a manuscript for a third book provisionally entitled, The Case for Voluntary Separation.
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JeannePierre Mpiana Tshitenge
Jean Pierre Mpiana Tshitenge wa Masengu is Ph.D. in sociology (2008). His thesis entitled Sociological Approach routes and representations of social success in popular circles in Kinshasa was prepared under the co‐direction of Marc Poncelet (University of Liège) and Sylvain Shomba (University of Kinshasa). He is currently Associate Professor at the University of Kinshasa and the Higher Institute of Emmanuel Alzon Butembo (DRC) and External collaborator of the Institute of Human and Social Sciences at the University of Liège (Belgium). It is attached as a researcher at the Chair of Social Dynamic and Political Studies entre (DRC). His research interests focus on civil society, universities
volution of urban dynamics in sub‐Saharan Africa. Cand the e Contact:
é de Kinshasa, BP. 127 Kinshasa Département de sociologie, UniversitXI, RDC Tél.: 00243 997584973 E‐mail: [email protected]
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Lia van Nieuwenhuijzen
Lia van Nieuwenhuijzen (1960) is working at Save the Children as a programme manager and education specialist of (post)conflict countries since 2004. She gained her experience during the fourteen years she worked in Latin America, mainly in conflict‐affected areas such as Nicaragua, El Salvador and Peru. After the civil war in El Salvador (1993) she helped facilitating education in 36 conflict‐affected villages. In Peru, she obtained a Master’s degree in bilingual intercultural education. Furthermore, she incorporated the method of ‘Reflect Action’ in several development programmes and finally in the national literacy programme of the Ministry of Education of Peru. While working at Save the Children, she developed various education programmes in (post)conflict countries, such as Pakistan, Afghanistan, Colombia and South Sudan. Furthermore, she coordinated the so called ‘Schokland‐programme’ on education in (post)conflict countries, in which several Dutch NGOs collaborated successfully.
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Dr Mario Novelli, Centre for International Education (CIE), University of Sussex
Mario Novelli is a Senior Lecturer in International Education at the Centre for International Education (CIE), University of Sussex. His research explorers the relationship between education, globalisation and international development, with a specific focus on education and conflict. He has recently published work on political violence against educators in Colombia; the securitisation of aid to education and on issues related to the new geopolitics of aid to education after 9/11. Between 2006 and 2010 he worked at the University of Amsterdam, and led a 5 year research and capacity building partnership project between the University of Amsterdam and the Dutch Ministry of Foreign Affairs on education and development, with a strong focus on issues relating to education and conflict in low income countries. He is currently leading a 3 country case study research programme on ‘the role of education in peacebuilding in postconflict contexts’ for UNICEF, teaches on the Masters in International Education and Development at he University of Sussex, and is the programme leader of the nternational Doctorate in Education. tI Contact Details:
n and Development Dr Mario Novelli
ucatio(CIE)
Senior Lecturer in International Edtional Education
Social Work Centre for Interna
School of Education &Essex House 150 University of Sussex
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Harry Patrinos
Harry Anthony Patrinos is Lead Education Economist at the World Bank. He specializes in all areas of education, especially school‐based management, demand‐side financing and public‐private partnerships. He managed education lending operations and analytical work programs in Argentina, Colombia and Mexico, as well as a regional research project on the socioeconomic status of Latin America’s Indigenous Peoples, published as Indigenous Peoples, Poverty and Human Development in Latin America (Palgrave Macmillan, 2006). He is one of the main authors of the report, Lifelong Learning in the Global Knowledge Economy (World Bank, 2003). Mr. Patrinos has many publications in the academic and policy literature, with more than 40 journal articles. He is co‐author of the books: Policy Analysis of Child Labor: A Comparative Study (St. Martin’s, 1999), Decentralization of Education: Demand‐Side Financing (World Bank, 1997), and Indigenous People and Poverty in Latin America: An Empirical Analysis with George Psacharopoulos (World Bank/Ashgate, 1994). He has also worked in Africa, Asia, Europe, the Middle East and North America. He previously worked as an economist at the Economic Council of Canada. Mr. Patrinos received a doctorate from the University of Sussex
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Marc Poncelet Prof. dr. M. Poncelet Institute of Human and Social Sciences Université Professor, Ecole doctorale thématique en Sciences du développement ( NRS) (Thematic doctoral school in Development sciences, Belgian
de Liege, Belgiue
Fnational fund for scientific research) European PhD thesis in sociology, 1995, Université des Sciences et echnologies de Lille I, Villeneuve d'Ascq, URA CNRS 363 Tiers‐Tmondes Afrique, Professeur A. Guichaoua, IEDES, Paris I Associated member, Royal Academy of Overseas Sciences, Belgium
mmission universitaire au DéveloppementMember, Co (University Committee for Development), ULg representative (CUD‐CIUF) Coordinator, Cooperation universitaire institutionnelle (Institutional
sity c C C (U of Ab y Cauniver ooperation), IUF/CUD‐UA niversity ome lavi, Benin). Social sciences: Euro‐African research and PhD programmes (Institutional university cooperation), CIUF/CUD‐UAC; University of Lumbumbashi (DRC), LUB04 Culture and development of African societies; University of Kinshasa, (DRC) Kin 03 social sciences nd poverty in DRC; Member of research group supporting Belgian acooperation. Main recent/current activities (projects) in Africa : Strategic policy support for post‐conflict reconstruction in DRC with Prof. De Herdt (Coordinator, UA), Dr. Trefon (MRAC) and Prof Olivier de S Program and
ardan (Lasdel, Niamey). Belgian Science policy. sciences futur, 2007‐2009.
‐ Rural development in Northern Benin : lessons after 15 years of BT) Prof. international interventions. Partners :Prof. Lebailly (GA
Mongbo (UAC, Bénin), 2010‐2014. http://www.cud.be/content/blogcategory/176/360/lang,/ Gestion et valorisation durable du ver à soie endcajanus en milieu forestier dans la région d'Anta
émique Borocera nanarivo
http://www.cud.be/content/view/846/367/lang,/
Margriet Poppema, AISSR, University of Amsterdam
Margriet Poppema is senior lecturer International Development Studies (part‐time) at Dept of Human Geography, Planning and International Development Studies (GPIO). Her teaching is concerned with Education, International Development and Diversity. She stood at the start of the IS‐Academie partnership project on education and development between the University of Amsterdam and the Dutch Ministry of Foreign Affairs. Her research focuses on the changing governance of education in post conflict societies in Central America with a major focus on the educational changes in Guatemala after the 1996 Peace Accords and how these have addressed the opportunities and the quality of education for the poorest, mainly indigenous population. Another area of research concerns the comparison of the inter/intracultural education reforms in Guatemala and Bolivia and the role of the state, aid agencies and civil forces.
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Susan Robertson
Susan Robertson is a professor of Sociology of Education in the Graduate School of Education, University of Bristol. She took up this post in 1999 and has worked to create the first centre of its kind in the UK ‐ the Centre for Globalisation, Education and Societies (GES). Along with her colleague Roger Dale, she is founding editor for the journal Globalisation, Societies and Education published by arfax. tical mass of scholars working with er in the GC There is now a core and crih ES. Susan has just completed a Synthetic Review of Globalisation, Education and Development for the Department of International Development. Between 2002 and 2005 she was co‐director of a major ESRC funded project on new technologies and learning, InterActive Education: Teaching and Learning in the Information Age, with a particular interest in the wider policy issues. Much of Susan's earlier work is focused on teachers' work, state restructuring and education policy in Australia, Canada and New Zealand. Her current work is engaged with globalisation and regionalisation as it works on and through both education systems and new sites of knowledge production. Recent work includes analyses of the various global (WTO) and regional (EU; ASEM, NAFTA) agreements and their implications for education; the creation of the European Education Space as part of the EU's competitive knowledge economy strategy; new educational spaces that are being generated as part of
n aid in
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state's knowledge economy strategies; new patterns of educatiothe global economy; rescaling and citizenship regimes. Along with Professor Kris Olds (Geography ‐ Wisconsin‐Madison) she is the co‐convenor of a new Worldwide Universities Network (WUN) initiative on globalisation and education ‐ Constructing Knowledge/Spaces: Transnational/Transdisciplinary Perspectives. Kris and Susan also maintain a CK/S blog on developments on global higher education.
Pauline Rose
Pauline Rose became Director of the EFA Global Monitoring Report in August 2011. Prior to taking up this post, she was Senior Policy Analyst with the GMR team for three years. During this time, she was lead researcher for the Reports on governance, marginalisation and conflict. Before joining the GMR, Pauline was Reader in International Education at the University of Sussex. She has worked on a number of large collaborative research programmes in sub‐Saharan Africa and South Asia, and has published extensively on issues that critically examine educational policy and practice, including in relation to inequality, financing, non‐state provision, democratisation, and the role of international aid.
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Ritesh Shah
Ritesh Shah is a PhD student at the University of Auckland within the Critical Studies in Education (CRSTIE) department of the Faculty of Education. His main research interests include: studies of educational provision and reform in states labelled “post‐conflict” or fragile; explorations of the dialectic between global education agendas and local interpretations/contestations of this; theoretical and practical implications of engaging community participation in public schooling; and the usefulness/relevance of complexity thinking in education research and policy. His PhD has investigated the trajectory of reforms to teaching and learning after Timor‐Leste’s independence in 2002, with close attention paid to the fashion in which these changes have been legitimated, orchestrated, designed, delivered and resisted. This doctoral study, and associated fieldwork in Timor‐Leste have been funded through a Top Achiever Doctoral Scholarship, a New Zealand Aid Programme Postgraduate Fieldwork Award, and a CRSTIE Research Committee Grant.
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Corien Sips , Ministry of Foreign Affairs, The Netherlands Corien Sips took a Master's Degree in Economics at the University of Amsterdam. Afterwards, she worked for several years as a staff member for the Board of the Dutch Trade Union Confederation (FNV) and as senior researcher for the Institute for research on public expenditure (IOO), where she managed research projects in the field of public finance. As of 1997 she works for the Ministry of Foreign Affairs. First as senior policy advisor in the fields of financial management and cultural policy. Since 2004 she works as an expert at the Education and esearch Division where she is focal person for education in fragile tates. Rs
Prof. Emerita dr. M.S. C.E. Sleeter
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Christine E. Sleeter, PhD. (University of Wisconsin‐Madison, 1982) is Professor Emerita in the College of Professional Studies at California State University Monterey Bay, where she was a founding faculty member. She has recently been a visiting professor at Victoria University in New Zealand, San Francisco State University, and University of Washington, Seattle. She currently serves as President of the National Association for Multicultural Education. Her research focuses on anti‐racist multicultural education and multicultural teacher education, and she is developing a new area, critical family history. Recently, with a team of New Zealand researchers, she completed an evaluation study of a Maori professional development program for secondary schools. Dr. Sleeter has published over 100 articles in edited books and journals such as Journal of Teacher Education, Teacher Education Quarterly, Teaching and Teacher Education, and Curriculum Inquiry, and her theorizing about disability was featured in a special issue of Disability Studies Quarterly. Her recent books include Unstandardizing Curriculum (Teachers College Press, 2005), Critical Multiculturalism: Theory and Praxis (with Stephen May, Routledge, 2010), and Doing Multicultural Education for Achievement and Equity (with Carl Grant; Routledge, 2007). Her work has been translated into Spanish, Korean, French, and Portuguese. She has been invited to speak in most U.S. states as well as several countries. Awards for her work include the American Educational Research Association Social Justice in Education Award, the American Educational Research Association Division K Legacy Award, the California State University Monterey Bay President's Medal, the National Association for Multicultural Education Research Award, and the Central Washington University Distinguished Alumni Award.
Alan Smith, University of Ulster
Professor Alan Smith is holder of the UNESCO Chair in Education at the University of Ulster, Northern Ireland. Has been a British Council visiting Research Fellow to Nigeria and Indonesia and a Visiting Professor to the Hong Kong Institute of Education. He has completed research for DFID, GiZ, International Alert, the Open Society Institute, Save the Children, UNESCO, UNICEF and the World Bank in the Basque Country, Bosnia, Serbia, Sri Lanka, Nepal, Botswana, Nigeria, Sierra Leone and Zimbabwe. Completed research includes a three‐year investigation of values in teacher education funded by the UK Economic and Social Research Council (ESRC); an EU‐funded investigation of the legacies of conflict in Bosnia and Northern Ireland; and a three‐year grant from DFID for an international development programme at the University of Ulster . He was a contributing author and adviser to the EFA Global Monitoring Report (2011) on education and armed conflict.
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Vincent Snijders Vincent Snijders is currently the Coordinator of the Education Cluster at the Netherlands Ministry of Foreign Affairs in The Hague, following assignments as Education Advisor to Netherlands Embassies in Lusaka, Zambia and Ouagadougou, Burkina Faso. Before joining the Ministry of Foreign Affairs, he worked in the field of education for the Association for the Development of Education in Africa (ADEA) in Paris and for UN agencies in Mozambique and Kyrgyzstan. As a young graduate, he gained practical classroom experience as a high school teacher.
Inti Soeterik
Inti Soeterik obtained a M.A. in Educational Sciences at the University of Amsterdam (UvA) and a M.A. in Education at the State University of Rio de Janeiro (UERJ). In the UvA thesis she focused on respectively the conceptions of teacher trainees on ethnic diversity in Amsterdam primary schools. The M.A. research conducted at the UERJ focused on the institutional practices and strategies with regard to the democratization of access and inclusion on a traditional elite public school in Rio de Janeiro, Brazil. Currently she is undertaking a PhD research within the research group Education and Development at AISSR / University of Amsterdam, investigating the inclusion of ethnicity/ race issues in the contemporary Brazilian education curriculum.
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Maria Luisa Talavera
Maria Luisa Talavera is a Bolivian researcher at the Faculty of Humanities and Education of Universidad Mayor de San Andrés, of La Paz. Her themes of interest have been mainly primary school teaching and teachers. Using critical ethnography she has done research in Bolivian and Mexican schools in the past two decades. Her doctoral research explores teachers' cultures and its formation and transformations along the 20th century. She worked on this theme trying to explain and understand why teachers resisted educational changes in a time when Bolivia enjoys democracy after almost 20 years of dictatorships. She lectures on Anthropology and Sociology of Education at UMSA and on qualitative methodology at other Bolivian public and private universities.
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Therese Tchombe
Prior to her appointment as Dean of the Faculty of Education in University of Buéa (Cameroon), Professor Therese Tchombe was the Head of Department of Education at ENS Yaoundé. She holds a B Ed in Advanced Studies in Education from the University of Bristol, England, a M. Ed in Child Psychology and Pedagogy, and a Ph.D. in Developmental Psychology and Education with specialty in Applied Cognitive Developmental Psychology. Since November 2009, she has been holding a UNESCO Chair for special Needs Education at the University of Buéa.
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Sanne VanderKaaij
Sanne VanderKaaij completed an MA in (Non Western) History at the University of Groningen, and an MSc in Contemporary Asian Studies (with honours) at the University of Amsterdam (both in The Netherlands). In her MA thesis she studied the quest for independence of the Indian Princely State of Hyderabad in the final days of the Raj. In her MSc thesis she made a comparative analysis of the Indian and Japanese history textbook controversies in the late twentieth century. Currently she is completing her PhD thesis at the University of Amsterdam focusing on the privatization and desecularization of primary and secondary education in urban India.
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Antoni Verger
Antoni Verger is a ‘Ramon y Cajal’ researcher at the Department of Sociology of the Universitat Autònoma de Barcelona, and a research
tfellow at he Amsterdam Institute for Social Science Research (AISSR) of the University of Amsterdam. His PhD research on the international liberalization of education has been published in the book “WTO/GATS and the Global Politics of Higher Education” (Routledge 2010). His main areas of expertise are, on the one hand, global education policy and international development, with a focus on the role of international organizations and transnational civil society networks and, on the other hand, education privatization policies and quasi‐markets in education. He has published extensively on these topics in international journals such as Comparative Education Review, Globalization Societies and Education, British Journal of Sociology of Education, Revista de Educación, and Journal of Education Policy, among others. He is co‐editor of the volume “Public Private Partnerships in Education: New
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Actors and Modes of Governance in a Globalising World” (London: Edward Elgar, forthcoming). He has done research in the context of the R+D competitive projects “Globalization and educational inequalities in Latin America” (2003‐2005), “Beyond Targeting the Poor: Education, development and anti‐poverty policies in South America” (2005‐2008), “IS Academie: Education Quality in low‐income contexts” (2007‐2011). He is currently part of the research project “Los nuevos cuasi‐mercados en educación en América Latina. Un análisis de su implementación e impacto sobre la desigualdad educativa y sobre la pobreza” [New education quasi‐markets/PPPs in LAC: analyzing its implementation and impact] (2011‐2014).
Lindy van Vliet
Lindy van Vliet manages the Education, Health and Gender work of Oxfam Novib, one of the main development organizations in the Netherlands and the second biggest affiliate member of the international humanitarian, development and campaigning organization Oxfam. Oxfam Novib has identified Access to Quality Education as one of its priority themes within its strategic plan for the coming 5 years. She has a degree in Political Science, International Relations, from the University of Amsterdam. Before taking up a management role in Oxfam Novib, she has been working for more than 4 years as an Education advisor at the Research and Development department (currently named the Knowledge and Programme Development department). She was the main author of OxfamNovib’s policy on Quality Education, steering programming towards a stronger focus on the quality of education and linking this more to Oxfam’s work on gender and sexual and reproductive health. Before joining Oxfam Lindy has worked for two years as a organizational and programme advisor with TESIS, a local organization working on access to health and education for marginalized groups on the East coast of Nicaragua.
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