Capturing Quality, Equity & Sustainability: An Actionable Vision with Powerful Indicators for a Broad and Bold Education Agenda Post-2015

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Autor/inn/en	Wilkinson, Moira N.; Thomas, Matthew A. M.; Heyman, Cory; Bartlett, Lesley; Godbole, Pragati; Hodge, Stephanie; Naidu, Sailesh; Switzer, Tawnya; Vavrus, Frances
Institution	Open Society Foundations (OSF)
Titel	Capturing Quality, Equity & Sustainability: An Actionable Vision with Powerful Indicators for a Broad and Bold Education Agenda Post-2015
Quelle	(2015), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Equal Education; Educational Quality; Sustainability; Sustainable Development; Lifelong Learning; Citizenship Education; Social Justice; Social Change; Global Approach; Skill Development; Values Education; Knowledge Level; Educational Environment; Educational Objectives; Relevance (Education); Teacher Competencies; Educational Facilities + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Nachhaltigkeit; Nachhaltige Entwicklung; Life-long learning; Lebenslanges Lernen; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Soziale Gerechtigkeit; Sozialer Wandel; Globales Denken; Kompetenzentwicklung; Qualifikationsentwicklung; Werterziehung; Wissensbasis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational objective; Bildungsziel; Erziehungsziel; Relevance; Relevanz; Lehrkunst; Bildungsstätte
Abstract	The World Conference on Education for All in Jomtien in 1990 marked the first concerted effort to prioritize educational development around the world, and subsequent meetings continue to advance the global agenda for what education--and the world--could become. In 2000, the Education for All (EFA) and Millennium Development Goals laid out the first set of concrete and actionable goals to increase development and improve access to education for all children. In 2015, development goals have shifted to Sustainable Development Goals, and the education promoted must follow suit. The main aim of the post-2015 goals is to cultivate life-long learners and develop Global Citizens who are committed to eradicating poverty and ensuring dignity, human rights, and social justice in their homes, communities, and countries. This report translates the commitments held out by the Education for All Steering Committee (EFA-SC) and Sustainable Development Open Working Group (OWG) into a framework for action to fundamentally shift priorities, resources, dynamics, and outcomes to achieve peaceful, sustainable, diverse communities and countries. The process was designed to leverage the diversity of experiences and insights from work in both developed and developing countries to create the most flexible, holistic, and rigorous set of indicators possible. The recommendations in this report attempt to strike a balance between the possible and the practical, to push the limits of conventional wisdom but in such a way that stakeholders can appreciate the value of the overall venture. Consistent with the vision and collaborative process, the indicator framework in this report is designed around principles which demonstrate, in form and function, the interconnectedness and momentum of the transformative economic and educational agendas. To accommodate these design principles, the authors conceive and present the indicator framework within an "input-process-outcome-impact" model. This model balances "the possible with the practical" at once reflecting the interdependent nature of whole systems change while facilitating the development of concrete, coherent, and practicable indicators for each of the three EFA-SC and OWG learning target themes. (ERIC).
Anmerkungen	Open Society Foundations. 224 West 57th Street, New York, NY 10019. Tel: 212-548-0600; Fax: 212-548-4600; Web site: https://www.opensocietyfoundations.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01