The Potential of Higher Education’s Contribution to EFA: a personal perspective

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Prof. Terry RussellUniversity of Liverpool

The Global ContextMost countries have adopted the Dakar

Framework for ActionSix Regional Frameworks for Action:

Sub-Saharan AfricaThe AmericasThe Arab StatesAsia and the PacificEurope & North AmericaE – 9 Countries

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SEAMEO-RECSAMSoutheast Ministries of Education

OrganisationMalaysiaSingaporeIndonesiaThailandPhillipines

Combining resources to target science and mathematics educationCentre for Research in Primary Science and

TechnologyUniversity of Liverpool 3

Motivating H.E to contribute to EFA

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Personal context of HE-EFAopportunities to re-examine values in a global

contextInternational dimension provides insights &

context for a more lucid appraisal of UK systems

Public & social context of HE-EFA belief in EFA as a right much education research is transferable‘knowledge assets’ held by the H.E. are

valuable

H.E. activitiesKnowledge creation (research)

‘blue skies’ theoretical applied

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Knowledge dissemination modes face-to-face contact hard copy & digital publication distance, Flexible and Open access

All have potential contribution to the HE/EFA agenda

Supporting Literacy &Numeracy in Disadvantaged Pupils in sub-Saharan AfricaUniversity of LiverpoolUnivesity of NottinghamInstitute of Education, Univ. Cape Coast,

GhanaMalawi Institute of EducationCurriculum Devpt. Centre, University of

Zambia

Outcomes on HE-EFA PortalCentre for Research in Primary Science and TechnologyUniversity of Liverpool 6

Supporting environmental and Health Education through ‘Popular Publishing’NGO: Action Magazine, Harare, ZimbabweCRIPSAT, University of LiverpoolBritish CouncilComic ReliefSIDA

Programme evaluation:Sampling methodology, interviewing,

questionnaire development & admin.; data collection, analysis, etc.Centre for Research in Primary Science and

TechnologyUniversity of Liverpool 7

Personal approach: Design-Based Action Researchemphasises development of practical usable products

rigorous, evidence-based empirical research

experience confirms applicability to EFA issues ;

relevant to formal and informal situations;

capacity building can be built into the R&D process;

outcomes can be designed to be scalable

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Design-based action research procedure1) identify stakeholders’ perspective on problem;2) review literature, consult experts;3) draft prototype course of action & check

viability with stakeholders;4) trial product through users & identify training

needs;5) amend product in light of feedback;6) repeat iterations of 3 and 4 as resources permit;7) scale up production and training according to

needs.Centre for Research in Primary Science and TechnologyUniversity of Liverpool 9

UNESCO and Nokia partnership to use mobile technologies to further EFA goals3-year agreement 2010, Nokia contributing

$5-10M UNESCO Mobile Learning Week, 18-22 Feb

2013, Paris

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iTunes U http://www.apple.com/education/itunes-u/

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Inter Agency Network for Education in Emergencies, (INEE) INEE website http://www.ineesite.org

Researchers’ and academics’ space at:

http://www.ineesite.org/index.php/post/academic_space/

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MOOCsMassive

Online

Open

Course

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Socio-economic status (+ or - free school meals) & participation in HE

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Widening participation: outreach activities

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Widening Participation Learning ObjectivesTo raise awareness of further/higher

education and the learning journey To dispel popular myths and stereotypes by

providing positive role models To raise aspirations and explore the concepts

of choice and decision- making which will help the children when it comes to making future life choices.

Curriculum links as appropriate to theme of visit.

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Context of Educational Intervention

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