Making it matter with open Data: Open Education, Development and Technology
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Open development merges the open movement and international development, emphasizing the importance of data accessibility in addressing poverty and promoting inclusive decision-making. The document discusses global education goals, focusing on the challenges and need for quality education while expanding the agenda to meet evolving global contexts. It highlights the crucial role of data in education systems, the importance of addressing inequalities, and the need for innovations in educational practices and policies.
![“As we accelerate our work towards [EFA and] the MDGs, we must
always remember that our effort is not simply a statistical exercise. It is
a moral imperative. And it is up to us to put a human face – the face of a
forgotten child – on [EFA] and the MDGs.”
- Anthony Lake, UNICEF Executive Director](https://image.slidesharecdn.com/makingitmatterpresentationtomsalmon-140516092238-phpapp01/85/Making-it-matter-with-open-Data-Open-Education-Development-and-Technology-17-320.jpg)
Making it matter with open Data: Open Education, Development and Technology
- 2. What is 'open development'? Open Development sits at the intersection of the 'open' movement, and international development. This could take the form of looking at how open data can affect decisions made within international development; open access to research materials; or opening up the ways we work, for example by being more inclusive.
- 3. Aims To see development data used and useful. Although there is currently more open data than ever before, data availability is not the same as data accessibility. We want to empower people to really use and make sense of data that is relevant to poverty reduction. To do this we need to focus upon the needs of citizens and journalists in aid-receiving countries, as they are well positioned to transfer the knowledge they gain to the wider public.
- 5. Education and Development Multilateral (UN) Organizations - UNESCO - UNICEF International Organizations: - World Bank - Asian Development Bank Bilateral Donors: - DFID - USAID New / Emerging Aid Donors: - China - Russia - Brazil - India NGO’s: - Save The Children - World Vision - Oxfam Actors and Aid Architecture
- 6. World Conference on EFA 1990, Jomtien, Thailand EFA 2000 Assessment World Education Forum 2000, Dakar, Senegal; Millennium Declaration (MDGs) EFA 2015 MDGs 2015 Stock taking Target re-set National Action Plans prepared New global architecture/ review mechanism for EFA Annual EFA Global Monitoring Report; UNESCO Institute for Statistics monitoring, End of Decade Notes on EFA Progress (2012) Start of global EFA movement EFA Goals and targets set Lead agency: UNESCO 6 Global EFA Movement: Jomtien to Dakar to 2015 Mid-Decade Assessment (1996) Asia-Pacific Mid-Decade Assessment (2006-8)
- 7. 1. Expand Early Childhood Care and Education 2. Achieve Universal Primary/Basic Education (UPE) 3. Provide Life Skills and Lifelong Learning 4. Improve Literacy Rates 5. Achieve Gender Parity and Equality in Education 6. Provide Quality Education 7 The Education MDGs and the Six EFA Goals MDG 2: All children, complete a full course of primary education by 2015 MDG 3: Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education on later than 2015 Education is key to achieving all the MDGs
- 8. Strengths of the MDG goals • Brevity of goals and targets. • Imparted a focus about poverty and deprivation • Galvanized support for poverty as a priority • Stipulated time horizon • More aid • Harmonised and coordinated action • Improve national level accountability system - improved data collection.
- 9. A UN idea that ‘changed’ the world: galvanized political commitment Concrete, time bound targets anchored in human development Provided a robust basis for international development assistance Crafted in a top down technocratic manner Were not well contextualized and missed out on important development challenges Not integrated with any resource framework ‘Minimum’ Development Goals? MDG 8 lacked will and ownership? Positives Negatives
- 10. MDG beyond 2015 need to be informed and crafted through a broad based, inclusive, bottom up consultative process with a sub-national, national, regional and global canvas iteratively and interactively The global goals should be amenable to being tailored to national and local contexts Expand the Agenda to new goals and targets • Stiff choices and tough trade offs for global consensus • The Rio+20 Sustainable Development Goals (SDGs) must build from MDGs and not seek to overburden the MDGs Extrapolate MDG beyond 2015 and complete the unfinished agenda Need to account for the changed development landscape and emerging global realities (growing inequities, economic crises, climate change in particular)
- 11. The technical question is also political • HLP call for a 'data revolution' and strong emphasis on transparency, accountability, and governance. • Demand for increased country ownership and participation in goal setting processes and more politically smart thinking about aid and development. • SDG highlight need for decentralised data to leverage 'common but differentiated responsibilities and collective capabilities'. Challenges for education: • Data is crucial for planning, budgeting, monitoring and evaluation purposes in education. • Shifting focus from access to quality and the relationships between them. • Debate around measuring quality: 'Learning Metrics task force'.
- 12. The technical question is also political • Triangular and South - South cooperation will require more open and better managed knowledge flows. • Need to focus on equity and the 'middle ground' in developed and developing countries. • Expiring MDG toolkit of indicators and goals brings to light new sources and focuses for data, new drivers of change and changes in the future shape of development in education. Challenges for education: • Data is crucial for planning, budgeting, monitoring and evaluation purposes in education. • Shifting focus from access to quality and the relationships between them. • Debate around measuring quality: 'Learning Metrics task force'.
- 13. Gaps in education progress Slow progress in many goals - most of the EFA goals are unlikely to be met by 2015 – ‘unfinished business ‘. • Poor ECCE progress • Failure to link education, learning and employability • Lack of attention to Adult Literacy • Gender parity at the expense of equality • Lack of focus on learning and quality teachers and teaching • One size does not fit all • Equity and equality ignored • Failure to link educational goals with other MDGs • Aid decline
- 14. Education quality is a key concern A focus on education quality emerges as a key thematic priority for the post 2015 agenda. • Learning environment: An expanded vision of good quality education includes attention to all aspects of the learning environment. • Learning: the focus on education quality placed emphasis on learning which has emerged as a key goal in almost all discussions on post 2015 education goals. • Teachers emerge as crucial to education quality and learning (conditions of service, professional development, participation in policy formulation) • Debate about what counts as learning and how it should be measured • Different agencies and organisations propose different suggestions and goals of learning for the post 2015 framework.
- 15. Relevance of Education Relevance implies responding to changing global, regional and national contexts and needs, including preparing learners to become active citizens, equipping learners to lead informed and economically productive lives, raising awareness and appreciation of their rights. Relevance is about improved linkages between education, life and employment, and ensuring that learning is more responsive to changing. aspect of relevance include: • Skills for employability • Education for Sustainable Development • Global Citizenship • Sexual and Reproductive Health Education • Information and Communications Technologies
- 16. Central Asia East Asia and Pacific South and West Asia 49.4 million 21.2 million 647,000 Out-of-school breakdown by sub-region Total number of out-of-school children and adolescents • World: 141 million • Asia-Pacific: About 72 million Over half of the world’s out-of-school population live in Asia-Pacific Source: 2011 Global Monitoring Report
- 17. “As we accelerate our work towards [EFA and] the MDGs, we must always remember that our effort is not simply a statistical exercise. It is a moral imperative. And it is up to us to put a human face – the face of a forgotten child – on [EFA] and the MDGs.” - Anthony Lake, UNICEF Executive Director
- 18. Education and Development as a Human Right • Educational attainment is linked with – Better overall-being (health, nutrition) – Higher income (GDP) – Social mobility and social norms – Reduced risk of recurrent poverty – Enhances human security • Education equality and income equality are closely linked
- 19. Inequality in Education by Location Urban/rural gaps in school participation rates, 2000s
- 20. • Poverty alleviation should start with early learning interventions • The need to fulfill the right to education is greatest in humanitarian crises • Learning outcomes and quality require increased attention • Increased attention to better understanding of bottlenecks and barriers Actions for Acceleration
- 21. Actions for Acceleration Key lessons for sharpening focus and scaling-up good practices 1. Galvanize political commitment, appropriate policies, coordinated provision of technical and financial resources make a difference 2. Adopt a holistic approach to education 3. In developing strategies, “One size does not fit all” 4. Social protection and safety net programs provide strong incentives for enrolling and remaining in school 5. Build robust education systems resilient to external pressures
- 22. - Improve data on marginalized groups and further disaggregate and decentralize data - - Explicit data on equity and equality issues: eg. WIDE UNESCO http://bit.ly/1dgXWt9- - Combine national government data / PISA data with flows from other data sources - Mining 'big data' to bridge complex gaps in service delivery Widening data for education and development
- 23. Open Data Opportunities - Overcoming information asymmetry. - Blurring of data boundaries / categories and generating new hybrid data sets. - Building tools to access and analyse data and capacity at local level to share, analyse and access data. - Using low cost mobile devices to collect, generate data in different contexts. - Data localization in multiple languages.
- 24. Ideas and applications for education - Using data to increase the effectiveness of existing voucher schemes in education. - Collating data together on ECCE from health records and education, to identify stunting and disability earlier on to tackle it better. - Using metadata via peer to peer networks with 'open badges' to recognise skills and overcome barriers to formal and higher education. - School report cards detailing school performance.
- 25. Open Data Initiatives in Developing Countries National Initiatives: - Moldova : http://bit.ly/19Vwn6N - Nigeria: http://nigeria.opendataforafrica.org/ - Rwanda: http://africaopendata.org/group/rwanda - Kenya: https://opendata.go.ke/ - Uganda: http://www.opendev.ug - Ghana : http://data.gov.gh/ Sub-national initiatives: - Edo state Nigeria http://data.edostate.gov.ng/ Sub-sector education - CHET South Africa Higher Education Open Data project http://chet.org.za/data/sahe-open-data
- 27. Globalization and Higher Education Snapshot: The Changing face of Higher Education: - Corporate search for talent - Rise of openness and open forms of education - Demand for analytics and data - Demand for agile approaches - Rising global demand for complex skills - Increased investment in Higher Education in emerging countries
- 28. Demand for new solutions focusing on: • Analytics and data • Agile approaches • Learning design in education
- 29. McKinsey Human Capital Report Tomorrow’s workplace will look different from today’s: there are big opportunities to rethink organizational design and workplace flexibility Securing a pipeline of skilled future workers: the war for talent is being pushed forwards by emerging markets and mismatches between skills and jobs Engagement: younger employees seek connection, autonomy and purpose. Need for business to ensure that HC becomes more agile: organizational agility is an essential response to volatility in today’s environment
- 31. • Market forces and Massification of Higher Ed • New Technologies • Lack of Government Investment • Widespread Skills Mismatch • Rise of Openness • Rise of Learning Analytics External Pressures on Higher Education • Increasingly diverse student profiles • Fewer full-time students. • Wider range of learning needs Internal Pressures on Higher Education
- 32. Laakso and Björk BMC Medicine 2012 10:124 Annual volumes of articles in full immediate open access journals
- 33. • Blended and distance-learning • MOOCS • Interest-based communities • Commercial and corporate universities New Kinds of Academic Programs
- 44. • Students • Mentor groups • Alumni • Associations • Academic boards • Unions But what is missing in this picture? Social and political organization of education
- 45. Open Development Mail list: https://lists.okfn.org/mailman/listinfo/open-development/ Sources and Further Reading: http://bit.ly/1jJxyxt