11 Jul 2014
Metrics on Policies and Learning Outcomes for Post-2015: Some Words of Caution By Alexandra Draxler
By Alexandra Draxler, Independent Consultant. The UN Post-2015 High Level Panel’s call for a “data revolution” and for a new global partnership embracing the private sector is being echoed by most of the classic development institutions. Global measurement of learning and of education systems is on the agendas of Brookings’ Learning Metrics Task Force, the... Read More
08 Jul 2014
DeMOOCratizing Higher Education? Massive Open Online Courses for Developing Countries By Clara Franco, Dilnoza Nigmonova and Wipada Panichpathom
By Clara Franco, Dilnoza Nigmonova, Wipada Panichpathom, Graduate Institute of International and Development Studies, Geneva. In the last few years, Massive Open Online Courses (MOOCs) have been enthusiastically applauded as the initiative that will finally bring higher education to everyone, sparking in the media what some journalists and academics called “a MOOC hype”. However, just... Read More
27 Jun 2014
What about Good Global Governance and Education? by NORRAG
By NORRAG. What is the link between education and good governance? This was an issue addressed by the recent Education for All Global Monitoring Report 2013/14 (p.170-177), but was also the subject of an interesting session the day before the Global Partnership for Education (GPE) pledging day. Drawing heavily on the recent Brookings Paper, the... Read More
20 Jun 2014
Expanding PISA: The OECD and Global Governance in Education by Sam Sellar and Bob Lingard By Sam Sellar and Bob Lingard
By Sam Sellar and Bob Lingard, School of Education, The University of Queensland. The education work of the Organisation for Economic Cooperation and Development (OECD) has grown and changed significantly since the Organisation was established in 1961. Education has always had an inferred role in the OECD’s economic analyses (Papadopoulos 1994), but it has become... Read More
06 Jun 2014
Teaching and Learning: Achieving Quality for All – What the EFA Global Monitoring Report has to Offer By Pauline Rose
By Pauline Rose, University of Cambridge; Formerly, Director of 2013/4 EFA Global Monitoring Report. After a year of intense work, it is always with great excitement – and trepidation – that the EFA Global Monitoring Report (GMR) team waits for reactions to the latest edition. It would not be an exaggeration to say that we... Read More
02 Jun 2014
The Global Politics of Teaching and Learning By Kenneth King
By Kenneth King, University of Edinburgh and NORRAG. NORRAG News 50 – The Global Politics of Teaching and Learning – is now online! Teaching children of the poor, edited by Beatrice Avalos, came out in 1986, the same year that the first issue of NORRAG News (NN) was published. This theme of teaching and of... Read More
27 May 2014
The Legitimation of OECD’s Global Educational Governance? by Clara Morgan and Riyad Shahjahan
By Clara Morgan, Carleton University and Riyad Shahjahan, Michigan State University. Despite a flurry of book-length publications on the Organisation for Economic Co-operation and Development’s (OECD’s) Programme of International Student Assessment (PISA) (see for example, Morgan, 2009) and a few journal articles on the International Assessment of Higher Education Learning Outcomes (AHELO), we lack a... Read More
19 May 2014
Skills for Work is High on the Post-2015 Agenda, but are we Still on Track for Another Vague Target? By Robert Palmer
By Robert Palmer, Independent Education and Skills Consultant. Three months ago in a blog in NORRAG NEWSBite, I asked ‘can we avoid another vague skills goal?’ Three months later how are things looking? Lots of Proposals for a Skills for Work Target As 2014 passes us by, it is positive that there appears to be... Read More
09 May 2014
The Post-2015 EFA Agenda: The Role of UNESCO By Maren Elfert
By Maren Elfert, University of British Columbia. Since the inception of UNESCO in 1945, there have been differing views on the role of the organization. While some stressed its intellectual role, others propagated a limited functional mandate for the organization. The tension between these two positions runs like a thread through the history of UNESCO.... Read More
07 May 2014
Re-envisioning Research on Teachers’ Work in South Africa By Nyna Amin & Rubby Dhunpath
By Nyna Amin & Rubby Dhunpath, University of KwaZulu-Natal, South Africa. In post-apartheid South Africa, the scenario of relative certainty in education has changed to chronic instability. Approximately twenty five years ago, teaching in South Africa was a relatively stable profession. Teachers were trained with the certainty of knowing exactly what was required, who was... Read More