<P><FONT color=#33711E><STRONG><P><FONT color=#33711E><STRONG></STRONG></FONT></P>Day 2 – Session 5E: <br>Basic Education: Approaches from around the World</STRONG></FONT></P>

Saitip, 3rd Floor

15:30 – 15:50
5.E.1. Decentralized Basic Education: Towards A Better Teaching Performance and Learning Environment – An Indonesian Case
Arief S. Sadiman and Tarmi Pudjiastuti, Senior Education Adviser, USAID-Indonesia

The quality and equity of education has been a significant challenge in Indonesia, a country which is spread across a vast archipelago and has a large population. The improvement of education quality is a top priority in the development of the education system in the country. Among the factors contributing to the low quality of education is the insufficient number of well-qualified teachers; an educational context which is not conducive to learning; and a lack of skilled personnel at both school and education offices in the areas of school planning and management. To help improve the quality of basic education, USAID is working together with the Government of Indonesia in designing, developing, and implementing a programme titled “Decentralized Basic Education” (DBE), in targeted provinces and districts, between 2005 and 2010. This paper provides information about the background, goal and purpose of the programme; its scope of work; expected outputs; target beneficiaries; components; and the strategy of implementation. The paper will focus particularly on component two of the programme (DBE 2), and how it is effective in improving teaching performance and creating a more conducive learning environment. 

Download the paper (word, 220kb) and presentation (pdf, 1.2mb)
 

  
15.50 – 16.10

5.E.2. Ten Steps to Reach the Global Village
Ikuko Atsumi, Multicultural Playing Field, United States of America
The main objective of “Global Education is to provide children with opportunities to develop a “global mind” through experiencing the reality of the world, learning about human heritage, and creating a “new world” using their imagination and creative energy. The “MultiCultural Playing Field” (MPF) has created a Learning Kit titled, “Ten Steps to Reach the Global Village”.  This Kit uses an integrated education method to enable children to gain a multicultural understanding of the world and takes children on an imaginary journey to the Global Village. The Kit includes a Learning Map, a Teaching Guide CD-ROM, an Activity Book, and a Teaching Manual. MPF’s integrated method matches the aims of ESD by teaching children to understand cultural and religious differences and to realize the insignificance of petty problems compared to human suffering and global-scale tragedies. This paper describes the Kit and proposes creating a globally standardized test that measures a person’s degree of “global mindedness”, with the score indicating an individual’s power to contribute to the prevention of human-made disasters such as wars, terrorism and environmental destruction.

Download the paper (pdf, 260kb) and presentation (pdf, 620kb)

16.10 – 16.30
5.E.3.  A  Study  of  Actions,  Achievements  and  Challenges  with  reference  to  School
Education in India
L.N. Bhagat, and Ashok Oraon
Ranchi University, India
This paper describes a study of the present status of school education in India in terms of actions and achievements for the year 2004-2005. The study was based on comprehensive state-wise secondary data, and examined the state of school education in terms of access, equity and quality. The study also looked into the interrelations between education and other indicators. The data reveal inequality in access to education, with schools concentrated mainly in urban areas. An analysis of the data also revealed that basic educational resources and infrastructure, such as number of classrooms; teachers; playgrounds; health and sanitation facilities; electricity and computers, do not serve to attract enrolments in schools (particularly in rural India). High drop-out rates and repetition of classes are also indicated by the data. The study indicates a need for the development of a better system of school education, one that is flexible enough to significantly contribute to universalisation of elementary education.

Download the paper (word, 150kb)

16.30 – 16.50
5.E.4 A Study on Inclusive Education for Domestic Migrants’ Children in China
Di Wang, Hangzhou Teachers’ College, People’s Republic of China
Qi Fan, Mingzhu Education, Hangzhou, People’s Republic of China
Since economic reform began in China, domestic migration has been phenomenal. The education of migrants’ children has thus become a challenge for the national education system. The Chinese government and a range of organizations and communities have made substantial efforts to improve the situation and many basic problems have been solved. However, other issues still demand attention, such as how to supply those children with access to high quality education and how to meet their special needs regarding their non-local backgrounds. This paper describes recent studies on the inclusive education of domestic migrants’ children and discusses a programme implemented in six schools (both primary and secondary schools) in Hangzhou, China. This programme introduced the subject “social working skills” into schools as part of efforts to educate children for sustainable development.

Download the paper (word, 80kb) and oresentation (pdf, 180kb)

16.50 – 17.10
5.E.5 Girl-Child Rights
O.R. Ashimolowo, University of Agriculture, Nigeria
In traditional society, women are regarded as the property of their husbands, rather than as individuals with distinct rights. The status of women is reinforced by the patriarchal social order. As a result of this social order, women experience restrictions in cultural, social and recreational activities. The rural areas are worse than urban areas as far as survival and development rights of women and girls are concerned. This paper describes the results of a study of the societal perception of girl-child rights and her level of empowerment. The results of the study indicate that societal perception of girl-child’s right affects her level of empowerment vis-à-vis equal right to health provision, inheritance, and involvement in decision making. The study found that there is a significant relationship between societal perceptions of girls having equal rights to education and the girl-child’s level of empowerment. And a significant relationship was found to exist between the girl-child level of empowerment and equal rights to health care, nutrition and inheritance.

Download the paper (word, 270kb)