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You can find the current article at its original source at http://www.theguardian.com/global-development-professionals-network/2014/feb/17/improving-global-literacy-education
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| Not just a numbers game: improving global literacy | Not just a numbers game: improving global literacy |
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| There is no debate around the relevance of education to development. "The interconnected dividends that result from investments in equitable quality education are immeasurable," said a recent UN brief, "generating greater economic returns and growth for individuals and societies, creating a lasting impact on public health, decent work and gender equality, and leading to safer and more resilient and stable societies." | There is no debate around the relevance of education to development. "The interconnected dividends that result from investments in equitable quality education are immeasurable," said a recent UN brief, "generating greater economic returns and growth for individuals and societies, creating a lasting impact on public health, decent work and gender equality, and leading to safer and more resilient and stable societies." |
| At first glance, progress towards millenium development goal two - achieving universal primary education - is on track. Enrollment in primary schools in developing countries reached 90% in 2010, but with further scrutiny we see that being enrolled in school doesn't necessarily mean that children are learning. Unesco's annual in-depth Education for All global monitoring report, released last month, showed that despite efforts from numerous international organisations, one in four young people in developing countries are unable to read a sentence. | At first glance, progress towards millenium development goal two - achieving universal primary education - is on track. Enrollment in primary schools in developing countries reached 90% in 2010, but with further scrutiny we see that being enrolled in school doesn't necessarily mean that children are learning. Unesco's annual in-depth Education for All global monitoring report, released last month, showed that despite efforts from numerous international organisations, one in four young people in developing countries are unable to read a sentence. |
| Is this failure to educate due to lack of effort or lack of skill? The main critique, from the UK's Department for International Development and others is that efforts have been concentrated on access to education while quality of learning has been neglected. By way of explanation, the UN adds: "The emphasis on global targets imposed one-size-fits-all targets for countries, irrespective of countries' diverse starting points, financial resources and capacity". | Is this failure to educate due to lack of effort or lack of skill? The main critique, from the UK's Department for International Development and others is that efforts have been concentrated on access to education while quality of learning has been neglected. By way of explanation, the UN adds: "The emphasis on global targets imposed one-size-fits-all targets for countries, irrespective of countries' diverse starting points, financial resources and capacity". |
| So how do policymakers and development actors facilitate real learning? How do we move the focus beyond primary education and factor in employability? And finally, what role should technology or indigenous techniques play in improving global literacy - both in children and adults? Join us to debate these questions and many more on Thursday 20 February, at 1pm GMT. | So how do policymakers and development actors facilitate real learning? How do we move the focus beyond primary education and factor in employability? And finally, what role should technology or indigenous techniques play in improving global literacy - both in children and adults? Join us to debate these questions and many more on Thursday 20 February, at 1pm GMT. |
| The live chat is not video or audio-enabled but will take place in the comments section (below). Get in touch via globaldevpros@theguardian.com or @GdnGlobalDevPro on Twitter to recommend someone for our expert panel. Follow the discussion using the hashtag #globaldevlive. | The live chat is not video or audio-enabled but will take place in the comments section (below). Get in touch via globaldevpros@theguardian.com or @GdnGlobalDevPro on Twitter to recommend someone for our expert panel. Follow the discussion using the hashtag #globaldevlive. |
| Panel | Panel |
| Catherine Jere, research officer, Unesco, Paris, France. @EFAReport | |
| Before joining the research team for Unesco's annual global education report, Catherine was a research fellow in education at the University of Malawi. | |
| Vikas Pota, chief executive, Varkey Gems Foundation, London, UK. @VikasPota | |
| Vikas serves on Unesco's girls, teachers and corporate global education panels. He is developing the Global Education and Skills Forum conference in March. | |
| Loise Gichuhi, coordinator, education in emergencies, University of Nairobi, Nairobi, Kenya. @loise_Gichuhi | |
| Loise has worked for more than 24 years in the education sector in Kenya as a teacher, lecturer and education economist. She is also the founder of Education Bridge Africa. | |
| Sharath Jeevan, founder, Stir Education, London, UK. @sharath36 | |
| Stir Education supports teachers to improve children's learning in India and Uganda. Sharath previously held leadership roles at the UK's Teaching Leaders and GlobalGiving. | |
| Isabelle Duston, founder, Et4d, Lynchburg, USA. @isabelleduston | |
| Isabelle founded Education Technology For Development (Et4d), which has developed an educational app for literacy using interactive games to engage children. | |
| Amowi Phillips, international representative, Mmofra Foundation, Accra, Ghana. @mmofra_ghana | |
| Amowi initiated several of Mmofra Foundation's programmes, which work to promote learning outside the classroom for children in Ghana. |