Outputs Is Academie Education and Development. Amsterdam, March the 10th, 2010

Amsterdam, March the 10th, 2010

Outputs 2009

Is Academie Education and Development

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Outputs 2009

Is Academie Education and Development Table of contents: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Master Theses on Education & Development ...............................................2 Teaching on Education & Development of IS‐Academie members...............3 International Seminar on Public‐Private Partnerships in Education .............3 New special professor in Education and IDS .................................................6 Research Mini‐Sabbaticals .............................................................................9 Public lectures series....................................................................................12 Joint research partnerships .........................................................................13 Publications..................................................................................................17 Other dissemination initiatives....................................................................19 CERES Summer school working group on Education and Development.....20 Internship in Indonesia ................................................................................22 Policy advise on education, equity and growth...........................................26

1. Master Theses on Education & Development The following theses, supervised by IS Academie members, have been completed in 2009 in the context of the International Development Studies Master Programme of the University of Amsterdam: 1.

Marleen HOGENHORST (2009) Towards Children’s Safety: Challenges in Community Participation A qualitative analysis of the Save the Children’s ‘Safe Schools Program’ in Uganda. Supervised by Jacobijn Olthoff.

2.

Hester Luna PAANAKKER (2009) Higher Education in Iraq under Attack An explorative study on the political violence against academics and the higher education system in the conflict in Iraq. Supervised by Mario Novelli.

3.

Patricia TELFORD (2009) The Paradox Of Participation: The Struggle for Social Justice in Guatemala through Participation in Education. Supervised by Margriet Poppema.

IS Academie Education and Development 3

4.

Felice van der PLAAT (2009). Civl Society Success in Achieving the Education for All Goals in Ghana. Supervised by Mario Novelli and Antoni Verger.

5.

Barbara van Paassen (2009). The Politics of Trade and Intellectual Property Rights in Developing Countries. Supervised by Antoni Verger.

6.

Kees van der VELDEN (2009). The Education for All FTI. A case study in Ghana. Supervised by Antoni Verger.

7.

Anja EICKELBERG (2009). Framing, Fighting and Fraldas Pintadas. The learnings and Teachings of the Brazilian Campaign for the Right to Education. Supervised by Antoni Verger.

8.

Chiara Gerlich (2009) Peace Education in Lebanon. Supervised by Mario Novelli.

9.

Olga Rychova (2009) Travelling Policies, Local Spaces: A critical study of the American University of Central Asia, Bishkek, Kyrgyz Republic. Supervised by Mario Novelli.

10.

Evelien Goedhart (2009) The Role of Mother Tongue Education in Public Primary Schools on Curaçao. Supervised by Margriet Poppema

2. Teaching on Education & Development of IS‐Academie members There are several IS academie members involved in the teaching of BA and MA courses on the theme of Education and Development. In 2009, two Master modules and one Bachelor module were provided, with respectively 19 students in the MA courses and 40 students in the BA course. 1) Mario Novelli: Globalisation, Education and International Development, MA course from Februari‐June 2009 2) Margriet Poppema: Education and Development in Diverse Societies, Ma course from September 2009‐January 2010 (Christel Eijkholt from BUZA (DSO/OO) gave a lecture) 3) Antoni Verger, Hulya Kosar‐Altinyelken and Mieke Lopes Cardozo: Education and Development, BA course from September‐ December 2009 (Christel Eijkholt from BUZA (DSO/OO) gave a lecture) 3. International Seminar on Public‐Private Partnerships in Education In January 2009 the IS‐Academie program Education and Development of AMIDST/University of Amsterdam (UvA), together with Norrag organised an international seminar entitled Public‐Private Partnerships in Education: New Actors

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and Modes of Education Governance in a Globalized World. The seminar was coordinated by Antoni Verger and Joosje Hoop, members of the IS‐Academie, and Susan L. Robertson, in the context of her research sabbatical in the IS‐Academie.

The main objective of the seminar was to provide tentative answers to

questions regarding the dimensions of the policy change that PPPs trigger, the conceptual struggles around the PPPs’ proposal, and the intended effects of PPPs initiatives. These and other questions were addressed by a group of experts from the education field representing the different actors involved, both public and private.

The invited speakers were: Alexandra Draxler (UNESCO), Tom Cassidy (World

Economic Forum), Shailaja Fennell (University of Cambridge), Michael Latham (CfBT Education Trust), Norman LaRocque (Asian Development Bank), Ilona Genevois (IIEP‐ UNESCO), Karen Mundy (University of Toronto), Mark Ginsburg (Comparative Education Review Editor), Roger Dale (University of Bristol), Susan Robertson (University of Bristol), Elise Legault (ActionAid), Mario Novelli (IS Academie/UvA) and Antoni Verger (IS Academie/UvA). Most participants appear in Picture 1. Picture 1. Final panel of the International Seminar on PPPs and Education


Also present were several other actors from within and around the education and development field both from the Netherlands and outside, the Dutch Ministry of Foreign Affairs and doctoral and master students with connexions to the IS Academie.

The main themes that covered the three sessions were: 1) Public‐Private Partnerships in the Agenda of Education and Development 2) Public‐Private Partnerships in the Field: Programmes and Initiatives 3) Public‐Private Partnerships and the Global Governance of Education: Issues and Challenges

The programme of the conference is included in the following table. Public‐private partnerships in education: new actors and modes of education governance in a globalized world (FRIDAY, JANUARY 30, 2009) Presentation Session 1 Session 2 Session 3 Conclusions (10:00‐ (10:30‐12:30) (13:30‐15:30) (16:00‐18:00) (18:00‐18:15) 10:30) Introduction PPPs in the PPPs in the field: PPPS and the Global Concluding to the Agenda of Programmes and Governance of remarks seminar Education and Initiatives Education: issues and Development challenges I.S.A. Baud Alexandra Draxler Shailaja Fennell Susan L. Karen Mundy (UvA) (UNESCO) (Univ. of (University of Toronto) Robertson (UoB, Cambridge) Universiteit van Tom Cassidy Amsterdam S. L. (World Economic Michael Latham fellow) Mark B. Ginsburg Robertson Forum) (CfBT Education (Comparative Education (University Trust) Review Editor) of Bristol) Norman LaRocque (Asian Elise Legault Development (Action Aid) Bank) Discussant: Discussant: Discussant: Chris de Nie Ilona Genevois Roger Dale (Dutch Ministry of (IIEP‐UNESCO) (University of Bristol) Foreign Affairs) A. Verger S. L. Robertson Mario Novelli Margriet Poppema M. Novelli (UvA) (UvA) (UoB) (UvA) (UvA)

Susan Robertson and Antoni Verger are currently working on an edited volume that collects the most outstanding presentations and the work done by other experts on PPPs and Education that could not attend the seminar in Amsterdam (David Archer,

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Harry Patrinos, Pauline Rose and Prachi Srivastava, among others). The book, as the seminar did, will analyze PPPs in education at very different levels: from the emergence of the PPPs proposal ‐ paying special attention to the processes, structures and mechanisms through which this programmatic idea has been institutionalized in the global education agenda ‐, to its actual implementation and its effects in particular contexts and from a range of perspectives: development, gender, equity and school effectiveness. The book will be published by Palgrave in a new collection on education and the knowledge economy. 4. New special professor in Education and IDS In the summer of 2009, Yusuf Sayed became the special professor in Education and IDS at the University of Amsterdam, in the context of the IS Academie programme. He was officially presented to our partners in the Minbuza, to civil society representatives and to scholars from the field in an event organized at the Open Biblioteek van Amsterdam in October 2009. In the following lines we describe the vision and aims of the special professor figure, the focus of his work and the activities that he developed in 2009. a) Visions and aims: The special professor in Education and IDS is intended to raise the profile of international education and development nationally in the Netherlands and internationally. It is constructed as a partnership between different actors and role players in the Netherlands (government, university, NGO) with a key aim to intensify and advance research, teaching, policy work, and partnerships for the achievement of the Education for All (EFA) Goals. An important role of the Special professor is to catalyse and take part in policy discussions on education and development nationally and internationally and to enhance capacity development within and beyond the Netherlands. The specific aims of the Special professor are to:




Contribute to high quality knowledge about the development and implementation of educational policy at different levels of the system with implications for the achievement of international development goals related to poverty reduction, the right to education, equity, and empowerment. This can be achieved by publishing books, journal articles, monographs, policy briefs and working papers.



Contribute to developing research capacity in the field of international education and development through teaching on the Masters programme in International Development Studies and supervising one or more PhDs/supporting PhD in the programme.



Contribute to bridging the academic and policy world, and synergising research and policy work though, for example, a public lecture series.

b) The focus of the work Within the frame of achieving the six EFA goals agreed at the World Education Forum (WEF) in 2000 and in the context of current global shifts and changes the focus of the work of the Special professor is to promote knowledge, teaching and dialogue about two main challenges in the field of international education and development. The first is on education quality focusing on teachers, teacher education, and the development of assessment systems to promote assessment for learning. Special attention will be paid to the importance of Early Childhood Care and Education (ECCE) as a cross sectoral response to promote positive life chances for the most marginalised and disadvantaged. In addition, attention has to be paid to a vision of quality education that extends beyond primary education and includes vocational education and skill development, secondary and upper secondary education, and tertiary education. The second main area of work will focus on issues relating to education governance. Particular attention will be devoted to the roles of NGOs as part of the compact for achieving EFA, governance reforms including the emergence of low cost private school in urban slums, education decentralisation and the moves to devolve education control and responsibility to the school level, education

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delivery in fragile states context, and the financing of education to promote equity and quality particular in relation to school fee abolition initiatives. c) Activities in 2009 2009 work mainly focused on establishing the work profile of the Special professor and laying the foundation for 2010 activities. The work undertaken for 2009 included Professional Partnerships, networks and lectures  Lecture ‘Globalisation and education governance reforms: promoting equity’ National Chung Chen University, Taipei, Taiwan, 24 November 2009  Taipei, Taiwan Invited Keynote Speaker ‘Education reform and policy in South Africa – effecting equity, redress and participation?’ International Conference on ‘Dialogue between Educational Research and Educational Policies’, 20‐22 November 2009, Taipei, Taiwan  Invited Keynote Speaker Assessment Policy And Practice In South Africa: Challenges For Improving Learning at First Read Global Conference: Developing A Vision For Assessment Systems, Moscow, Russia, 30 Sep.– Oct. 2, 2009  Invited International Guest Speaker for the ‘Perfecting the Art of Teaching’ Teacher Development Summit, Johannesburg, South Africa, 30 June to 2 July 2009  Invited keynote address on ‘In‐service teacher education: engaging policy and practice’ at the Symposium on In‐Service Education, Walvis Bay, Namibia, 19‐21 May, 2009.  Invited keynote address on ‘Curriculum and education quality: challenges and prospects’ at the National Symposium on the Curriculum Review in Zambia, Lusaka, 23‐25 March, 2009 (together with Dr Kanjee who presented the paper).  Keynote address on ‘Education Governance and Equity’ at Education for All (EFA) FA Global Monitoring Report 2008 Seminar: Role of Japan for EFA held by the Japanese International Development Agency (JICA), Tokyo, 14 March, 2009  Ongoing ‐ Co convenor of the WCCES Thematic Group on Quality to be held in Istanbul, 14‐18 June 2010  Chair of the World Congress of Comparative Education Society (WCCES) Research Committee  Organiser of GMR 2009 on the Overcoming Inequality: Why Governance Matters Annual Report in UK. Wrote the final report of the colloquium  Appointed as one of the External Experts of the Ministry of Foreign Affairs, IOB, Netherlands, which is focused on a review of education spending and its impact. Review to be completed by 2011 Teaching and supervision at UVA  September 2009: 2 lectures for MA group on The quality – equity debate in education for development the case of South Africa  October 2009: 2 lectures for MA group on ‘ The governance of education:


 

challenges in promoting equity and enhancing quality’ December 2009: lecture for MA group on Complexities, Gains and Contradictions in post‐apartheid South African education November 2009 onwards: Supervision of 1 MA student on the education rights of children in prison in South Africa

Research and publication  Evaluation report on ActionAid’s global education programme:  Research with the HSRC in South Africa focusing on an RNE funded project on improving literacy and numeracy. Book reviewing education reform in South Africa over the last 15 years to be published shortly  Journal articles: Motala, S, Deeltiens, V & Sayed, Y. (2009) ‘Physical access to schooling in South Africa: mapping drop out, repetition and age grade progression in two districts’, Comparative Education, 45(2), 251–263 and Sayed, Y. and Ahmed, R. (2009) ‘Promoting access and enhancing education opportunities? The case of no‐fees schools’ in South Africa’, Compare, 39(2), 203‐281.  Research for ILO for Human resource toolkit of good practices for the teaching profession. two chapters focusing on Teacher ‘Employment ‐ Career development and employment terms’ and ‘Teacher 5. Research Mini‐Sabbaticals A) Antoni Verger did a research stage on the World Bank in Washington DC between February and May 2009. This fieldwork stage was located in the framework of the project on the Global Governance of Education in Developing countries. The global governance approach requires a focus on actors, events and processes that are happening at the supra‐national level. The World Bank is an international organization that appears as a key actor in the education and development field, and doing research on it is fundamental to understand the evolution of the education for development international regime. The main topics and research questions that the research aims to respond are structured at three different levels: mandate, governance and capacity. First, on mandate issues, the main questions are: a) How has the WB agenda in the education area evolved? [Update of prevailing work by Jones (1997), Heyneman (2003) and Mundy (1998)].

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b) What does the Bank’s new agenda says about education quality and equity? What are the omissions / absences of the new mandate? (Bonal 2007). Second, on governance aspects, the research engages with two main topics: c) The process of agenda settlement and mandate definition. Specifically, focusing on the relationship, power relations and the role played by the different actors that compose the Bank participatory subsystem in the education sector d) Relationship of the World Bank to transnational civil society and exploration of whether (and how) the Bank is contributing to a new ‘complex multilateralism’ in which private actors have a more direct participation on international organizations affairs without the necessary mediation of the states (O'Brien et al. 2000). The data retrieved on this specific aspect will contribute importantly to our research on Global Civil Society and Education, focused on the role of the ‘Global Campaign for Education’. Last, but not least, on capacity, the relevant aspects to be analyzed are the new mechanisms and strategies deployed to influence national education policy (Dale 1999), the specific instruments and technologies to re‐contextualize the Bank’s mandate (Jessop and Sum 2001) and the programme ontologies of the main policy programmes proposed by the Bank (Campbell 2001; Pawson and Tilley 1997). Research outputs: Verger, A. (2009). Global governance and its tensions in the World Bank and the WTO: Evidence from the education sector. Paper prepared for the World Bank Doctoral Workshop 2009, Washington DC, April 27, 2009. Preliminary Version Available at: www.radnetwork.org/admindb/docs/Verger%20revised.pdf Robertson, S., Verger, A. and Mundy, K. (2010‐forthcoming) The New Market Education Multilateralism, London: Palgrave

B) Mario Novelli carried out a 1 month research sabbatical in Colombia as a follow up to his recent work on Education and Conflict in Colombia, carried out in conjunction


with Education International. The follow up research will lead to Colombia’s Classroom Wars: Political Violence Against Education Sector Trade Unionists (2010 update). In response to overwhelmingly positive feedback from colleagues, Education International and Colombian trade union and human rights workers Novelli carried out preliminary research for the update. The initial research, carried out in 2007, covered the period from 1991‐2006, and the aim in this report is to find out what has happened since then. Apart from this general updating of the report, he will also focus in on the Higher Education sector, which was largely undeveloped in the first report. This work is particularly topical in light of the International UNESCO conference “Protecting Education From Attack” that took place in Paris last September. Research Outputs: Novelli, M (2010 forthcoming) Colombia’s Classroom Wars: Political Violence Against Education Sector Trade Unionist. Update 2007‐2010. Brussels: Education International Novelli, M (2010 forthcoming) Education, Conflict & Social Justice: insights from Colombia in Special Issue on Education and Global Justice: Tribute to the work of Lynn Davies, Educational Review

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6. Public lectures series In 2009, the following public lectures on the broad area of education and international development were organized: 

Karen Mundy, January 2009, on Civil Society, Education and Global Development



Lynn Davies, March 2009, on Education and Conflict



Brandon O’Malley, May 2009, on Education under Attack (see flyer of the event below)

The lectures were open to a broader public, including civil society organisations working in the field of education and development. An average of 60 people attended each session.

Picture 2. Flyer of Public Lecture number 3


7. Joint research partnerships a) Civil society and Education for all In 2008, Minbuza, Education International, Global Campaign for Education (GCE) and UvA representatives met in Den Haag to launch a research project on the outcomes of GCE national coalitions on the achievement of the EFA targets. In 2009, five case studies, under the supervision of Mario Novelli and Antoni Verger (University of Amsterdam), have been done in Ecuador, Zambia, Ghana, The Philippines and India. As part of the cases studies, participatory workshops have been organized in each of the countries. See in the pictures below images of the workshop in Ecuador, The Philippines and India. In 2010, a last case study will be done in Indonesia. Moreover, the participants of the project will work on an edited volume that will contain the main results of each case study as well as a comparative analysis chapter.

Picture 3. Participatory workshop in Ecuador

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Picture 4. Participatory workshop in The Philippines

Picture 5. Participatory workshop in India


b) Education and Conflict Research partnerships As a follow up to earlier work carried out with UNESCO‐IIEP on a MInBuza funded research project Mario Novelli continues to work with core members of the Inter‐ Agency Network on Education in Emergencies. He was an invited participant in a UNESCO convened international expert seminar, ‘Protecting Education from Attack,’ in Paris, from 28 September to 1 October 2009. This ground‐breaking seminar brought together a range of actors with backgrounds in protection, education and law, including representatives from international and national NGOs, UN agencies, governments, networks, academia and media. Together, they took critical stock of existing research, effective practices and lessons learned; identified opportunities for strengthening monitoring and reporting of attacks and increasing accountability; and generated next steps for action and research. Mario Novelli presented both his research on Attacks on Teachers in Colombia, and a new UNESCO commissioned piece of research on ‘Political violence against education sector aid workers in conflict zones’. The research was published in Protecting Education From Attack: A state of the art review. Paris: UNESCO (2010). This research and networking has now led to the foundation of a new inter‐agency coalition working on the issue of protecting education from attack. This IS Academe role in this process will likely be to provide both research support and student thesis participation in research activities of members. c) Education in times of crisis In January 2007, the idea of a partnership between Save the Children Netherlands and the University of Amsterdam on the topic of Education and Conflict emerged out of informal discussions and a first proposal was drafted by political scientist Prof Dr. Gerd Junne. The initial project consisted of organizing a series of three workshops with 10‐12 local educational experts and aimed to reflect on the concept of sustainability applied to education in times of crisis. The Côte d’Ivoire education system having been particularly affected by the civil war, the country was chosen as the country study. The idea was to develop scenarios to mitigate potential risks of

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school disruption, should the situation of war prevailed or repeated itself. Having a thorough knowledge of the Ivoirian context, Magali Chelpi‐den Hamer was contacted to execute this project. The initial project was then slightly redefined to include a phase of data collection in four sites particularly affected by the crisis. The objective was to get basic knowledge on the existing situation to use as basis for the workshops discussions, as well as avoiding ignoring local initiatives taken during the crisis by certain actors to ensure the continuity of education. The number of workshops was decreased to two instead of three, to fit the financial envelop. A partnership was developed between the University of Amsterdam and the ROCARE/ERNWACA (Educational Research Network for West and Central Africa) to exchange on a realistic research approach, develop the methodology and the instruments of data collection, and to have the ROCARE/ERNWACA do the fieldwork. Fieldwork was conducted in the first half of 2009, the research report was published in the fall the same year, and the first workshop took place in Abidjan in November. Questions tackled where: To what extent has the financing of the schools been disturbed during that period? Beyond the financial aspects, what have been the other factors that have impeded ‐ or hampered ‐ the adequate functioning of the schools? Lastly, how have these factors been mitigated at the local level and at institutional level (by both central and decentralized administrations)? Magali Chelpi‐ den Hamer acted like a team leader for running this project. The research questions and the instruments of data collection were developed jointly with the ROCARE. Dr. François Joseph Azoh (directing of the ROCARE) and Dr. Koutou Guessan Claude (university of Cocody) carried out the fieldwork and were responsible for the organization of the first workshops. Save the Children Netherlands generously agreed to finance the project.


8. Publications In 2009, the IS Academie members have published 27 pieces of research, which represents an increase of 7 pieces in relation to year 2008. This increase is partially explained by the fact that, as time goes on, PhD students’ researches are producing a major number of outcomes and publishable outputs. Altinyelken, H.K. (2009) Coping strategies amongst internal migrant students in Turkey, International Journal of Educational Research, 48, pp. 174‐183. Altinyelken, H.K. (2009) Migration and Self‐esteem: A qualitative study among internal migrant girls in Turkey, Adolescence, 44 (173), pp. 149‐163. Altinyelken, H.K. (2009) Educational challenges of internal migrant girls: A case study among primary school children in Turkey, Research in Comparative and International Education, 4 (2). Chelpi‐den Hamer, M. (2009) 'Educational attainments of Liberian refugees in Côte d'Ivoire (1992‐2007): Reflections on certification, equivalence, and the relevance of informal schooling in a refugee situation', In: J. Kirk (ed) 'Certification counts: recognising the learning attainments of displaced and refugee children', Paris: UNESCO/IIEP, 200‐221 p. Chelpi‐den Hamer, M. (2009) ‘Youngest Recruits: Pre‐War, War & Post‐War Experiences in Western Côte d’Ivoire ', Amsterdam: Pallas Publications / Amsterdam University Press Chelpi‐den Hamer, M. (2009) ‘Retour de populations militarisées à la vie civile: Que peut‐on apprendre des récentes interventions en Côte d’Ivoire?’, Afrique Contemporaine, 232 (4), 39‐55 Azoh, J.‐F., C. Koutou and M. Chelpi‐den Hamer (2009) 'Impact du conflict armé sur l'éducation primaire: le cas ivoirien ‐ Quel financement pour les écoles? Quels freins à la scolarisation? Quelles réponses locales?', Report commissioned by Save the Children Netherlands, Amsterdam: University of Amsterdam/ERNWACA/Save the Children Netherlands Chelpi‐den Hamer, M. (2009) 'Why Certification Matters? A Review of State and non‐ State actions in Cote d'Ivoire for promoting schooling for the displaced ', Paper presented at the 10th UKFIET International Conference on Education and Development, Panel: Providing Education in Challenging Circumstances, Oxford, United Kingdom, 15‐17 September, 2009 (submitted to Compare). Chelpi‐den Hamer, M. (2009) 'Een‐op‐een hulp werkt het best ‐ Ontwikkelingsgeld moet anders worden besteed', OnzeWereld (september issue), 52‐53 Chelpi‐den Hamer, M. (2009) 'West Africans in the Netherlands', Nieuwskrant (voorjaar issue), University of Amsterdam/GPIO. Lopes Cardozo, M.T.A. (2009), Teachers in a Bolivian context of conflict: potential actors for or against change?, special issue on 'New perspectives: Globalisation, Education and Violent Conflict', Globalisation, Societies & Education,

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Lopes Cardozo, M.T.A. (2009), ‘Onderwijzen is meer dan lesgeven alleen’, winning essay of the writing competition Heilige Huisjes 2009, Heilige Huisjes Essaybundel 2009, 24th June, Dutch Ministry of Foreign Affairs. Lopes Cardozo, M.T.A. (2009), 'De onderwijzer, een onmisbare schakel', a version of the Heilige Huisjes essay was published as well in Onze Wereld, # 7/8, July/August 2009, pp. 36‐37. Lopes Cardozo, M.T.A. and A. May (2009), 'Teaching for peace – overcoming division? The potential contribution of peace education in reconciliation processes in the cases of Sri Lanka and Uganda', in: Opportunities for Change, edited by Susan Nicolai, UNESCO‐IIEP. Maldonado‐Maldonado, A. and Verger, A. (2009‐forthcoming). The 2009 UNESCO World Conference on Higher Education Final Communiqué: The Story Behind the Scenes. International Higher Education, 58. Novelli, M (2009) Guest Editorial, New Perspectives: globalisation, education and violent conflict – in memory of Jackie Kirk. Special Issue ‘Globalisation, Education and Violent Conflict', Globalisation, Societies & Education. Volume 7 Issue 4, 2009 Novelli, M (2009). Colombia’s Classroom Wars: Political Violence Against Education Sector Trade Unions In Colombia. Brussels: Education International Novelli, M (2009) The New Geopolitics of Aid to Education: From Cold Wars to Holy Wars in NORRAG NEWS (42). P.24‐26 Novelli, M (2009) Political Violence against Teachers in Colombia: Opportunities for change in the midst of conflict? In Nicolai, S (ed.) (2009) Opportunities for Changing Opportunities for change within education systems in conflict and post‐conflict countries. Paris: IIEP‐UNESCO Poppema, M. (2009) Guatemala, the Peace Accords and Education: a post‐conflict struggle for equal opportunities, cultural recognition and participation in education, special issue on 'New perspectives: Globalisation, Education and Violent Conflict', Globalisation, Societies & Education, 7: 4, 383— 408 Rambla, X., Verger, A. and Tarabini, A., 2009, La Influencia Externa en las Políticas Educativas de Argentina, Brasil y Chile (1990‐2006), Linhas Criticas, 28(15): 5‐ 24 Rambla, X., Verger, A. 2009, “Pedagogising poverty alleviation: a discourse analysis of educational and social policies in Argentina and Chile”, British Journal of Sociology of Education, 30(4), 463 ‐ 477 Soeterik, Inti Maya, (2009). It is the silence which carries the message of power: arenas, actors and factors affecting agenda setting around race issues in education in Brazil. Paper in congress annal: XII Congresso da Association Internationale pour la recherche interculturelle: Diálogos Interculturais: descolonizar o saber e o poder. Florianópolis, Brazil, July 2009. ISBN : 978‐85‐ 87103‐36‐9. Also available on line: http://aric.edugraf.ufsc.br/congrio/html/anais/anais.html Verger, A., 2009, WTO/GATS and the Global Politics of Higher Education, Routledge, New York‐London. Verger, A. 2009, The role of ideas in GATS education negotiations. Evidence from Argentina and Chile, in Jakobi, A., Martens, K., and Wolf, K. D., (ed.) Education


in Political Science: Discovering a Neglected Field, New York: Routledge, 123‐ 139 Verger, A. 2009, “GATS and Higher Education. State of Play of the Liberalisation Commitments” Higher Education Policy 22 (2), 225–44 Verger, A, 2009, “The Merchants of Education: Global Politics and the Uneven Education Liberalization Process within the WTO”. Comparative Education Review, 53(3): 379‐402

Picture 6. Mario Novelli’s report on violence against teachers

9. Other dissemination initiatives To disseminate our activities to a broader audience, the IS Academie Education programme launched a web blog called ‘Education and Development’ in 2008. In the blog, academic papers, publications and videos of the public lectures are uploaded. The blog also contains an agenda with the events organized in the context of the program. In 2009, new sections have been opened and the presentations of all the events realized have been uploaded. We have also started working on an Alumni network section, where all the master theses supervised by the members of the team

will

be

uploaded.

The

address

http://educationanddevelopment.wordpress.com/

of

the

blog

is:

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The flyer of the programme has been updated and new research lines and new members have been incorporated. The flyer works as a presentation card of the program in a range of events. The flyer contains basic information, but also links to the blog for further information.

Picture 7. Education and Development blog

10. CERES Summer school working group on Education and Development During the CERES Summer School the IS Academie coordinated two panels on the theme of “Education & International Development: Exploring the Research‐Policy Nexus” together with colleagues from the Radboud University (Nijmegen) and the Institute of Social Studies (The Hague). Both sessions took place on Thursday, 2 July. The rationale behind these panels was that Quality Education remains central to sustainable and equitable development processes and over recent years there has


been a revival of interest in the field, both in the Netherlands and across the world. This workshop included the work of PhD and Postdoctoral Scholars working on a variety of issues related to education and international development. The workshop provided a forum for scholars to present their work in progress, and to receive critical feedback and comments from senior academics based in the Netherlands and Dutch Ministry of Foreign Affairs policy makers working in the area of education and development. Three of the IS Academie PhDs presented their work in the second panel. Panel 1: Date Thursday 2 July ‐ Afternoon 1) The Public Good, the global market and global development problems: the many challenges facing HE institutions Han Aarts, Maastricht University centre for international cooperation in academic development (Mundo), Maastricht University 2) Poverty Reduction Strategy Papers: analysing the hegemonic link between education and poverty Sociology Department, Universitat Autònoma de Barcelona SAPS – Seminari d'Anàlisi de Polítiques Socials Aina Tarabini‐Castellani and Judith Jacovkis Halperin 3) An Investigation of Deanship in Indonesian University, Center for Higher Education Policy Studies (CHEPS), University of Twente, Jenny Ngo Panel 2: Date Thursday 2 July ‐ Afternoon 1) Towards understanding Bolivia’s future teachers: diversity in identities and motivations Mieke Lopes Cardozo, IS‐Academie Education and Development, Amidst, University of Amsterdam, 2) Teachers’ Advisors and the search for quality primary education in Kenya Maria Cifuentes, ISS , Den Haag 3) Pedagogical Renewal in sub‐Saharan Africa: The case of Uganda Hülya K. Altinyelken1 University of Amsterdam, the Netherlands , 4)The Rationale of Faith‐Based Education in India: Vidya Bharati Schools, Motives for Supply and Demand Sanne van der Kaaij, PhD Student, University of Amsterdam.

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11. Internship in Indonesia Between July the 6th and September the 4th 2009 Sanne van der Kaaij (IS Academie PhD candidate) did a research stage in Jakarta to contribute to the review of a World Bank/Minbuza project on community participation in faith‐based schools. The following pages contain the internship report (in Dutch) delivered by Sanne van der Kaaij once she returned to Amsterdam from her stage. ……………………………………………………………………………………………………………………………………………………………………………………. IS Academie Stage In het kader van de IS-Academie lopen alle PhD studenten voor 10% van hun contractsduur (vier maanden) stage bij Buitenlandse Zaken. (Dit is in plaats van verplichte 10% aan onderwijstaken die AiOs binnen het Nederlandse systeem normaal gesproken moeten verzorgen). Het staat de AiOs vrij om (in overleg met de coördinator bij BuZa en de coördinator aan de universiteit) deze tijd in te vullen met projecten gerelateerd aan BuZa, werk op het ministerie in Den Haag en/of werk op een ambassade. Ik wilde graag zowel het werk op het ministerie als het werk op een Ambassade van dichtbij zien en heb er daarom voor gekozen om deze tijd op te splitsen in twee maal twee maanden. De afgelopen twee maanden was ik daarom op de ambassade te Jakarta. Gedurende de komende weken zal ik bezig gaan met het organiseren van het tweede deel van mijn stage. Een deel van de resterende tijd hoop ik te kunnen gebruiken om de in Jakarta verzamelde data om te kunnen zetten in een academisch artikel, voor de resterende tijd gaat mijn voorkeur uit naar een opdracht bij het Directoraat Azië en Oceanie, al weet ik nog niet of dat mogelijk is. Jakarta? De meest logische ambassade voor mijn stage, gezien het onderwerp van mijn onderzoek, zou die in Delhi, India zijn. Echter, sinds 2003 heeft Nederland geen ontwikkelingsrelatie meer met India wat betekent dat er qua stage gerelateerd aan ontwikkeling en onderwijs ook niet veel te doen zou zijn voor mij. Andere opties in Azië waren Pakistan, Jemen, Bangladesh en Indonesië. Pakistan was mijn eerste keus, maar is momenteel te gevaarlijk. In Jemen had ik zelf weinig interesse. Bangladesh reageerde niet echt op de vraag vanuit de IS-Academiecoördinator. De Themadeskundige Onderwijs van de Ambassade in Jakarta (Arnold van der Zanden) was daarentegen vanaf begin af aan zeer enthousiast. Ergo de keuze voor Jakarta. Onderwijsbeleid Ambassade Jakarta De Nederlandse ambassade te Jakarta heeft haar budget voor ontwikkelingsprojecten met betrekking tot onderwijs voor een groot deel ingezet in een Trust Fund: het Basic Education Capacity Trust Fund (BEC-TF). Dit fonds ( dat verder nog bestaat uit gelden van de Europese Unie) wordt beheerd door de Wereldbank te Jakarta. Het BEC-TF wordt gebruikt in het steunen van de Indonesische regering in het verbeteren van het verzorgen van kwalitatief goed


basisonderwijs via gedecentraliseerde kanalen. Daarnaast is het de bedoeling dat met de investeringen in dit programma het grondwerk wordt verricht voor het latere invoeren van grote sectorbrede investeringen (vanaf 2010?). Een van de grote projecten die uit het dit BEC-TF gefinancierd worden is het BOS-KITA programma. Het is verbonden aan het BOS-programma (Bantuan Operasional Sekolah; School Operational Assistance) dat sinds 2005 opgezet is door de Indonesische nationale overheid. Via het BOS -programma krijgen alle Indonesische scholen (privaat, publiek, niet-religieus en religieus) “block grants” op basis van een per-student-formule. De bedoeling van dit programma is enerzijds een prikkel te geven aan school managers om leerlingenaantallen op peil te houden en te vergroten, en anderzijds school managers meer vrijheid te geven in het besteden van overheidsgelden. Het BOS-KITA programma (KITA staat voor Knowledge Improvement for Transparency and Accountability) is gericht op het vergroten van de keuzevrijheid en capaciteit van school managers voor wat betreft het besteden van BOS- en andere gelden. Daarnaast wil het programma de betrokkenheid van de gemeenschap en ouders bij het (financiele) beleid van de school stimuleren, door ze te leren hoe ze kunnen meebeslissen en een monitor-functie uit kunnen oefenen. Aankomst Gegeven bovenstaande context, leek het het meest voor de hand liggend dat ik tijdens mijn stage vooral bij en voor de Wereldbank aan de slag zou gaan. Ondanks dat heel wat mails over en weer voor mijn vertrek, waarin zelfs werd gesproken over TOR die geschreven zouden worden voor mij om een onderzoekje te doen naar religieuze scholen dat aan zou kunnen haken bij een lopend onderzoek, bleek er bij aankomst toch niet echt een kant en klare opdracht voor mij te liggen. Ik kreeg de indruk dat niet alle partijen even helder was wat de functie van deze stage moest zijn. Bij de Wereldbank en ambassade leken ze de veronderstelling te hebben dat ik kwam om zelf informatie te verzamelen voor mijn proefschrift, terwijl ik juist probeerde aan te geven dat hoewel ik uiteraard wel interesse had om me bezig te houden met een onderwerp gerelateerd aan mijn proefschrift (onderwijs en Islam) ik juist naar Jakarta kwam voor een project naast mijn proefschrift en dus niet echt van plan was om expliciet op zoek te gaan naar aanvullende data voor mijn proefschrift. Toen bleek dat er geen directe opdracht lag, ben ik gaan polsen waar de meeste interesse voor zou zijn. De Wereldbank, noch de Ambassade hielden zich op dat moment in het kader van hun programma’s direct bezig met religieuze scholen. (Indirect worden religieuze scholen overigens wel bereikt, via de BOS-gelden, maar het BOS-KITA programma beperkt zich bijvoorbeeld tot niet-religieuze scholen). Zowel de ambassade als de Wereldbank gaven wel aan interesse te hebben in deze scholen, zeker ook gezien het grote aantal dat daarvan bestaat (ongeveer 16% van alle scholen in Indonesië vallen onder het Ministerie van Religieuze Zaken en verzorgen naast regulier onderwijs ook religieus onderwijs.) Taak 1: Moslimscholen in Jakarta en Kalimantan & Community Involvement De Wereldbank en ambassade hielpen me op weg met het verzamelen van algemene informatie over onderwijs en moslimscholen in Indonesie en het leggen van contacten met organisaties die zich bezighouden met moslimscholen. Op basis van de interesse die bij de Wereldbank bestond voor “School-Based Management” en de rol van School Committees (en gezien de rol die deze onderwerpen spelen in het BOS-

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KITA programma dat belangrijk is voor de ambassade) besloot ik mijn onderzoek daar op toe te spitsen en in de geplande gesprekken met het ministerie en scholen te proberen vooral daar informatie over te verzamelen. In overleg met de Wereldbank kwam ik tot de bijgevoegde onderzoeksopzet. (Zie bijlage 1). Naast interviews met medewerkers van het Departemen Agama (Ministerie van Religieuze Zaken) te Jakarta en van het Districtskantoor in Banjarmasin, met medewerkers van andere donororganisaties (zoals ADB, AUSAid, en USAid) en een NGO (Uplift International), heb ik in totaal zeven scholen bezocht: vier in de provincie Zuid-Kalimantan en drie in Jakarta. Op deze scholen heb ik gesproken met docenten, schoolleiding, leden van de schoolcommissie, de leider van de religieuze stichting (yayasan), en ouders. Met uitzondering van een school in Jakarta heb ik elke school slechts eenmaal kunnen bezoeken. De data die ik verzameld heb, heb ik nog niet verwerkt. Ik wil dit de komende weken doen en hoop er een academische publicatie van te kunnen maken. Het belangrijkste dat ik nog moet doen is de data analyseren, en academische literatuur lezen en verwerken. Wereldbank – MORA contract Dear all, CSAS, along with the Australian Council for Education Research, is planning to do a study in 50 madrasahs to establish education quality through standardized testing on a range of subjects for year 9. Pak Ali at MORA has asked us to support and extend this study. We are responding to this under the BEC Rapid Response program, and will be able to extend the study to include a further 150 schools, to give us a good picture of learning outcomes across the country, along with some solid information on schools and principals. CSAS is revising the TOR, which will be sent to you shortly. This is a good opportunity to work together to achieve something concrete and useful for the Government, and we are sure you welcome it too! Sheila

Taak 2: Meelopen met de BOS-KITA Review Missie Al gauw kreeg ik de indruk dat mijn strategie om enkel zelf aan de slag te gaan niet de meest zinvolle was. Het was een herhaling van het werk dat ik in India deed, alleen met minder tijd beschikbaar en minder doel voor ogen wat ik eigenlijk met de data zou gaan doen. Daarnaast wilde ik echt stage lopen en iets nieuws leren, niet enkel over één onderwerp maar ook over het werken in een andere organisatie dan de universiteit. Daarom heb ik zowel de Wereldbank als de ambassade herhaaldelijk gevraagd om andere opdrachten om aan te werken. Via de Wereldbank kon ik zo meelopen met de BOS-KITA Review Mission die gaande was en die bestond uit enkele bijeenkomsten met betrokken partijen zoals het Indonesische Centraal Planbureau (Bappenas) en het Ministerie van Onderwijs en het bezoeken van scholen. Helaas werd er op een deel van deze bijeenkomsten uitsluitend Bahasa Indonesia gesproken, waardoor het minder leerzaam was dan ik hoopte, maar niettemin was het interessant om te zien hoe de Wereldbank te werk gaat, hoe de interactie met partners verloopt, en natuurlijk om inhoudelijk te leren over het programma en de problemen in de uitvoering. Met een team van vier mensen van de Wereldbank ben ik begin augustus vier dagen meegereisd naar Banjarmasin, Zuid-Kalimantan voor veldbezoeken. Ik heb met hen vier scholen bezocht. De veldbezoeken leken er vooral op gericht om als Wereldbank te Jakarta ook zichtbaar


te zijn in het veld en steekproefsgewijs enige data te verzamelen over de scholen in aanvulling op een eerder uitgevoerde audit van een onafhankelijk bureau. Voor mijzelf was het een verrijking om eens te zien hoe anderen op scholen te werk gaan, en om te zien hoe weinig informatie ook zij weten te verzamelen via deze methode. (Een van mijn grote frustraties tijdens mijn veldwerk in Mumbai en Lucknow was dat ik verhouding tot de hoeveelheid tijd die het regelen en afnemen en uitschrijven van interviews kostte, er zo ontzettend weinig bruikbare informatie uit leek te weten te halen. Het was daarom geruststellend te zien dat dat wellicht niet enkel aan mij lag, maar ook aan de aard van de onderzoekstechniek.) (Naast het bezoeken van reguliere scholen met het Wereldbankteam, heb ik zelfstandig, maar onder begeleiding van medewerkers van het districtskantoor van het Ministerie van Religieuze Zaken te Banjarmasin, nog vier scholen bezocht in de provincie: twee in Martapuram en twee in Banjarmasin ten behoeve van Taak 1.) Helaas heb ik de afloop en de uitkomsten van de BOS-KITA Review Mission niet meegekregen: de wrap-up-bijeenkomst werd helaas uitgesteld naar een tijdstip na mijn vertrek. Taak 3: Islam Onderzoeksprogramma Vanuit de ambassade kreeg ik de opdracht om te kijken naar een onderzoeksprogramma over contemporaine Islam in Indonesië dat liep van 2006-2008 o.l.v. Prof. Van Bruinessen (Universiteit Utrecht en SIMI). In 2005 bood DCO/OO verschillende ambassades in Islamitische landen, of in landen waar de Islam een belangrijke publieke rol speelt, de mogelijkheid om samenwerkingsverbanden aan te gaan met onderzoekers om enkele, voor beleidsmakers relevante, vragen over de contemporaine rol van de Islam beantwoord te krijgen. De ambassade te Jakarta besloot mee te doen aan dit programma en het eindrapport werd in 2009 gepresenteerd. De ambassade vroeg mij te bekijken in hoeverre de visie op de ontwikkelingen in de Islam in Indonesië zoals die naar voren komt het eindrapport overeenkomt met die van BuZa zoals gepresenteerd in beleidsstukken van de ambassade en in beleidstukken van het Ministerie en zoals die naar voren komt in de lopende ontwikkelingsprogramma’s van de ambassade. Op basis van de dossiers van de programma’s, beleidsstukken en het onderzoeksrapport heb ik hierover een verslag geschreven van twaalf pagina’s. Dit zal gebruikt worden als basis voor een presentatie op de conferentie in oktober 2009. (Zie bijlage 2.) Overige Bezigheden Na het bijwonen van een presentatie van UNICEF t.b.v. de verlenging van een ontwikkelingsproject te Papua op het gebied van onderwijs en HIV/AIDS preventie, volgde het onderzoeksvoorstel dat door de ambassade beoordeeld werd. Ik heb meegholpen aan deze beoordeling en mijn commentaren zijn opgenomen in overzichtje dat naar UNICEF werd gestuurd. Verder heb ik de wekelijkse vergaderingen van de Politieke Afdeling van de ambassade wekelijks bijgewoond en kwam ik op die manier beter te weten met welke zaken de ambassade zich zoal bezig houdt. (In de ambassade te Jakarta is er geen aparte afdeling Ontwikkeling, maar zijn de verschillende programma’s geïntegreerd in de andere afdelingen. De themadeskundige onderwijs valt op die manier onder de Politieke Afdeling). Informele Kennisvergaring

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Naast het formele werk en de formele taken heb ik het als bijzonder waardevol ervaren om twee maanden met mensen van diverse pluimage informeel contact te hebben op de ambassade, de Wereldbank, een enkele borrel en voor of na officiële bijeenkomsten met andere organisaties en instellingen. Zo heb ik het idee dat ik een beter zicht heb gekregen op (tenminste delen van) het werk in het veld van de Wereldbank en de ambassade, maar ook van bijvoorbeeld de ADB, USAid, AUSAid, AIVD, Nederlandse Ministerie van Defensie, enkele lokale NGOs en Ministeries. Tot slot vond ik het zeer nuttig om me voor een korte periode intensief bezig te houden met mijn proefschiftonderwerp in een andere context. Ook al zal ik informatie verzameld en dingen geleerd in Indonesie wellicht niet direct in mijn proefschrift kunnen stoppen, ze dragen er zeker aan bij dat mijn denken over onderwijs, religie en onderwijs en onderwijs in Azië verruimd is. Tot slot Ik kijk terug op een waanzinnig leuke en leerzame tijd in Jakarta en ik ben erg blij dat ik van de mogelijkheid gebruik heb gemaakt om een deel van de IS academie BuZa-stage op een ambassade te doen. …………………………………………………………………………………………………………………………………………………………………………………….

12. Policy advise on education, equity and growth In June 2009, Mario Novelli and Antoni Verger elaborated a policy brief to contribute to the Minbuza policy paper on economic growth and equity and, in particular, to strengthen the arguments on the positive relationship between education, economic growth and social equity. The policy brief, which was titled Education, growth, equity and poverty reduction (in a context of increased economic crisis), included and discussed the following topics: 

Education and economic growth



Education and poverty reduction



Education and inequality



Education, poverty, growth & equity



Education and the global financial crisis

Each of the topics was discussed from the point of view of mainstream theoretical propositions, unresolved debates and future challenges. The document also included a comprehensive literature review.

Outputs Is Academie Education and Development. Amsterdam, March the 10th, 2010

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