IDEAS home Printed from https://ideas.repec.org/a/eee/injoed/v40y2015icp330-338.html
   My bibliography  Save this article

Education quality, and teaching and learning in the post-2015 education agenda

Author

Listed:
  • Sayed, Yusuf
  • Ahmed, Rashid

Abstract

At present, there is an intense and wide-ranging debate on the future of global development. This debate occurs in a context of increasing global inequality, global economic recession, conflict, and climate change. Discussions about the post-2015 education and development agenda in this context ambitiously seek to eradicate poverty, promote social and economic inclusion, tackle climate change, promote equity, and access to quality education. While the exact goals are not yet agreed and the shape of the final post-2015 development is still to be settled, there is a widespread consensus that education is priority and that equitable and quality education is core to the agenda. In this context, this paper discusses the continuities and discontinuities in the proposed post-2015 quality agenda through a textual analysis of UNESCO consultations on Education for All (EFA). In particular, this article focuses on the UNESCO post-2015 position paper and the Muscat Global Education meeting agreement in April 2015. They are significant policy texts as they evidence the current global education discourse on education and the development agenda and reflect the broad consultations and thinking reflected in the thematic consultations. They also are important as they seek to clarify and secure the focus on the Education for All goals within a future post-2015 development agenda. The analysis of these texts pays particular attention to how quality is conceptualised in these texts, how it is translated into targets and how teachers are located in the global education quality discourse. The paper argues that while potentially broad conceptualisations of quality emerge from these texts, quality is still being defined as literacy and numeracy and still being constrained by what can be measured. While teachers are identified as crucial to the quality agenda, there is still a failure to engage more broadly with teaching and learning as well as the diverse contexts of teaching and learning. The article argues that what is needed is a continued foregrounding of quality as a dynamic, process oriented social justice endeavour to give effect to a holistic and comprehensive approach to the broad quality agenda.

Suggested Citation

  • Sayed, Yusuf & Ahmed, Rashid, 2015. "Education quality, and teaching and learning in the post-2015 education agenda," International Journal of Educational Development, Elsevier, vol. 40(C), pages 330-338.
  • Handle: RePEc:eee:injoed:v:40:y:2015:i:c:p:330-338
    DOI: 10.1016/j.ijedudev.2014.11.005
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0738059314001138
    Download Restriction: Full text for ScienceDirect subscribers only

    File URL: https://libkey.io/10.1016/j.ijedudev.2014.11.005?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Tajammal Hussain & Jacob Eskildsen & Rick Edgeman & Muhammad Ismail & Alaa Mohamd Shoukry & Showkat Gani, 2019. "Imperatives of Sustainable University Excellence: A Conceptual Framework," Sustainability, MDPI, vol. 11(19), pages 1-21, September.
    2. Ben-Ayed, Omar & Lahmar, Hedia & Kammoun, Raoudha, 2016. "Class-time utilization in business schools in Tunisia," International Journal of Educational Development, Elsevier, vol. 47(C), pages 86-96.
    3. Pesambili, Joseph C. & Sayed, Yusuf & Stambach, Amy, 2022. "The World Bank’s construction of teachers and their work: A critical analysis," International Journal of Educational Development, Elsevier, vol. 92(C).
    4. Wilson-Strydom, Merridy & Okkolin, Mari-Anne, 2016. "Enabling environments for equity, access and quality education post-2015: Lessons from South Africa and Tanzania," International Journal of Educational Development, Elsevier, vol. 49(C), pages 225-233.
    5. Rose, Pauline & Sayed, Yusuf, 2024. "Assessing progress in tracking progress towards the education Sustainable Development Goal: Global citizenship education and teachers missing in action?," International Journal of Educational Development, Elsevier, vol. 104(C).
    6. Lijia Guo & Jiashun Huang & You Zhang, 2019. "Education Development in China: Education Return, Quality, and Equity," Sustainability, MDPI, vol. 11(13), pages 1-20, July.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:injoed:v:40:y:2015:i:c:p:330-338. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.journals.elsevier.com/international-journal-of-educational-development .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.