narratario y el lector implícito.
2.2.3.6. La imagen de la Iglesia tradicional.
Country Main focus in education aid Quality in learning Equity and participation Governance/citizen inclusion Specific concerns Denmark191 Ambitious strategy, live up to
global trends and norms. Focus on:
Human rights and democracy Green growth
Social progress Stability and protection ‘we will work for the right to food, health, education’
Is not directly mentioned in new strategy, has traditionally been a strong focus in Danish bilateral aid through support to teacher training, curriculum development, monitoring and assessment tools
Strong focus on equity, especially girl’s education
Specific attention given to discrimination and marginalisation in access to social services Equal distribution and rights to social services is top priority when influencing multilateral aid for and in dialogue with developing countries
‘All persons, regardless of sex and gender, must have the same op- portunities and rights to education’
Focus on creating strong civil society who can demand rights and hold government accountable to deliver services
‘Denmark will work to enable governments in our priority countries to gradually ensure free and equal access for all to the highest possible standard in education and health, including an education system based on democratic values, active citizenship, gender equality and non-discrimination’
‘local and national authorities must achieve the necessary capacity to deliver services, such as clean drinking water, food, education’ ‘continue to support efforts of civil society organisations both in health and education.’
Security concern, focus on fragile states
Rights-based approach The strengthening of Denmark’s multilateral engagement in education
Development contracts and budget support in social services ‘Poor farmers must… have access to… education in order to raise productivity and create jobs, not least for the young, and outside the agricultural sector as well.’ ‘Improved opportunities for vocational training and education are crucial’
France192 Strong focus on creating professional skills and expertise
Is a priority
‘In the education sector, AFD seeks to increase access – without discrimination – to high-quality basic schooling, which now includes middle schools’
‘In the education sector, AFD seeks to increase access – without discrimination – to high-quality basic schooling, which now includes middle schools’
‘The Agency also supports governments in their efforts to expand basic services, such as education and health care. Beyond improving living conditions, such projects strengthen national cohesion and bolster institutional legitimacy, both often tarnished by years of conflict.’
Support to own territories and students studying in France ‘French cooperation actively supports higher education’ On priorities for Africa: ‘We also emphasize education and health care, particularly for mothers’193
Rights based: ‘L’éducation est un
191
The right to a better life:Danish strategy for development cooperation, Danida 2012.
192
AFD Annual Report 2012 and Adapting French aid to the challenges of a changing world, AFD 2008.
193
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droit fondamental inscrit dans la Déclaration universelle des Droits de l’Homme.’
Germany194 Ambitious strategy – strong focus on education especially for people to get skills for work ‘We intend to mainstream education as a key area of German development policy. This will encompass early childhood education, primary and secondary education, vocational education and training, higher education and adult education.’
Teacher training (special focus on female teachers) and curriculum development, Curriculum development is a key element of German development cooperation with the partner countries; it aims to align education more closely with schoolchildren's needs. Promoting democratic conduct and peaceful community relations, environmental and health education, HIV/AIDS prevention and preparation for the workplace are all issues which are being integrated into the curricula.
‘Universal access to high-quality education remains one of the key challenges for development policy.’ ‘Access to high-quality education helps individuals take control of their own lives.’
Mother tongue education, female teachers as role models.
Germany has pledged to make education for women and girls a special priority. German support in this area is conditional on partner countries establishing a framework conducive to gender equality in the education sector through the adoption of legal and political reforms. German development cooperation advises countries on the introduction of legislation relating to gender quality and on reforms in the education sector. Scholarships enable girls from poorer families to attend school. More female teachers and equipping schools in accordance with girls' needs, more appropriate teaching methods and curricula can also encourage girls to attend school.
The abolition of discriminatory rules – for example, that girls must leave school if they become pregnant – is a further aim of German development policy In order to link the promotion of primary education more closely to conflict-resolution in development cooperation, Germany has developed the supraregional ‘Education and Conflict-Resolution’ project. One of the main focuses of
Germany supports the participation of parents and communities in its initiatives to promote primary education. Experience has shown that parents' involvement can motivate parents to enrol their children, especially girls, in school even if they did not receive any schooling themselves
‘Corruption, poor education and a lack of funding often prevent the development of a credible and effective civil society’
Massive support to students studying in Germany
‘utilise private-sector potential for education’195
‘Educational poverty causes income poverty, interferes with human rights, robs people of opportunities in life and reinforces inequalities. We counter that by means of ‘wealth creation’ through development policy that relies on education, especially vocational education, interdisciplinary methodological skills, and also independence and responsibility.’
WoG approach: ‘Only if a whole-of-government approach to human rights is adopted (e.g. in trade, agricultural, education and foreign trade policy and in poverty reduction strategies) at both national and international level will it be possible to implement and fulfil human rights obligations over the long term.’
Young people’s rights in education: ‘Implementing the rights of young people means, for example, reducing child mor- tality and undernourishment through access to health systems, taking account of the best interest of the child in the
194
Ten objectives for more education, BMZ 2012; Participating, engaging, making a change, BMZ 2013; Minds for Change, BMZ 2011; Human Rights in German Development Policy, BMZ 2011; Development for Peace and Security, BMZ 2013.
195
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the project is on integrating disadvantaged children, particularly child soldiers, refugees and street children, into the education system. The project also focuses on violence prevention in schools and non-school educational work, as well as on political education, for example on human rights issues. The project is currently supporting education programmes in Sri Lanka, Sierra Leone, Afghanistan and the Democratic Republic of the Congo, among others.
Germany aims to improve the situation of the disabled by means of special courses adapted to suit the needs of this target group. ‘create equal opportunities for girls and boys, and women and men’
relevant policies, guaranteeing education for young people’196
Peace education: ‘Where conflicts have escalated, it can supplement foreign and security policy measures in supporting peace processes and help in bringing about an inclusive and lasting political settlement. Aided by peace journalism, peace education and media promotion, it contributes over the long term towards the strengthening of peaceful conflict management and civil conflict resolution.’
The Netherlands197
From lead-donor also in policy formulation, to a sudden de- prioritisation of education. Priority to support education that is directly linked to productivity and trade.
‘The letter outlining development cooperation policy identifies education and health care as non-priority themes’
The shifts include:
a shift from social to economic sectors, from aid to investment;
an emphasis on self- reliance, not creating unwanted dependence;
public-private partnerships
Quality is not directly mentioned but emphasis is on support provided through the GPE. Besides, these are the main education aims:
working with UNICEF on the Peacebuilding, Education and Advocacy Programme. Focus on basic education to make people more resilient and independent, and strengthen security and social cohesion;
investing in higher and vocational education through support for key priority areas such as food security, water and sexual and reproductive health and rights, e.g. in the form of student grants and teacher training.
Focus on education to increase agricultural productivity of girls and women.
Prioritises role of the private sector ‘aid for trade’, focus on Dutch economic interests. Scholarship for students to study in the Netherlands which will facilitate international trade and development in their home countries.
Promotion of peace in conflict countries: ‘commitment to vocational education and education in weak states will continue or even increase’ ‘vocational education will be given extra attention where it relates to food security or water
196
Human Rights in German Development Policy, BMZ 2011.
197
71 instead of market
distortion;
less fragmentation: fewer themes and fewer partner countries;
better alignment with Dutch expertise and interests;
less dependence on government financing from NGOs active in
development cooperation
management’
The Republic of Ireland198
Prioritising access to primary education, strengthen national systems, quality education, girls’ education and increased research
Promoting significant improvement in the quality of education through support to national systems. Special focus on:
Teacher training curriculum development and quality assessment systems
‘Promote significant improvements in the quality of education. ‘ ‘Supporting partner governments to improve access and quality will be a priority for Irish Aid in the coming years.’ ‘Irish Aid will support measures that enhance the quality of learning at all levels with a particular emphasis on improvements in teacher education and the school learning environment.’ ‘While access remains a challenge, efforts to achieve primary education for all will be undermined without a stronger focus on quality.’
Accelerating progress towards universal access and equity in education:
Strong concern with girl’s education and priority to meet the needs of youth
‘HIV and AIDS, gender equity and equality, environmental sustainability and good governance are key determinants of effective education outcomes and poverty reduction.’
‘Advocate for policies and strategies that help to remove barriers to educational access for the poorest and disadvantaged.’
Encourage civic participation through work with civil society organisations.
‘Supporting partner governments to improve access and quality will be a priority for Irish Aid in the coming years.’
‘Support the work of civil society and multilateral organisations that advocate for and provide services for marginalised and disadvantaged groups excluded from educational services.’
‘Continue supporting a broad range of civil society organisations to develop capacity for advocacy, coalition building and basic education service delivery that is aligned with national education plans and priorities.’
Promotion of peace in conflict- affected and fragile states: ‘Support implementing partners, including multilateral agencies and international and local NGOs, to deliver education services to conflict affected populations as appropriate, in the context of a needs based response and with particular attention to the prevention of HIV and AIDS and gender based violence.’ HIV and AIDS: ‘Guided by its HIV and AIDS Policy (2008) Irish Aid will accelerate and intensify its efforts to ensure that a comprehensive approach to tackling HIV and AIDS in the sector is adopted.’
The United
Kingdom199 Main priorities:
improving learning reaching more
children - especially those in fragile states keeping girls -
Will work with governments to improve the quality and standards of teaching and to create simple, low-cost and effective education tests so they, and their citizens, can monitor children’s learning.
‘In countries with large numbers of children out-of-school, strategies may need to focus on removing specific
Girls’ education is a main priority and increasing number of female teachers. Girls are disproportionately represented in education and they are more likely to pass on benefit from their education to others.
Young people’s education
Give parents more of a say in their children’s education so they can make sure their children benefit from high quality teaching. We also make sure that money is spent as intended by encouraging more parental involvement in schools and by enabling citizens to have a say in the education of their
Conflict-affected and fragile states is a main focus: ‘Between 2010 and 2015, DFID is supporting 11 million girls and boys in school, especially in fragile and conflict affected states’
198
Education policy and strategy, Irish Aid 2008.
199
72 particularly the most
marginalised - in school
DFID has a strong focus on getting more research to ensure better aid
barriers to access and encouraging the demand for quality education services through advocacy’
Want to make sure that poor families can send their children to quality schools which are close to home and provide a stimulating environment.
Work with partner governments to improve teacher training and providing teaching resources.
In some contexts we work with non-state actors to improve education services for the poor, women and girls. Our support of low-fee private schools in 4 countries aims to understand if private providers can help to provide quality education for all.
At a global level, we work through the World Bank and GPE to improve the quality of education systems and train teachers in poor countries.
‘Supporting young children born into poverty during these early years can significantly improve equality of opportunities’
children.
Civil society: ‘In addition to the Girls’ Education Challenge, DFID supports civil society through a range of strategic and project funding mechanisms - both centrally and at country level - to strengthen voice and
accountability; advocate for pro- poor education reform; and to provide services directly, particularly in fragile and conflict- affected states.
Value for money: ‘The UK government is pioneering work on improving the value for money of textbooks’
73
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