Dear education network members,
The following two panels are currently being proposed for the HDCA conference in Athens: a) Post 2015 Education and Human Development, convened by Prof Melanie Walker and b) Education in times of crisis, convened by Prof Alejandra Boni (see descriptions below). If you would like to have your proposal considered for inclusion, please contact the panel convenors at the addresses provided.
HDCA 2014 CONFERENCE
POLICY ANALYSIS THEME
PANEL: Post 2015 Education and Human Development
Co-ordinator Melanie Walker (firstname.lastname@example.org)
This panel will consider possibilities for the post-2015 development agenda and framework in relation specifically to education across all sectors and pro-poor development. It will prioritise voices from the global South. Current thinking is that while MDGs provided a set of clear and measurable targets, the post-2015 agenda needs a different approach – a less reductionist, more nuanced approach to education, with equitable, quality and lifelong education an explicit goal and contribution to sustainable development (see COMPARE Forum, 43 (6): 783-846). This panel focuses on education and how it can advance social justice at local, national and global levels. Four papers will be selected for the Panel. Currently, the High Level Panel (HLP) report to the UN has suggested 12 gaols and 5 broad themes: 1) Leave no-one behind; 2) Put sustainable development at the core; 3) Transform economies for jobs and inclusive growth; 4) Build peace and effective, open and accountable institutions for all; 5) Forge a new global partnership. The proposed goals are: end poverty; empower girls and women to achieve gender equality; provide quality education and lifelong learning; ensure healthy lives; ensure food security and good nutrition; achieve universal access to water and sanitation; secure sustainable energy; create jobs, sustainable livelihoods and equitable growth; manage natural assets sustainably; ensure good governance and effective institutions; ensure stable and peaceful societies; create a global enabling environment and catalyse long-term finance. There are other international organisations contributing to these discussions, including UNESCO and UNICEF. The issue then is how are capability scholars in education positioned to contribute to the conversation, both sectorally and thematically? Contributors are invited to address issues such as the neglect of higher education in global policy, and the reasons for this; the impact of education both on the economy but also wider benefits; universities and development ; the education and training of professionals, most especially teacher education (for example, targets , indicators, effectiveness); valuable and equitable indicators for education learning and quality/ human development; how higher education can advance gender equity; empirical programmes that advance human capabilities in and through education; expansive approaches to ‘employability’, skills development and so forth; sustainable development and measurement. Contributors may also suggest other relevant topics.
Title: Education in times of crisis
Convened by Alejandra Boni, Universitat Politècnica de València (email@example.com)
As the main topic of this HDCA 2014 conference suggests “over the past five years the world has experienced its worst economic crisis in decades […] For industrialized countries in the Global North, many hard fought achievements with regard to social protections are being cut back affecting many people's fundamental life prospects. Therefore, throughout the world, the crisis is not mainly a financial one; the economic crisis has created a crisis of ideas about social justice and democracy”.
Following this main topic, this panel is aimed to discuss the changes faced in the educational sector due to the actual crisis and the austerity policies, mainly, but not restricted to Europe, from a human development and capability approach perspective. Three papers will be finally selected and contributors are invited to address issues such the impact of those policies in the access and performance of disadvantaged youth in primary, secondary and tertiary education. Other possible topics suggested are related with agency, participation and voice: how people across Europe are reacting against austerity? Are social movements and others collective platforms proposing new practices and policies? Contributions could be based in different case studies in educational settings and also policy analysis at European, national or regional level. Other topics will be also considered if related with the main focus of the panel.
Veronica (Education co-convenor)