THIRD INTERNATIONAL CONFERENCE

Theme: Quality Education for All: Innovative Thrusts and Strategies

Papers:

1. Quality Education Across Countries, Victor Ordonez

Allow me to start with an anecdote shared with us at the recent Oxford Conference by Lockwood Smith, the Minister of Education of New Zealand. He was asking a small group, "If you had a complex illness, whom would you prefer to have, a doctor trained thirty years ago, or a doctor who has quite recently graduated from medical school?" They clearly preferred the younger doctor because of the more up-to-date training he had received. The same group was then asked, "Whom would you prefer to have for your children, a teacher trained thirty years ago, or one quite recently graduated?" The choice was quite clearly the older teacher.

2. UNESCO Joint Innovative Project on Raising the Achievement Level of Children in Primary Education, Overview, Prem Kasaju

A common experience for UNESCO in several countries of the Asia and Pacific region is that substantial proportions of children of primary school age fail to acquire basic learning skills by the end of the primary cycle. Such non-achievement can result in high drop-out rates, early dropping-out of school, and high class repetition rates. In addition, children who remain in school may fail to achieve a level of education at which learning skills can be used for further learning; the problem of under-achievement.

3. Quality Education For All: Who Sets the Objectives?, Leo F.B. Dubbeldam and Adrianus Boeren

Since the 1960s the developing countries have achieved a tremendous expansion of the education system. Considerable percentages of the national budgets were allocated to extend education to all corners and levels of society. As a consequence, dramatic increases in enrolment figures have been achieved. In the recent past it has become apparent that this expansion is being accompanied in many countries by steep decline in completion rates, high drop-out and repetition rates and widening gap between cognitive achievement of students in developed and developing countries. In international debates on the state of education in developing countries these phenomena feature prominently as indicators for the erosion of educational quality.

4. Effective Indicators of Quality Education, Dato Asiah Abu Samah and Datuk Haji maphor Baba

In the early 1960s when many countries in the East were faced with the daunting task of providing some form of education for the sheer numbers of illiterate, the question of the quality of education was seen as posing a dilemna and putting the brakes on quantitative expansion this is illustrated by sentiments voiced at the Meeting of Ministers of Education of Asian Mamber States Participating in the Karachi Plan:

"...here we are faced with a dilemna. We are forced to choose between rapid quantitative expansion embodied in the Karachi Plan and required by the right of all to education, and restricting that right, in order to maintain and increase the quality of our educational system, which in itself is a costly undertaking." (UNESCO/EF/192, 1962 as quoted in Beeby, 1966 p.6)

5. Performance Indicators and Outcomes as measures of Educational Quality: a Cautionary Critique, Richard G. Bagnall

My concern in this paper is with the concept of educational quality. More particularly, it is with performance indicators and outcomes as measures of that quality.

The educational value of such measures is here assumed. The paper, accordingly, argues neither for nor against their use. Rather, it seeks to alert us to possible negative consequences of their inappropriate and insensitive use -especially their overuse in education. In so doing, it is directed to the heightening of our sensitivity as to the manner and situations in which these measures may be employed.

6. "Quality Education, What Art Thou?", Kwak Byong-Sun

The concept of quality is said to have two different meanings: one in descriptive sense and other normative. In the descriptive sense, quality is meant as value-free 'characteristics' or 'attributes' attached to an object. In this sense, we may think of the quality of rice in terms of its flavor, stickiness and so on; or somebody possessing certain qualities such as interests in teaching, skills in handling children as a teacher. Used in the normative sense, however, the notion of quality signifies which 'characteristics' or 'attributes' are to be regarded valuable or important.

7. Content of quality Education Today, Tomorrow, Kenichi Hiura

Quality education is an education that ensures all possible conditions for the growth to the fullest extent of the potential of the learner. An educational programme must provide for enough opportunities for the learner to achieve his educational goals.

Education must be comprehensive. It must be interdisciplinary. At present, subjects are taught distinct from each other. For example, Science, Biology, Chemistry and Physics are taught distinct of each other. In the future, each field of education should be linked with other disciplines as well as with man and environment.

8. The Cooperative Development Process of the Agency for Instructional Technology, John Nelson

In the United States and Canada the state and provincial governments, not the Federal government, control education. These states and provinces share common cultures and curricula and cooperate frequently in a wide range of activities. They created the agency for International Activities (AIT) to manage their cooperative development of new curricular materials. AIT is a non-profit organization.

AIT funds design and production of learning materials by forming a consortium of interested education agencies. To date, 29 different consortia have created learning materials which are used throughout English-speaking North america and, increasingly, around the world.

9. Commercial and Educational Partnerships Between The U.S.A. and Developing Countries, Filippo Toscano and Bradley Skelcher

Since the John F. Kennedy Administration, the United States, in varying degrees, has been committed to extending economic and educational opportunities to developing countries to prevent the spread of more extreme political ideologies. To achieve this goal, this commitment was aimed at establishing friendship with developing countries through the promotion of democracy and economic independence. Generally, the United States was ethnocentric in action, wanting to expose developing countries to American cultural insitutions. Americans in general did not appreciate the valuable contributions of other cultures, in particular non-Western ones.

10. Quality Mathematics Education For All, Nerida Ellerton and McKenzir Clements

While school mathematics in all countries has long been accepted as an integral component of curriculum, in recent years, it has become evident that for many school children the effects of traditional school mathematics programs have been negative in the sense that they would have been better off if they had never taken part in it. In Western countries, in particular, participation in school mathematics has induced negative attitudes, with most children coming to learn that they "can't do it."

11. Science Technology Education and Quality of Life: 1990s and Beyond, Lucille gregorio and Merle Tan

All of us are anxious and concerned wether our planet earth will be able to carry its load by the middle of the next century. The earth has a present load of 5.384 billion people, 3.155 billion or 59% of which are in Asia. The remaining 41% are ditributed in the other regions of the world. What will be its load by the middle of the next century? What are the indication that the planet is getting overloaded? What will happen to the quality of life of the people? What role must science and technology play in improving the quality of life? Why do we need education in science and technology?

Let us analyze these questions one at a time. We hope to bring out some issues relevant to the questions raised, especially those which pertain to the Asian region.

12. Reducing the Quality Gap Between Urban and Rural Education, Geoffrey Spring

Australia is a nation undergoing profound and lasting changes to its employement, education and training infrastructure. In the 1990s Australians are at last beginning to focus on the need to be a 'clever country', to derive value added wealth from the extraction and export of raw materials and so provide both the impetus and security for economic and social survival into the next century.

13. Schools as Catalysts for Lifelong Education (Some points for consideration), Ravindra Dave

In any society, school education is essential for all as an initial stage of systematic learning during the first phase of life of its citizens.

However, the second half of the 20th century has clearly shown that while school education is no doubt necessary, it is no longer sufficient for the subsequent periods of life. This is largely due to the unprecedented phenomenon of continuing explosion of knowledge, skills and technologies accompagnied by a similar phenomenon of obsolescence of existing knowledge, skills and technologies. These phenomenal changes call for relearning and further learning throughout life if one has to maintain and enhance one's occupational efficiency, quality and effectiveness of personal and family life, and efficiency of the social and political life.

14. Towards Achieving Educational Quality: The Philippine Plan of Action, Erlinda Pefianco, Marcial Salvatierra and Napoleon Imperial

The World Declaration on Education for All and its companion Framework for action to Meet Basic Learning Needs provide some relatively radical though highly imperative vourses of action and rationale along which education should be reformed. Three important themes among others, are highlighted by, and are worth noting in the document.

First, the document critically diagnoses that the solution to the problems and gaps in education does not lie in the educational system alone, hence, the need for effective partnerships with non-education sectors towards a Grand Alliance.

15. Integrative Learning: a Paradigm Shift for Education and Human Development, Jerry Perez de Tagle

We are living in an exciting and historic period of history. Souteast Asia is the center of the world's fastest growing regional economy. However, as we move into the information age, another change is occuring: a new understanding of what it means to be human.

Analogous to Copernicus' and Einstein's discoveries or with concepts like Universal Literacy and the public school system that changed the course of history, the Integrative Learning System presents a new paradigm that allows for the discovery of genius and giftedness in every human being. We enter the twenty-first century with the concept of Universal Giftedness and the possibility of a civilization that looks at itself as a society of individuals with unlimited capacity.

16. Actual Facts and Situations of Elementary Schooling in France, Louis Corrieu

Teaching a population to read and to write is a major concern all around the world. For every country it is a question of development, competitiveness and also of security. In France teaching to read and write has been a main objective since 1882, when the Jules FERRY Law was passed, insituting free and compulsory primary education, that is to say up to the age of 12.

Illiteracy is no longer our first problem. During a century we have fought against it by applying four principles.

17. Effective Delivery of Quality Education in Rural areas, Kasama Varavarn

According to the World Conference on Education for All assembled in Jomtien, Thailand, it was recognized that, overall, the current provision of education is seriously deficient and that it must be made relevant, qualitatively improved, and made universally available to enable every person-child, youth and adult to meet their basic learning needs. These needs comprise both essential learning tools (such as literacy, oral expression, numeracy, and problem solving) and the learning content (such as knowledge, skills, values and attitudes) required by human beings to be able to survive, to develop to their full capacities, to live and work in dignity, to participate fully in development, to improve the quality of their lives, to make informed decisions and to continue learning.

18. The Challenge of Minority Indigenous People in Majority Culture Schools: the Aboriginal Australians, Raymond J. King and Lauris Craddock

it is only comparatively recently that Aboriginal people have had open access to education and have accepted the value of schooling. Even today, after 200 years of white presence in Australia, very few Aboriginal people have reached postgraduate levels of education and the number of doctoral degrees could be counted on one hand. Many Aboriginal students even at high schools, are first generation scholars in the sense that their parents had no schooling beyond the elementary level, even more so is this the case for those attending university.

19. Universalization of Basic Education and Literacy in a Backward Tribal Area, Prembhai

Sonbhadra is a new district in the State of Uttar Pradesh in India forming the northern tip large tribal area extending into the State of Bihar and Madhya Pradesh. It is a part of the Vindhyachal ranges with rolling lansdcape lying between the hills and valleys and the jungle clad ravines. The agriculture here depends entirely on rainfall, which is often untimely and inadequate, resulting in crop failure, almost every third year. The area has a recurring history of drought and famine. Seventy-five percent (75%) of the population is composed of the tribals and other backward communities, and is living much below the poverty line. The enrollment of children in the local schools is only 14%, literacy is about 18% and female literacy is less than 4% according to a survey in 1990.

20. Equity and Quality Education: Innovative Approaches in Pakistan, Muhammad Hashim Abassi

Equality of Educational Opportunity (EEO) has been examined in theoretical framework with reference to value theories; cultural theories; and philosophical, economic and sociological perspectives.

Value theories of the fifties hold that peoples' evaluation of what social achievement means and of what might be considered efficient routes towards achieving it vary as a function of their social backgrounds. Consequently people of different social classes attach different values to education.

21. Examining the Cultural Interface Between Indigenous Learners and Expatriate Science Teachers, Raymond Charakupa

Botswana, a vast and ancient land which has supported humankind for at least 500,000 years, is located in Southern Africa with Namibia, South Africa, Zimbabwe and Zambia as neighbours. Most of Botswana is semi-arid with the Kalaheri Desert occupying approximatively 82 per cent of the land. The population projection for 1991 is 1,347,568 people residing in the country. The population of Botswana is multi-ethnic, with the great majority belonging to the Setswana speaking tribes of Bantu origin. The other ethnic groups are the Bakalanga, the Bakgalagadi, the Baherero. In remote central Kalahari reside different groups of San people (sometimes inaccurately but derogatorily referd to as the bushmen). Although multi-ethnic, government policy does not emphasize ethnic background; indeed every attempt is made to integrate all members of the population into the mainstream of development, and equal rights are accorded all ethnics groups. This also reflects the four national principles: democracy, development, self-reliance and unity which are rooted in Botswana's distant past.

22. Enhancing Quality and Equity in Depressed, Deprived and Underserved Urban Schools: The Philippines Study, Robert Cope, Leonard Pellicer, Aretha Pigford, James Sears, Thelma G. Abiva, Julian E.Abusi, Aurora C. Gaceta, Mariano J. Guillermo, Nemah N. Hermosa, Benuardo W. Umila

Where teaching is defined and operationalized by teachers from technical leadership is viewes by school principals in terms of maintenance of usual remedial classes and peer tutoring and resource generation for the purchase of additional school equipment and construction of physical facilities, quality and equity considerations in education cannot be substantially addressed. This observation is based on the preliminary findings of a two-years (May 1989 - April 1991) study of the Filipino program (Reading and Language) and certain aspects of school management of four depressed deprived and underserved (DDU) elementary schools in the fringes of Metro Manila where the children of urban poor get their education. Using a variety of qualitative and quantitative methods, the study was conducted to: 1) understand the differential impact of within school quality and equity in students; 2) explain differences for quality and equity among schools with similar resources.

23. Towards an Integrated Educational System: Changing the Philosophy and Streamlining the management, John Emery

This is not formal paper in the traditional academic sense. It is essentially a position paper that argues for a greater unity of educational endeavour at both community and national levels. It is the presentation of a considered viewpoint that has emerged gradually from my experiences as a geographer, a teacher, a teacher educator, and educational administrator.

24. Computers for Rural Education: an Innovative Project for the Rural Areas, Francisco Trespeces, Pacita Habana, Ma. Calina Jayme and Miguel Cardenas

The SEAMEO Pilot Project for Integrated Community-Based Human Resource Development was launched in Indonesia, Malaysia, the Philippines and Thailand in January 1985. The project was funded by the Government of Canada through CIDA (Canadian International Development Assistance). The main strategy of the project based on INNOTECH's (Southeast Asian Ministers of Education Organization (SEAMEO) Regional Center for Education Innovation and Technology) experience in Project DELSILIFE, SEARCA's (SEAMEO Regional Center for Graduate Study and Research in Agriculture) Social Laboratory Program and TROPMED's (SEAMEO Tropical Medecine and Public Health Project) Community Health and Nutrition Project.

25. Computer Education in SEAMEO Schools, Leong Yong Pak

Many countries have had varied experiences introducing computer into their schools. It is important for us to take cognizance of what the technology can offer so that its role in the curriculum can be planned and implemented realistically. The various researches, experiences and developments in many technologically advanced countries since the 1960s have been well-documented. A regional Computers In Education (CIE) Project was conducted by the SEAMEO Regional Center for Education in Science and Mathematics, RECSAM, Penang from 1986 to 1988. Information on experiences of some developed countries regarding computers in education was compiled and published under the title, "Computers in Education: Experience of Some Developed Countries" (SEAMEO-RECSAM, 1987). Seminar reports and project reports from the six participating countries, Brunei Darussalam, Indonesia, Malaysia, Philippines, Singapore and Thailand were also published. The experiences and issues introduction and utilisation of computers in third-world countries, including RECSAM's CIE Project findings, and the international debate about computers in schools are discussed by Hawkridge, Jaworski and McMahon (1990).

26. Between Active and Interactive Instruction: Options for Developing Countries, Stephen Anzalone

New possibilities exist today which result largely from the convergence of the massive explosion of information and the unprecedented capacity to communicate. We must seize them creatively and with a determination for increased effectiveness.

The technology surrounding communication is advancing while its costs are going steadily down. The time is ripe to take selective advantage of these technological breakthroughs to enhance the quality, outreach and cost-effectiveness of basic education. (Federico Mayor, Director General, Unesco).

27. Designing Implementing Effective Skill Training Programs in Vocational and TEchnical Education for Developing Countries, Frank Sheehy

Commencing in 1985 the Faculty of Education at Curtin University of Technology, Perth, Western Australia, has planned and implemented a range of skill upgrading programs for administrators and teachers from the Ministry of Education Malaysia and for the Ministry of Education and Culture, Republic of Indonesia. Broadle the objectives of these programs have been:

1. To upgrade and update the specific skills and knowledge of existing staff in technical/vocational education and project management and to expose them to new developments in their respective field.

2. To enable serving officers and instructors to acquire new specializations related to their return, new courses or specializations in existing courses may be introduced in the technical and vocational schools and school administrative support systems.

28. Equality and Equity in special Education, Wu Tien Wu

Every child has the right to be educated. However, all children are not born equal. Some have distinct disadvantages or deficiencies, such as a physical or mental disability, that prevent or at least restrict normal achievement. Others are gifted, born with uniquely powerful intellects or exceptional talents that set them apart from most of their peers.

Both groups of children face especially challenging futures: the former have difficulties performing the simplest tasks, having equal education opportunities, or being accepted by the public, the latter are often bored and frustated with usual educational methods because the highly structured classes are too slow and norrowly focused and, therefore, require more freedom and greater stimulation. Both groups have problems integrating into society and workplaces. Success for these children rests in large part upon an educational support system - usually called "special education" - designed to meet their critical needs.

29. O.B. Montessori Pagsasarili Twin Program as an Innovative Tool to Upgrade Primary School Education in Public Schools, Preciosa Soliven

The Education For All Movement hopes to eradicate illiteracy and provide continuing education for the youth and the adults who have not had the chance to achieve formal education.

In line with this movement, O.B. Montessori Center proposes its twin programs to help contribute to this goal. The O.B. Montessori Pagsasrili Twin Programs utilize an affordable Montessori system for pre-school children and the adults to enjoy work, so that they ultimately acquire the virtues of self-confidence, obedience, persistence and independence. "Pagsasaril" is a Filipino word for "helping oneself to be independent." The program operates along the concept that given the right opportunities, man can learn to think and work by himself.

30. Managing Schools for Educational Quality and Equity: Finding the Proper Mix to Make It Work, Jacques Hallak

The right structure does not guarentee results. But the wrong structure aborts results and smothers even the best directed efforts.

In the 1960s and 1970s, centralized administration was generally regarded as reasonbly effective in supporting the fantastic expansion of the educational systems in many developing countries. Existing education administrative systems proved capable of training and recruiting a growing number of teachers, of building and equipping facilities, and of monitoring the distribution of financial and didactic materials and resources.

31. Strategies for Basic Education in Developping Countries, Charles Currin

The theme of this conference is quality education for all -that is, for children and adults, in keeping with the broad aims of the World Declaration on Education For All. This paper, however, will focus on quality basic education for children although it will examine one strategy to provide basic education to adults. it has two basic objectives: first, to examine selected key concepts and issues associated with the provision of quality education for all; and second, to examine in some details selected strategies for the provision of basic education which have been tried with success in certain countries of the Asia-Pacific region.

32. All Round Improvement of the Quality of Basic Education: Measures ans Strategies, Hao Keming

Today, representatives, experts and scholars from countries in the region of Southeast Asia have gathered in the beautiful city of Manila, to discuss and exchange views on how to improve the quality of basic education, a major issue that concerns the future of mankind. This is an historic meeting, which is bound to exert a positive influence on the development of basic education in the Southeast Asian region. On behalf of the Chinese Government and China's educational workers, I would like first to express my warm congratulations on the opening of the meeting, and my heart felt thanks to the organizers and the host of the meeting.

33. Lifelong Learning: the Challenge for Schools, Miguel Ma. Varela, SJ.

Allow us to share with you a challenging concern. One that demands a response in the face of the fast growth of Life-Long Learning (LLL) opportunities. How can the traditional school, inheritor of her academic structure and methodology of the Medieval Universtities of Europe, become a meaning-ful catalyst to promote such a welcome trend?

We prepare our presentation by a tour d'horizon, an educational environmental scanning, of the Third World, more precisely that of my own country -the Philippines. We shall subsequently clarify certain terms and follow this up with suggestions on the resolution of the problem at hand.

34. Innovative Education at the Treshold of the Twenty-First Century, Leonardo de la Cruz

Having been deeply involved in UNESCO's educational innovations for development, which stress research, innovation, technology and futures, I welcome this opportunity to present my views on innovative education at the threshold of the twenty-first century to the Third SEAMEO INNOTECH International Conference.

35. Innovations in Schools: Past Failures, Future Hopes, Janet Palmer

The challenges of the Information Age are prompting nations to seek innovations to improve the quality of education. Critics of schools are calling for a new educational paradigm, yet the history of innovation in education is generally one of failure. History demonstrates that if institutions do not innovate they will evaporate; their roles overtaken by new structures. Technology and plans for educational reform are currently in vogue as innovations in schools. Policies and social intervention strategies will be needed to ensure their success.

36. Partnership for Innovation and Leadership: a Lifelong Process to Develop Indigenous Creative Potential, Donald Keating, Robert Cope, Cornelio Fernandez, Chester W. Bain and John E. King

The greatest resources of developing nations are education and the capacity to develop their human potential to bring about a better future. The "widening technological gap" and the imbalance among nations, however, are limiting growth of emerging nations and their self-reliance. As recognized by the United Nations General assembly, a major world objective is to develop the infrastructure for technology innovation within developing nations themselves. In the past, however, much of technology has been transferred from more developed countries to less developed countries, or "pushed" at the exploitation of others without regard to culture, values, and needs, resulting in greater widening between the "haves ans have-nots." To gain sustained freedom, democracy, and independence, a technological balance is needed within developing countries -to use applicable existing technology from more developed countries and to develop the capacity to create indigenously new technology to meet real human needs and to generate opportunities for employment.

37. Effective School Management and Instructional Leadership, Lazarus M. Jaji

In the World Year book of Education, Hoyle and McMahon (1986) point out that the need for effective management of schools and the subsequent provision of specialised training for head teachers, principals and senior staff members is attracting growing worldwide interest. These observations had already been recognised by Hersh (1981) when he pointed out that schools do make a difference. A Hersh (ibid) saw it, three powerful facts had emerged. First, people ran schools. How teachers, administrators or managers and students behaved in a school setting mattered and accounted heavily toward determining a school's effectiveness. Second, he went further to state that quality and not just quantity of effort, materials, and time was what counted. It is important to understand the background from which Hersh made his firm conclusion or preciously measured factors such as total books in the library, amount spent per child, and the average number of years of teacher experience had been shown to account for little difference between more and less effective schools. Finally, the curriculum of the schools, which includes both what is taught and how it is taught, is important. The question becomes, "Can effective schools be achieved?" "What organisational conditions or characteristics are associated with effectiveness?".

38. Computer Usage for Effective School Management and Instructional Leadership, Vincent Lacey

Educational Philosophers and economists have described our contemporary society as the Age of Information. n thes Age of Information, any educational policy must recognize the importance of and focus on the six C's of education: comprehension, composition, computing, citizenship, culture and career. The ability to comprehend the verbal and written word is an essential skill needed by all students if they are to comprehend complex ideas and be successful in our workforce; the ability to write in a clear and concise manner is necessary for nearly all participants in our complex world. In order to compete in the job market of the Twenty-first Century, our students will need at least a basic understanding of the function of computers.

39. International Cooperation for Education for All, Keshab Mathema,Lourdes Quisumbin, Khalid Bouzerda and William Fraser

UNDP has since Jomtien shown its interest in education for all and it has been working very closely with the major sponsoring agencies of Jomtien Conference. SInce UNDP priorities are determined by government it is only through the support of the government that funding is given to various programmes. For the past 40 years of rendering technical assistance, most been devoted to human resource development.

The whole process of preparing the Philipines Plan of Action for Education for All started even prior to the Jomtien conference through the leadership of UNICEF. Since then great interest has been shown toward this initiative and the Philippines has been heralded as a good example of a grand alliance not only among members of the UN family but also between them and the government as well as other agencies in the education sector.