A presentation of how to envision higher education and research being involved in EFA, given at the IAU Workshop on higher education for EFA, held in Nairobi, Kenya, on 24-25 January 2013. Presented by Prof Terry Rusell, University of Liverpool

1. The Potential of Higher Education’s
Contribution to EFA: a personal
perspective
Prof. Terry Russell
University of Liverpool
Centre for Research in Primary Science and
Technology
University of Liverpool 1

2. The Global Context
Most countries have adopted the Dakar Framework
for Action
Six Regional Frameworks for Action:
Sub-Saharan Africa
The Americas
The Arab States
Asia and the Pacific
Europe & North America
E – 9 Countries
Centre for Research in Primary Science and
Technology
University of Liverpool 2

3. SEAMEO-RECSAM
Southeast Ministries of Education Organisation
Malaysia
Singapore
Indonesia
Thailand
Phillipines
Combining resources to target science and
mathematics education
Centre for Research in Primary Science and
Technology
University of Liverpool 3

4. Motivating H.E to contribute to EFA
Public & social context of HE-EFA
 belief in EFA as a right
 much education research is transferable
‘knowledge assets’ held by the H.E. are valuable
Personal context of HE-EFA
opportunities to re-examine values in a global context
International dimension provides insights & context
for a more lucid appraisal of UK systems
Centre for Research in Primary Science and
Technology
University of Liverpool 4

5. H.E. activities
Knowledge creation (research)
‘blue skies’
 theoretical
 applied
Knowledge dissemination modes
 face-to-face contact
 hard copy & digital publication
 distance, Flexible and Open access
All have potential contribution to the HE/EFA agenda
Centre for Research in Primary Science and
Technology
University of Liverpool 5

6. Supporting Literacy &Numeracy in Disadvantaged
Pupils in sub-Saharan Africa
University of Liverpool
Univesity of Nottingham
Institute of Education, Univ. Cape Coast, Ghana
Malawi Institute of Education
Curriculum Devpt. Centre, University of Zambia
Outcomes on HE-EFA Portal
Centre for Research in Primary Science and
Technology
University of Liverpool 6

7. Supporting environmental and Health Education
through ‘Popular Publishing’
NGO: Action Magazine, Harare, Zimbabwe
CRIPSAT, University of Liverpool
British Council
Comic Relief
SIDA
Programme evaluation:
Sampling methodology, interviewing, questionnaire
development & admin.; data collection, analysis, etc.
Centre for Research in Primary Science and
Technology
University of Liverpool 7

8. Personal approach: Design-Based
Action Research
emphasises development of practical usable products
rigorous, evidence-based empirical research
experience confirms applicability to EFA issues ;
relevant to formal and informal situations;
capacity building can be built into the R&D process;
outcomes can be designed to be scalable
Centre for Research in Primary Science and
Technology
University of Liverpool 8

9. Design-based action research procedure
1) identify stakeholders’ perspective on problem;
2) review literature, consult experts;
3) draft prototype course of action & check viability
with stakeholders;
4) trial product through users & identify training needs;
5) amend product in light of feedback;
6) repeat iterations of 3 and 4 as resources permit;
7) scale up production and training according to needs.
Centre for Research in Primary Science and
Technology
University of Liverpool 9

10. UNESCO and Nokia partnership to use mobile
technologies to further EFA goals
3-year agreement 2010, Nokia contributing $5-10M
UNESCO Mobile Learning Week, 18-22 Feb 2013, Paris
Centre for Research in Primary Science and
Technology
University of Liverpool 10

11. iTunes U http://www.apple.com/education/itunes-u/
Centre for Research in Primary Science and
Technology
University of Liverpool 11

12. Inter Agency Network for Education in
Emergencies, (INEE)
INEE website
http://www.ineesite.org
Researchers’ and academics’ space at:
http://www.ineesite.org/index.php/post/academic_space/
Centre for Research in Primary Science and
Technology
University of Liverpool 12

13. MOOCs
Massive
Online
Open
Course
Centre for Research in Primary Science and
Technology
University of Liverpool 13

14. Socio-economic status (+ or - free school meals)
& participation in HE
Centre for Research in Primary Science and
Technology
University of Liverpool 14

15. Widening participation: outreach activities
Centre for Research in Primary Science and
Technology
University of Liverpool 15

16. Widening Participation Learning
Objectives
To raise awareness of further/higher education and
the learning journey
To dispel popular myths and stereotypes by providing
positive role models
To raise aspirations and explore the concepts of
choice and decision- making which will help the
children when it comes to making future life choices.
Curriculum links as appropriate to theme of visit.
Centre for Research in Primary Science and
Technology
University of Liverpool 16

17. Context of Educational Intervention
Centre for Research in Primary Science and
Technology
University of Liverpool 17