Governance, School Leadership and Monitoring and Evaluation as levers for change
The Education 2030 Framework for Action places great emphasis on quality, inclusiveness and equity. While access to education remains high up in the national agenda of many countries, these suggested goals for education in 2030 will require governments to maximize the use of existing policy levers for change.
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Background
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The Education 2030 Framework for Action places great emphasis on quality, inclusiveness and equity. While access to education remains high up in the national agenda of many countries, these suggested goals for education in 2030 will require governments to maximize the use of existing policy levers for change.
Over the past two years, UNESCO has been closely monitoring three of these levers:
- School Leadership: Head teachers and those who have responsibility at an institutional level in schools are untapped potential which can be used to promote pedagogical change. However, in order to do so a new form of pedagogical leadership is needed;
- Evaluation: The variables and factors that optimize leaning cannot be simply derived from results. Promoting quality necessitates a full system-wide approach to monitoring and evaluation that goes beyond the mere qualification of student learning outcomes;
- Governance: Governance must be reinforced as traditional governmental approaches to education face an increasing number of challenges ranging from privatization to internationalization.
UNESCO International Symposium on Education Policies for 2030: School Leadership, Monitoring and Evaluation and Governance in the implementation of the Education 2030 Framework for Action takes as its broad theme a discussion on which public policies can best help governments to reach higher levels of education quality through the use of governance, school leadership and monitoring and evaluation.
Presentations, panels and debates will be informed by three UNESCO reports featuring the main findings and lessons of the comparative analysis of public policies in these domains carried out over the past biennium and due to be launched at the conference.
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Overall objetives
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The conference seeks to provide participants from Member States with an opportunity to:
- Discuss emerging challenges in the areas of governance, school leadership and evaluation in education;
- Learn from Countries’ approaches and strategies to address these challenges in view of the 2030 agenda in education; and
- Debate the main findings and policy lessons resulting from the comparative analysis of UNESCO at global level.
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Participants
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This is an invitation only conference. Three main categories of participants will attend:
- Policy-makers and high-level administrators in the education sector;
- Researchers and policy analysts from international organizations, research institutions and universities and think tanks; and
- Representatives from organizations of stakeholders in education, including teachers, families, students, and civil society at large.
Symposium Program at a glance
The Symposiume is organized to combine both plenary sessions, including keynote speeches and high-level panels, with parallel sessions devoted to foster interaction among participants. Each of the three days is devoted to one of the three themes as the table below shows:
Time | January 18 | January 19 | January 20 |
9.30- 10.30 | Inaugural session and Keynote on school leadership | Keynote on monitoring and evaluation of education | Keynote on governance in education |
10.30-11.00 | Break | Break | Break |
11.00-12.45 | Presentation of UNESCO report and panel on school leadership | Presentation of UNESCO report and panel on monitoring and evaluation of education | Presentation of UNESCO report and panel on governance in education |
12.45-14.00 | Lunch break | Lunch break | Lunch break |
14.00-15.30 | Breakout sessions 1 | Breakout sessions 2 | Breakout sessions 3 |
15.30-16.00 | Break | Break | Break |
16.00-17.30 | Keynote | Panel session | Conclusions |