Professor Nico Cloete
CHET, University of the Western Cape & University of Oslo
University of Oslo
18 February 2016
The International Panel on Social Progress (IPSP)
http://www.ipsp.org/
• Established in September 2015 in Istanbul to explore what social
science can tell us about social progress.
• IPSP’s aims to focus attention globally on policy and research
questions related to the promotion of social justice. Modelled on
the International Panel on Climate Change.
• Panel will publish report late 2017.
• IPSP is guided by an Advisory Committee chaired by Amartya
Sen, and managed by a Steering Committee advised by a
Scientific Council co-chaired by Helga Nowotny, Nancy Fraser
and Ravi Kanbur.
• The IPP secretariat is shared between Fondation Maison des
Sciences de l'Homme, Paris and Woodrow Wilson School,
Princeton University
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Prominent Coordinating Group Members
1. Armathy Sen Nobel Prize, Professor in Economics and Philosophy, Harvard
University
2. Kenneth Arrow Nobel Prize, Professor of Economics, Stanford University
3. Manuel Castells Holmberg Prize, Professor of Communication Technology and
Society, University of Southern California, Los Angeles
4. Robert Reich Professor of Public Policy, University of Berkeley, and former US
Secretary of Labour
5. Margot Wallström Special Representative of the Secretary-General of the
United Nations on Sexual Violence in Conflict
6. Mustapha Nabli former Finance Minister of Tunisia, Chief Economist at the
World Bank
7. Sunita Narain Director-General of the Centre for Science and Environment,
New Delhi
8. Michel Wieviorka Directeur d’Etudes EHESS, Maison des Sciences de l’Homme
and former President of International Sociological Association
9. Xiaobo Zhang Professor of Economics, Peking University
10. Mamadou Diouf Professor of African Studies, Columbia University
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Education and Social Progress Group
Coordinating Authors
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Christiane Spiel (University of Vienna, Austria)
Rob Reich (Stanford University, USA)
Lead Authors
•
•
•
•
•
•
•
•
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Harry Brighouse (University of Wisconsin – Madison, USA)
Marius Busemeyer (University of Konstanz, Germany)
Nico Cloete (University Oslo and CHET, South Africa)
Gili Drori (Hebrew University, Israel)
Lorenz Lassnigg (Institute for Advanced Studies, Austria)
Barbara Schober (University of Vienna, Austria)
Simon Schwartzman (Institute for Studies on Labour and Society, Brazil)
Michele Schweisfurth (University of Glasgow, UK)
Suman Verma (Punjab University, India)
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Discipline composition of groups
Entire Group of 200
1.
2.
3.
4.
5.
Economists 20%
Sociologists 18%
Political Scientists 18%
Humanities, Psychology, Health 14%
Education not listed
Education Group
1.
2.
3.
4.
5.
Sociologists (social policy) 3
Education philosophers 3
Education psychologists 2
Pedagogics 2
Political scientist 1
The IPSP do not seem to rate educationists.
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Education and social progress?
1.
How does one think about Social Progress?
2.
Definitions and Chapter 1
3.
Diagnosis/description vs prognosis/policy
4.
ICCP – state of climate vs future
5.
Disciplinary differences immediately came to the fore
6.
Reflect the state of education reform and policy
7.
Educationists assume (know) that education contributes to
progress (some say education is progress) BUT what exactly and
how much does it contribute
8.
The composition of the IPSP shows that non-educationists do not
have a high opinion that educationists know about the
contribution of education
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Ch 19: How can education promote social progress?
Outline following meeting in Vienna, February 2016:
1.
Introduction
2.
Current conditions and challenges
3.
Facilitators and barriers to education as a means to social progress
3.1
Knowledge, values and attitudes
3.2
Governance of education
3.3
Organizations and educators
3.4
Content and pedagogy
4. Conclusions and recommendations
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Ch 19: How can education promote social progress?
Goals/aims/purposes of education, which are interrelated:
1.
Economic: education develops skills to participate in the labor
market and workforce.
2.
Civic: education develops civic (citizenship) capacities to
participate in political institutions
3.
Humanistic: education develops the fullest array of human
talents and interests
4.
Equity: education provides opportunities for social inclusion
and distributional justice
Each of these goals can be understood from an individual,
institutional and collective perspective.
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Interconnected purposes of education
Economic
Inequality
Humanistic
Civic
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Ch 19: How can education promote social progress?
Current conditions and challenges:
1. Educational opportunities are not equally available to all.
2. Educational policies dominated by the economic purpose with
comparatively little attention paid to the civic, humanistic, and
equity aims.
3. There is a lot of knowledge about access to and some about
outcome of education, but very little knowledge about the
processes and experiences within the educational institutions.
4. There is a gap between political goals and faith in education on
the one hand and implementation and results on the other.
5. New challenges to education emerge from the global
dimensions of human mobility, technology, environmental
changes, changing modes of production, violence and more.
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Private returns to education by level and region (WB, 2014)
Source: Montenegro & Patrinos 2014 Human development reports comparable estimates of returns to schooling around the world. Washington DC: The World Bank
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Youth bulge: Africa is increasingly the youngest continent
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Primary education
GER
QR
Secondary Education
GER
QR (+M&S)
Tertiary education
GCI
GER
RoR
GCI
Stage 1: Factor-driven
Ghana
89
104
67
76 (72)
12
29
119
Kenya
84
84
67
36 (78)
4
22
99
Mozambique
87
138
26
119 (133)
5
18
133
Pakistan
72
112
38
75 (89)
10
15
64
Tanzania
84
124
33
98 (130)
4
19
120
Uganda
92
113
27
81 (111)
4
-
115
20
-
71
Transition from 1 to 2
Botswana
90
85
82
77 (95)
Stage 2: Efficiency-driven
Egypt
95
139
86
139 (131)
30
-
116
South Africa
90
127
111
138 (140)
20
40
49
China
98
55
89
56 (49)
26
21
28
Transition from 2 to 3
Chile
92
108
89
86 (107)
75
18
35
Costa Rica
90
39
109
28 (55)
48
20
52
Brazil
87
132
99
132 (134)
26
17
75
Malaysia
97
15
71
6 (12)
37
22
18
Mauritius
98
48
96
49 (50)
41
22
46
Turkey
95
100
86
92 (103)
70
15
51
Stage 3: Innovation-driven
Austria
98
30
98
37 (37)
72
9
23
Finland
99
1
108
4 (2)
94
-
8
Korea, Rep.
98
36
97
66 (30)
99
13
26
Norway
100
17
111
11 (24)
74
10
11
Singapore
100
3
108
3 (1)
83
11
2
91
29
94
18 (44)
94
15
3
United States
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Conditional probability of employment and
conditional log of wages by years of education
Source: Van den Berg 2015 Inequality, poverty and prospects for redistribution. Dev South Afr. 31(2):197-218
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Knowledge Indexes
Knowledge Economy Index (KEI)
Knowledge Index (KI)
Economic & Institution
Regime Index
Innovation Index
Education Index
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ICT Index
Tariff & non-tariff barriers
Regulatory quality
Rule of law
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•
Average years of schooling
Secondary enrolment
Tertiary enrolment
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•
•
Royalty payments & receipts
Patent count
Journal articles
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Telephones
Computers
Internet users
Piketty: Capital (2014)
•
Climate change and educational access are two of the greatest
challenges to the human race. Ameliorating schooling is even more
important than fixing governmental debt: the more urgent need is
to increase our educational capital (568).
•
Furthermore the best way to reduce inequality and increase the
overall growth of the economy is to invest in education. To
maintain a competitive edge in a rapidly transforming knowledge
economy, countries need to invest more in quality education. Not
even minimum wage schedules can multiply wages by factors of
five or ten: to achieve that level of progress, education and
technology are the decisive factors .
•
One of Piketty’s five prescriptions for South Africa is quality
schooling – but poor kids go to poor quality schools
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Goal: Civic/citizenship education
1. Migration – we are in one of the great migration periods of
history
2. Waiting for UN stats, but biggest migration is within Africa
despite Europe getting most media attention
3. Identity – Global, regional, local
4. Inclusive diversity – traditionally difference is used to build
identity (EU President and Castells/Sen)
•
Legitimizing, Resistance and Project Identity: a new identity that
redefines the persons position in society
5. Two South African examples
6. Teachers, and schooling system can’t handle it alone
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Two big issues for educators
1. Research – evidence – policy
•
Most of the research cited comes from economists
•
Dearth of research on processes and outcomes of policies and
policy implementation – policy implementation with research
•
Experimental methodologies are mainly small-scale and ignored
2. Teachers and teacher educators
•
Are teachers prepared for challenges: economic, citizenship,
humanistic?
•
Are education faculties prepared to simultaneously ‘’retool’’
teachers and train new teachers for this changing world?
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Thank you.
Nico Cloete
ncloete@chet.org.za
www.chet.org.za
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