New Comparative and International Directions for the History of Education
Gary McCulloch, Institute of Education, University of London
11 March 2014, 10.00- 11.30
Bilik Cemerlang, Faculty of Education, University of Malaya

This talk explores new directions in the history of education, looking forward to the future of the international field of research, and to analyse fresh trends. The history of education is a contested site in terms of its identity, rationale and strategy, but it is also able to draw on and engage with developments in education, history and the social sciences. Latterly these connections have helped to encourage further engagement with theoretical and methodological approaches across these areas. In relation to comparative and international perspectives, the paper surveys how the field has tended to favour national and single-site studies but is giving increasing attention to trends in internationalisation, globalisation, transnationalism, postcolonial approaches, and the experiences of colonised and indigenous peoples.


Contemporary Challenges for Education in Conflict Affected Countries
Alan Smith, University of Ulster
25 March 2014, 10.00 - 11.30
Bilik Cemerlang, Faculty of Education, University of Malaya

The importance of education to human development is emphasised by its central place in achieving the Millennium Development Goals (MDGs) and reflected in the global initiative Education for All (EFA) aimed at securing primary education for all children by the year 2015. There are many impediments to the achievement of universal primary education. These include lack of priority to education on the part of national governments such as, insufficient spending as a percentage of GNP or inequitable distribution of funding and resources. Significant barriers to education, particularly within low income countries, include poverty, child labour, distance from school, unequal access due to gender or cultural factors and the existence of conflict. Although the number of out-of-school primary-age children in the world has fallen in recent years, there has been little improvement in conflict affected countries. These countries are home to half of all children out of school (currently 28.5 million out of 57 million children), yet they receive less than one-fifth of education aid. This paper draws on research for the 2011 EFA Global Monitoring Report to highlight a number of significant challenges for education in these countries and the contribution that education might make to longer term peacebuilding.


Keeping Education Ahead in the Post-MDG Olympics?
Kenneth King, University of Edinburgh
25 March 2014, 15.00 - 16.30
Bilik Cemerlang, Faculty of Education, University of Malaya

In 2014, the post-MDG marathon enters its last lap. There are just 19 months to go before the September 2015 finishing line. So far, Education has maintained a good position in the global race to be included in the next development agenda. It has always been the first priority out of sixteen others in the UNbs Citizen Survey, MyWorld2015. In the UN Secretary Generalbs High Level Panel Report on the Post-2015 Development Agenda, Education has been selected as one of the eleven Illustrative Goals. Education has also gained visibility through the Secretary Generalbs Education First Initiative. Most recently, in the Education for All Global Monitoring Report 2013/14, a whole chapter is dedicated to arguing that bEducationbs unique power should secure it a central place in the post-2015 development frameworkb (p.185).


Panel discussion on 'Are Multinational and International Organisations and Bilateral Aid Agencies Succeeding in Addressing the Global Educational Needs of the Twenty-First Century?'
26 March 2014, 14.30 - 16.30
Auditorium, Faculty of Education, University of Malaya

It is clear from highly credible and respected research that the twenty-first century will present new, massive and potentially devastating challenges to human survival and sustainable development. The agencies concerned are directly or indirectly the international response to the post second word war phase of new international co-operation. To what extent have they succeeded, especially with regard to education in all its forms and operations? Are their structures, modes of financing and operation fit for purpose for the coming decades? Do they need radically new educational dimensions, objectives and modes of operation to be able to meet and overcome the problems of the twenty-first century?