A common mantra in educational theory is ‘moving from the known to the unknown’. Popularised by psychologist Herbert Spencer it posits that, in approaching a complex subject, individuals are largely influenced by what is already known to them from experience of their immediate environment. Effective learning starts with the concrete, moving to the abstract.
Could this simple principle be applied to the accountability framework for the post-2015 development agenda?
There has been a concerted call for the monitoring and accountability framework to be an integral part of the Post-2015 development agenda and not an after-thought. But the debate is still polarised on what sort of accountability framework will deliver for people in poverty. Should there be a totally new accountability framework, or should we start from the known and move to the unknown?