A comprehensive reference framework for quality in education ECOSOC Annual Ministerial Review Regional Preparatory meeting for Latin America and the Caribbean “Key Education Challenges.
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Transcript A comprehensive reference framework for quality in education ECOSOC Annual Ministerial Review Regional Preparatory meeting for Latin America and the Caribbean “Key Education Challenges.
A comprehensive reference framework
for quality in education
ECOSOC Annual Ministerial Review
Regional Preparatory meeting for Latin America and the Caribbean
“Key Education Challenges in
Latin America and the Caribbean:
Teachers, Quality, and Equity”
12-13 May 2011
Buenos Aires, Argentina
UNESCO
Committed to facilitate global understanding
of Quality of Education
In progress…
Objective: enhance national technical
capacity to analyze/diagnose, improve and
monitor the quality of their general education
systems
Jointly with Members States and others
International Agencies that work on
development and education.
Right to quality education for all
Education
Key for country development and economic
prosperity
Prepares people to embrace and adapt to
change but also to manage and influence it.
Creates mutual understanding and
underpins peaceful societies.
A human right
A public good
Long life….
EFA Goal 6 Remains a Challenge
Undeniable progress toward expanding
access to education.
It has not been met by comparable
progress in improving education quality.
What Do We Mean by Education Quality?
Frequent approach: quality is equal to the
efficiency and effectiveness
Multidimensional concept
Implies a value judgment
______
5
What Do We Mean by Education Quality?
A broad concept of quality education:
Effective
Relevant or responsive,
Equitable,
Efficient
As denoting substantive access
______
Elements of the Framework
Equity/Inclusion
Efficiency
Substantive
Access
Processes
Assessment
Learning
Management
Inputs
Teaching
Technical Resources
Physical environment
Fiscal Resources
Human Resources
Psycho-Social environment
Outcomes
Cognitive Skills
Academic Knowledge
Generic core Skills
Governance
Outputs
Non-cognitive Skills
• Learners
• Graduates
• Citizenship
Relevance/
Responsiveness
•Acquisition of
grade-specific
outcomes
•Assessed of
Progression
• Successful
Completion
• Optimum
Attainment
Constraints to Education
Quality Improvement Efforts
limited in scope
The tendency to address pre-defined
challenges and to generalize them
Fragmented interventions
Impatience with comprehensive diagnostics
that should precede and ‘accompany’ quality
improvement interventions
______
Beyond 2015 - Where do we
go from here?
Rethinking quality of education:
how do the various aspects of quality
relate to each other? Pedagogical
methods, assessment of and for
learning, 21st century skills, etc.
Education convergence in LAC
______
Thank you
______