Educational Quality : Defining What's Important

Planning and monitoring the quality of primary education in sub-Saharan Africa takes as its starting point the conviction that improvements in the quality of education must focus on the school as the unit of change. Through a review of the qualitative research literature on school improvement and th...

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Bibliographische Detailangaben
1. Verfasser:	Heneveld, Ward
Format:	Buch
Sprache:	eng
Schlagworte:	ACADEMIC ACHIEVEMENT ADAPTATION CLASSROOMS EDUCATION OFFICIALS EDUCATION QUALITY EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL INPUTS EDUCATIONAL POLICY EDUCATIONAL QUALITY EDUCATIONAL REFORM EDUCATIONAL REFORMS EDUCATORS EVALUATION STUDIES EXERCISES LEARNING LEARNING MATERIALS LEARNING PROCESS MANAGERS MONITORING NATIONAL ASSESSMENTS NATIONAL EDUCATION NATIONAL REFORM PLANNING METHODS PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOL TEACHERS PRIMARY SCHOOLS PRIMARY SCHOOLS ABSENTEEISM PROGRAMS QUALITY OF EDUCATION SAMPLE SIZE SCHOOL BUILDINGS SCHOOL CLIMATE SCHOOL EFFECTIVENESS SCHOOL FACTORS SCHOOL HEADS SCHOOL IMPROVEMENT SCHOOL PERFORMANCE SCHOOL QUALITY SECONDARY SCHOOLS SHOW HOW SOCIAL SKILLS STUDENT ACHIEVEMENT STUDENT TESTING TEACHER TEACHER ATTITUDES TEACHERS TEACHING
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Beschreibung
Zusammenfassung:	Planning and monitoring the quality of primary education in sub-Saharan Africa takes as its starting point the conviction that improvements in the quality of education must focus on the school as the unit of change. Through a review of the qualitative research literature on school improvement and the more quantitative literature on school effectiveness, a conceptual framework that identifies generic factors that determine school effectiveness is formulated. Drawing from the literature, detailed definitions and indicators relevant to sub-Saharan Africa are presented for each of the factors. The paper then describes, with some examples, how the conceptual framework of factors, definitions, and indicators can be used in the region to plan improvements in the quality of primary education, to conduct situation analyses and sector work on school quality, and to monitor and evaluate educational reforms. The paper concludes with an assessment of the strengths and weaknesses of these materials and a reminder that they must be locally adapted if they are to prove useful in improving the quality of education for Africa's children.