Quality Education Quality Education Quality Education Quality Education

April 1
st
1
Definition
The standard of something as measured
against other things of a similar kind; the
degree of excellence of something.
(Oxford Dictionary)
2
Quality Education
Learners who are healthy, well-nourished and ready to participate and
learn, and supported in learning by their families and communities.
Environments that are healthy, safe, protective and gender-sensitive,
and provide adequate resources and facilities.
Content that is reflected in relevant curricula and materials for the
acquisition of basic skills, especially in the areas of literacy, numeracy
and skills for life, and knowledge in such areas as gender, health, and skills for life, and knowledge in such areas as gender, health,
nutrition, HIV/AIDS prevention and peace.
Processes through which trained teachers use child-centred teaching
approaches in well-managed classrooms and schools and skilful
assessment to facilitate learning and reduce disparities.
Outcomes that encompass knowledge, skills and attitudes, and are
linked to national goals for education and positive participation in
society.
3
Quality Learners
Good health and
nutrition
Regular
Early childhood
psychosocial
Regular
attendance for
learning
Family support
for learning
psychosocial
development
experiences
4
Quality Learning Environments
Physical
Quality
school
facilities
Physical
elements
Class
size
Infrastructure
and materials
5
Psychosocial
Peaceful, safe
environments
Discipline
policies
Teachers
behaviors
Psychosocial
elements
Non-
violence
Inclusive
environments
6
Quality Content
Student-centred, non-discriminatory, standards-
based curriculum structures.
Uniqueness of local and national content.
Literacy.
Numeracy. Numeracy.
Life skills.
Peace education.
7
Problems in reaching quality content
Teachers often find curricular integration and
interdisciplinarity difficult, especially when the teacher
does not have a role in curriculumdesign;
Subjects that do not appear on important examinations
are not always taken seriously;
Social attitudes towards the subject may not be
favorable, and cultural patterns are difficult to change;
Social attitudes towards the subject may not be
favorable, and cultural patterns are difficult to change;
Ideas conceived in other regions of the world may not
be adequately adapted to the local context;
Political and economic instability can lead to
discontinuity in policies and programmes, as well as
teacher and administrator turnover.
8
Quality Processes
Professional learning.
Competence and
school efficiency.
Ongoing professional
development. development.
Continuing support for
student-centred
learning.
Active, standards based
participation methods.
Feedback mechanisms.
Beliefs that all students
can learn.
Working conditions.
Teachers
9
Administrative
support and
leadership.
Using technologies
to decrease
disparities.
Supervision
and
disparities.
Diversity of
processes and
facilities.
and
Support
10
Quality outcomes
Achievement in literacy and numeracy.
Using formative assessment to improve
achievement outcomes.
Outcomes sought by parents.
Outcomes related to community participation, Outcomes related to community participation,
learner confidence and life-long learning.
Experiential approaches to achieving desired
outcomes.
Health outcomes.
Lifeskills and outcomes.
11
Bringing it together: Quality programmes
Chiles programme for quality improvement in
primary schools.(90s)
Primary schools in disadvantaged areas of the
country. country.
10% primary schools.
17 million in U.S. dollars.
7000 teachers, 400 supervisors, 2000 students.
12
Components
Improvement of learning environments.
Infrastructure , classroom libraries and learning
materials.
Teacher and supervisor training.
Teachers fromgrades one through four. Teachers fromgrades one through four.
Centred on improving teaching methods for basic
skills and working more effectively with the local
culture and community.
Modelled quality instructional practices and
facilitated change in teachers knowledge, skills
and attitudes.
13
Assistance for lower-achieving students.
Workshops delivered by young community
members who had been trained as part of the
project.
This format succeeded in strengthening learning
and improving self-esteemand social competence.
Newtextbooks
Provided to schools, along with manuals for
teachers and supervisors.
Teachers received training on the new materials as
part of their weekly workshops.
14
Evaluation
Programme evaluations found significantly improved
achievement among participating schools as compared
to their prior performance and the performance of
schools outside of the programme.
These results indicate that focusing on key quality These results indicate that focusing on key quality
dimensions within a learning system can have an
important effect on the students skills and, as a result,
their life chances.
15