Dip.

AA, Cohort 2, AU-MIT University

A Proposed Unified
Conceptual Framework
for Quality of Education
in Schools
Article Review
Team 4 • 2308068 May Myat Moe Saw

• 2308064 SAI NAY TUN LIN

• 2308060 Thae Myat Nwe

• 2308072 ZAY YAR LIN

 Content
• Abstract
• Introduction and Background
• Literature Review
• Method (theoretical framework)
• The proposed conceptual framework for quality of education
• Limitation
• Conclusion
• Review
• Q&A
Fig.1 The proposed conceptual framework for quality of education
Introduction and Background
• After UNESCO declared that quality of education in schools was generally
declining in many countries in 2004, people worldwide has been a renewed focus
on the quality of education in school.
• When discussing "the quality of education in schools," it is essential to emphasize
the diverse interconnections among inputs, processes, and outcomes.
• Previous researches have primarily focused on specific levels, like schools’ level,
preschool level, tertiary level or national level.
• But unfortunately, there has been no parallel research agenda on the
relationships among the inputs, processes and outputs at all levels of the
education system and how these may contribute to the overall quality of
education.
Introduction and Background
• The initial problem in this study was “the uncertainty about what constitutes a
conceptual framework for quality of education in general and in school.

• This article's main goal is to propose a unified conceptual framework for quality
of education that spans all levels of the education system.

• This unified framework aims to improve our understanding of education quality

and assist stakeholders in their roles.

• The study is also substantial in that it may help education systems to design and
develop effective evaluation and monitoring systems.
Literature review
• It has realized that achieving universal basic education on its own may not be
fully accomplished without the provision of quality of education. (UNESCO, 2004)
• Steyn (2001) affirms that the need for quality of education is the single most
important thing and quality makes the difference between success and failure.
• Consensus→ provide quality education worldwide (UNESCO & UNICEF 2012)
• Little agreement → what constitutes quality education.
• Williams (2001) indicates that quality of education is better understood in terms
of output.
• A holistic understanding of education quality should be in terms of inputs,
processes, outputs as well as outcomes of education. (Thijs & Van den Akker,
2009)
Literature review
• Substantial research has been done on quality of education with considerable
evidence on poor quality of education in most education systems (Benavot, 2011;
Garira et al., 2019; Spaull, 2015).

• Previous studies and research consistently support the idea that continuous
monitoring and evaluation of educational quality, particularly through School
Self-Evaluation (SSE), where school communities assess their conditions,
processes, and outcomes, is effective for the purpose of improvement. (Carlson,
2009; Department of Education and Skills, 2016; Estyn, 2014)
Previous The article
developed proposed
framework framework
• primarily centered on the • This article aim to propose a unified
components of education but lacked conceptual framework for quality of
a clear indication of these elements education in schools to help the
at each level of the education system general public and researchers to
and contexts in which these understand the quality of education.
educational levels function.
• were created without taking a
systematic approach
• didn’t focused on the
interconnectedness of the
components of the education at the
different levels of the education
system
Theoretical framework available in educational studied

• Systems theory (Banathy & Jenlink, 2004)  This article use

• Behaviorism (Pritchard, 2017)

• Constructivism (Lazarus, 2010)

• Cognitivist (Mwamwenda, 2009) … etc.,

Theoretical
Framework
(Method)
Theoretical Framework
• The theoretical framework used in this article is "systems theory."

• Numerous studies have provided substantial support for the application of this theory in
education management.

Systems theory is a theoretical framework based on the principle that the

component parts of a system can best be understood in the context of the
relationships with each other and with other systems. rather than in isolation.

• According to this theory, various levels in education system and their associated classrooms,
relevant stakeholders should work together to achieve systemic education goal.

• Evaluation and monitoring instruments are involving.

• In the framework article proposed, SSE(school self evaluation) is a central and crucial
component at all education levels.
The Proposed
Conceptual
Framework for
Quality of
Education
The proposed conceptual framework for quality
of education in this article is based on an input,
process, output approach, where these should
be specified at every level of the education
system namely, the national, pre-school,
tertiary, and school levels.
The Proposed Conceptual Framework for Quality of Education
• The conceptual framework for assessing the quality of education in
schools was created as part of a larger study aimed at developing an
SSE framework for classroom quality in Zimbabwean primary schools.
• The framework is multi-dimensional and draws from the authors'
practical experience in studying the education systems in Zimbabwe
and South Africa, with a specific focus on school quality.
• The initial phases of the study revealed that participants primarily
perceived the quality of education in terms of students' academic
achievement.
• The proposed conceptual framework emphasizes that student
achievement should encompass academic subjects, cultural heritage,
social development, personal growth, and other relevant factors to
support students' holistic development.
Fig.1 The proposed conceptual framework for quality of education
The Context (External forces)

• The context may include various entities, such as government, international

organizations (e.g. UNESCO and UNICEF) as well as social structures interested in
education, including parents and civic and private organizations

• The context supplies inputs to all education system levels.

• The context directly contributes to the classroom by providing items. (e.g.

exercise books and school supplies, which parents purchase for their children).

• UNESCO(2004) emphasized the importance of the context in achieving

educational quality.

• The context is a crucial role in education, as it creates enabling conditions for

schooling (Scheerens, 2004).
The National
Educational
Level

This level includes the national head office

of the education system, the provincial, and
the district level.
The National Education Level （Input)

• This level includes the national head office of the

education system, the provincial, and the district level.

• It receives inputs from the context

The National Education Level (Process)

• Key processes at this level include policymaking,

pedagogical vision, assessment policies, and
mission, vision, and goals design (Garira, 2015).

• It also involves the design and development of

SSE (School Self-Evaluation) frameworks for
evaluating and monitoring education quality.
The National Education Level （Output)
• Outputs from these processes include education access,
completion rates, SSE instruments, among others, contributing to
SSE
national education quality.
• Outputs from the national level are transferred to institutional
levels (tertiary, school, and pre-school) as inputs.
• Institutional levels, in turn, provide their outputs to respective
classrooms as inputs.
The Tertiary
Education
Level

Tertiary education, also called post-

secondary education, is any level of
education pursued beyond high school,
including undergraduate and graduate
credentials. These credentials encompass
certificates, diplomas or academic degrees.
The Tertiary Education Level(Input and Process)

• Quality of education at the tertiary level has a significant impact on

and is influenced by the quality of education at other institutional
levels (pre-school and school) and the national education level

• Receives inputs, including human and material resources, from the

national education level.

• Undergoes processes that result in an output referred to as "tertiary

quality.“
The Tertiary Education Level （Output)

• Tertiary quality primarily consists of human resources and knowledge

and serves as an input to schools and pre-schools, as university and
teacher education college graduates become teachers and leaders in
schools
• Tertiary quality also feeds back into the national level by supplying
manpower to the labor market and contributing to research and
innovation outputs.
• While higher education institutions bear the responsibility for realizing
and improving tertiary quality, other levels of the education system also
play a role in contributing to this quality
The Pre-School

Level
The Pre-School Level(Input and Process)

• The pre-school level receives inputs from two sources: the context and the

national education level. Inputs include human and other resources.

• Main processes at the pre-school level revolve around teaching and learning,

encompassing emotional support, instructional support, and classroom

organization, with various dimensions of classroom interactions contributing

to children's development (Pianta & Hamre, 2009).

• Alongside teaching and learning processes, decision-making processes also

occur at this level.

The Pre-School Level （Output)

• These processes collectively produce a quality labeled as "pre-school

quality"

• Pre-school quality is subsequently forwarded to the school level,

primarily in the form of pupils.

The School

Level
The School Level(Input)

• The school receives inputs from the

national, tertiary, and pre-school levels,

as well as from the context.

• Inputs may include human and material

resources, educational mission and goals,

and assessment policies.

The School Level （Process)
• Various processes occur, including resource
allocation, support for teaching and learning, and
resource management.
• School effectiveness varies, leading to differences in
school quality (Sammons, 2007).
• The quality of curriculum implementation at the
school level depends on the quality of internal
processes and the inputs from other levels (context,
national, tertiary, and pre-school).
• Proper utilization of resources provided to schools by
other levels of the education system can contribute
to realizing and improving education quality in
schools (Garira et al., 2019).
The School Level(Output)

• Various outputs are generated at the

school level, like student achievement,
e.g. pass rate, social skills, SSE report,
among others.

• School quality, indicated in Figure 1,

serves as an input to the classroom and
is also fed back to the national and
tertiary levels to impact the quality of the
labor force and students.
Interconnection 1 High school quality can positively influence the
quality of the national and tertiary levels of the
education system

2 The overall quality of the national education

level reflects the quality of education in schools
(Garira, 2015).

3 School quality can serve as an indicator of the

education system's quality.
The Classroom (Input)

• The classroom, situated within a school, receives inputs

from the school and the broader context.

• Quality of education in the classroom, like at other levels,

depends on inputs, processes, and outputs.

• The classroom is where inputs from various levels of the

education system are meant to be effectively utilized for

the benefit of all students.

The Classroom(Process)

• Processes within the classroom are crucial for achieving educational quality.

• Monitoring and evaluation are necessary to identify areas for improvement.

• While schools provide guidelines for classroom processes, actual processes

result from interactions between teachers and students using available
resources.

• Classroom processes influence the attained curriculum, encompassing not

only cognitive achievement but also social skills and students' future
educational pathways (Thijs & Van den Akker, 2009).
The Classroom (Output)

• While all levels contribute to the final output of education, the classroom is

where this output is most evident, as students spend a significant amount of

their time here.

• Cognitive achievement is not the sole desired outcome; it also encompasses

preparation for society and professional life (Thijs & Van den Akker, 2009).

• The school level, classroom, or student can be chosen as the unit of analysis

for determining the quality of education.

Interconnection 1 Quality in the classroom influences and is
influenced by the quality at the school level,
which, in turn, influences the national
education level.

2 To achieve high-quality education, it is

essential to monitor and evaluate the quality of
education at all levels of the education system,
with particular attention to classroom
processes.

3 The classroom is a significant indicator of

education quality since most student learning
takes place there.
Fig.1 The proposed conceptual framework for quality of education
Limitation
• Possible Method Limitations:
– The method used to develop the unified conceptual framework for quality of
education might not have captured all the elements of quality of education
across different levels of the education system.
• Limited Stakeholder Consultation:
– The framework was developed without consultation with education
stakeholders, potentially leading to the omission of crucial components.
• Limited Literature on Unified Frameworks:
– A lack of available literature on unified conceptual frameworks for quality of
education might have affected the completeness of the framework.
• Need for Further Studies:
– Further empirical studies involving various education stakeholders are
necessary to develop a more comprehensive and unified conceptual
framework for quality of education.
Conclusion

• The primary innovation of this article is the development of a unified

conceptual framework for quality of education in schools.

• Systems theory was used to create this framework, emphasizing the

importance of inputs, processes, and outputs at each level of the education
system.

• The framework helps education stakeholders understand their specific roles

and responsibilities in achieving quality education in schools.

• The framework provides a general conceptual model for quality education that
can be used across various education systems to understand and improve
quality.
Conclusion
• Interconnected Levels:
– Acknowledges the significance of interconnectedness among the different levels of the
education system in achieving educational goals.
– Demarcates responsibilities for stakeholders at various levels to enhance their
understanding of their roles in realizing quality education.
• No Privileged Level:
– Recognizes that there is no privileged level for understanding quality education since all
levels contribute to the overall quality of education.
• Applicability to Various Contexts:
– While developed for a specific context, the information and framework can be applied to
other education systems, particularly in developing countries with limited frameworks for
understanding quality education.
• Shared Challenges and Solutions:
– Challenges in understanding quality education may be similar across different education
systems, and the framework can be applied innovatively to address these challenges.
Application of the Proposed Framework in the Myanmar Education
System
• Quality Assessment

• Stakeholder Role Clarification

• Resource Allocation

• Policy Development

• Continuous Improvement

• International Collaboration

• Curriculum Enhancement

• Research Initiatives

• Local Context Adaptation

Limitation

• Theoretical Emphasis

• Resource Limitations

• Lack of Stakeholder Involvement

• Political Instability

• Conflict-Affected Areas

• Lack of Empirical Evidence

• Cultural Sensitivity
Are there any other
applications or
limitations of the
framework proposed in
this article for the
education system in
Myanmar?
Do you have any
questions?
 Thank You!!!
We hope you learned something
new.