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By Kenneth N. Ross, Ilona Jürgens Genevois

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Extra resources for Cross-national Studies of the Quality of Education: Planning Their Design and Managing Their Impact (Iiep Studies Series)

Sample text

1 A framework for the quality of education Managerial and administrative system Implementation of good policies What the learner brings Seeks out learners Processes Supportive legislative framework Learning Content Environment Resources Means to mesure learning outcomes High-quality educational processes require well-trained teachers who are able to use learner-centred teaching and learning methods and life-skills approaches. As a result, even the term ‘learner-centred’ must be reconstructed to address issues of disparity and discrimination with regard to, for example, culture, language and gender.

Too often, compulsory education is seen as a legal framework that places parents and children, especially female, in the negative role of criminal or victim. Other legislation is critical as well. For example, the Convention on the Rights of the Child (United Nations, 1989) indicates that children under 15 years of age must not have their learning diverted due to involvement in hostilities. Similarly, international law also states the minimum age for full-time work, and both labour and education law must be consistent with these agreements.

Fourth, interest in obtaining information on the achievements of students has been fuelled by the development of corporate and managerial approaches to government administration. Heavily influenced by ideas from the business world, these approaches involve strategic and operational planning, the setting of targets, the use of performance indicators, and a focus on ‘deliverables’, or results, all of which require information on outcomes. A final reason for growth in interest in assessing student learning is that, again in many countries, public services are being reorganized to allow for the use of decentralized and relatively autonomous service providers.

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