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 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.
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dig-okr-10986100192021-04-23T14:02:48Z Educational Quality : Defining What's Important Heneveld, Ward PLANNING METHODS MONITORING EVALUATION STUDIES PRIMARY EDUCATION EDUCATIONAL REFORMS QUALITY OF EDUCATION PRIMARY SCHOOLS ABSENTEEISM ACADEMIC ACHIEVEMENT ADAPTATION CLASSROOMS EDUCATION OFFICIALS EDUCATION QUALITY EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL INPUTS EDUCATIONAL POLICY EDUCATIONAL QUALITY EDUCATIONAL REFORM EDUCATORS EXERCISES LEARNING LEARNING MATERIALS LEARNING PROCESS MANAGERS NATIONAL ASSESSMENTS NATIONAL EDUCATION NATIONAL REFORM PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOL TEACHERS PRIMARY SCHOOLS 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 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. 2012-08-13T10:11:08Z 2012-08-13T10:11:08Z 1994-04 http://documents.worldbank.org/curated/en/1994/04/1570740/educational-quality-defining-whats-important http://hdl.handle.net/10986/10019 English Africa Region Findings & Good Practice Infobriefs; No. 16 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Brief Publications & Research Africa |
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Banco Mundial |
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Estados Unidos |
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US |
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Bibliográfico |
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En linea |
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dig-okr |
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biblioteca |
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America del Norte |
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Biblioteca del Banco Mundial |
| language |
English |
| topic |
PLANNING METHODS MONITORING EVALUATION STUDIES PRIMARY EDUCATION EDUCATIONAL REFORMS QUALITY OF EDUCATION PRIMARY SCHOOLS ABSENTEEISM ACADEMIC ACHIEVEMENT ADAPTATION CLASSROOMS EDUCATION OFFICIALS EDUCATION QUALITY EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL INPUTS EDUCATIONAL POLICY EDUCATIONAL QUALITY EDUCATIONAL REFORM EDUCATORS EXERCISES LEARNING LEARNING MATERIALS LEARNING PROCESS MANAGERS NATIONAL ASSESSMENTS NATIONAL EDUCATION NATIONAL REFORM PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOL TEACHERS PRIMARY SCHOOLS 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 PLANNING METHODS MONITORING EVALUATION STUDIES PRIMARY EDUCATION EDUCATIONAL REFORMS QUALITY OF EDUCATION PRIMARY SCHOOLS ABSENTEEISM ACADEMIC ACHIEVEMENT ADAPTATION CLASSROOMS EDUCATION OFFICIALS EDUCATION QUALITY EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL INPUTS EDUCATIONAL POLICY EDUCATIONAL QUALITY EDUCATIONAL REFORM EDUCATORS EXERCISES LEARNING LEARNING MATERIALS LEARNING PROCESS MANAGERS NATIONAL ASSESSMENTS NATIONAL EDUCATION NATIONAL REFORM PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOL TEACHERS PRIMARY SCHOOLS 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 |
| spellingShingle |
PLANNING METHODS MONITORING EVALUATION STUDIES PRIMARY EDUCATION EDUCATIONAL REFORMS QUALITY OF EDUCATION PRIMARY SCHOOLS ABSENTEEISM ACADEMIC ACHIEVEMENT ADAPTATION CLASSROOMS EDUCATION OFFICIALS EDUCATION QUALITY EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL INPUTS EDUCATIONAL POLICY EDUCATIONAL QUALITY EDUCATIONAL REFORM EDUCATORS EXERCISES LEARNING LEARNING MATERIALS LEARNING PROCESS MANAGERS NATIONAL ASSESSMENTS NATIONAL EDUCATION NATIONAL REFORM PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOL TEACHERS PRIMARY SCHOOLS 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 PLANNING METHODS MONITORING EVALUATION STUDIES PRIMARY EDUCATION EDUCATIONAL REFORMS QUALITY OF EDUCATION PRIMARY SCHOOLS ABSENTEEISM ACADEMIC ACHIEVEMENT ADAPTATION CLASSROOMS EDUCATION OFFICIALS EDUCATION QUALITY EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL INPUTS EDUCATIONAL POLICY EDUCATIONAL QUALITY EDUCATIONAL REFORM EDUCATORS EXERCISES LEARNING LEARNING MATERIALS LEARNING PROCESS MANAGERS NATIONAL ASSESSMENTS NATIONAL EDUCATION NATIONAL REFORM PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOL TEACHERS PRIMARY SCHOOLS 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 Heneveld, Ward Educational Quality : Defining What's Important |
| description |
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. |
| format |
Publications & Research :: Brief |
| topic_facet |
PLANNING METHODS MONITORING EVALUATION STUDIES PRIMARY EDUCATION EDUCATIONAL REFORMS QUALITY OF EDUCATION PRIMARY SCHOOLS ABSENTEEISM ACADEMIC ACHIEVEMENT ADAPTATION CLASSROOMS EDUCATION OFFICIALS EDUCATION QUALITY EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL INPUTS EDUCATIONAL POLICY EDUCATIONAL QUALITY EDUCATIONAL REFORM EDUCATORS EXERCISES LEARNING LEARNING MATERIALS LEARNING PROCESS MANAGERS NATIONAL ASSESSMENTS NATIONAL EDUCATION NATIONAL REFORM PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOL TEACHERS PRIMARY SCHOOLS 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 |
| author |
Heneveld, Ward |
| author_facet |
Heneveld, Ward |
| author_sort |
Heneveld, Ward |
| title |
Educational Quality : Defining What's Important |
| title_short |
Educational Quality : Defining What's Important |
| title_full |
Educational Quality : Defining What's Important |
| title_fullStr |
Educational Quality : Defining What's Important |
| title_full_unstemmed |
Educational Quality : Defining What's Important |
| title_sort |
educational quality : defining what's important |
| publisher |
World Bank, Washington, DC |
| publishDate |
1994-04 |
| url |
http://documents.worldbank.org/curated/en/1994/04/1570740/educational-quality-defining-whats-important http://hdl.handle.net/10986/10019 |
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AT heneveldward educationalqualitydefiningwhatsimportant |
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