A comprehensive reference framework for quality in education

A comprehensive reference framework for quality in education ECOSOC Annual Ministerial Review Regional Preparatory meeting for Latin America and the Caribbean “Key Education Challenges in Latin America and the Caribbean: Teachers, Quality, and Equity” 12 -13 May 2011 Buenos Aires, Argentina

UNESCO q Committed to facilitate global understanding of Quality of Education q In progress… q Objective: enhance national technical capacity to analyze/diagnose, improve and monitor the quality of their general education systems q Jointly with Members States and others International Agencies that work on development and education.

Right to quality education for all q Education q Key for country development and economic prosperity q Prepares people to embrace and adapt to change but also to manage and influence it. q Creates mutual understanding and underpins peaceful societies. q A human right q A public good q Long life….

EFA Goal 6 Remains a Challenge q Undeniable progress toward expanding access to education. q It has not been met by comparable progress in improving education quality.

What Do We Mean by Education Quality? q. Frequent approach: quality is equal to the efficiency and effectiveness q. Multidimensional concept q. Implies a value judgment ______ 5

What Do We Mean by Education Quality? A broad concept of quality education: q. Effective q. Relevant or responsive, q. Equitable, q. Efficient q. As denoting substantive access ______

Elements of the Framework Equity/Inclusion Efficiency Substantive Access Processes Assessment Learning Management Inputs Teaching Technical Resources Physical environment Fiscal Resources Human Resources Psycho-Social environment Outcomes Cognitive Skills Academic Knowledge Generic core Skills Governance Outputs Non-cognitive Skills • Learners • Graduates • Citizenship Relevance/ Responsiveness • Acquisition of grade-specific outcomes • Assessed of Progression • Successful Completion • Optimum Attainment

Constraints to Education Quality Improvement Efforts qlimited in scope q. The tendency to address pre-defined challenges and to generalize them q. Fragmented interventions q. Impatience with comprehensive diagnostics that should precede and ‘accompany’ quality improvement interventions ______

Beyond 2015 - Where do we go from here? q Rethinking quality of education: how do the various aspects of quality relate to each other? Pedagogical methods, assessment of and for learning, 21 st century skills, etc. q. Education convergence in LAC ______

Thank you ______