Related items
Showing items related by title, author, creator and subject.
-
Chile - Institutional Design for an Effective Education Quality AssuranceThe main objective of this report is to
 present the Government of Chile with policy options related
 to the institutional distribution of roles and
 responsibilities for effective quality assurance in
 education. Following the introduction, the report is
 structured as follows. Chapter II presents background
 information on the evolution of Chile's education
 system since 1980. This information, together with an
 analysis of the current situation of the education sector,
 describes the motivation for the study and demonstrates the
 urgent need to shift the focus in education policy to
 quality assurance. Chapter III describes the conceptual
 framework developed for the analysis of how successful
 systems carry out education quality assurance. The framework
 developed identifies education participants, including:
 students; teachers; principals and school administrators;
 schools; local governments (districts, municipalities);
 regional governments (states, provinces); and the national
 government. Chapter IV applies the framework to the nine
 education systems selected as comparisons and presents a
 summary of the quality assurance functions and institutions
 in each selected education system. Chapter V describes the
 four alternative instructional visions for quality assurance
 in education developed as a result of the international
 review. Finally, Chapter VI presents policy options for the
 distribution of roles and responsibilities for education
 quality assurance across individuals and/or institutions,
 which vary depending on the instructional vision followed.
-
An Impact Evaluation of Sri Lanka's Policies to Promote the Academic Performance of Primary School Students through School Improvement and Report Card ProgramsThe Government of Sri Lanka's
 Education Sector Development Framework and Program (ESDFP)
 initiated a major development innovation for primary and
 secondary education for the period 2006-2010. Their strategy
 was organized around four key themes: improving equitable
 access to basic and secondary education; improving the
 quality of basic and secondary education; enhancing the
 economic efficiency and equity of resource allocation; and
 strengthening service delivery (Ministry of Education,
 2007). Under each theme there were a number of key
 development initiatives. Among these, the program for school
 improvement, through which the government sought to
 introduce school-based management, constituted an important
 innovation. A smaller intervention, the school report card
 program, was also introduced to inform schools on their
 performance. The World Bank supported the ESDFP through a
 programmatic sector-wide operation, the Education Sector
 Development Project (ESDP), and a range of analytical
 activities of key initiatives. The Program for School
 Improvement (PSI) was a central element of the World
 Bank's support under the ESDP. The World Bank undertook
 an impact evaluation of the PSI, as part of its analytical
 assistance to this program. This report presents the
 findings of this assessment, and comprises five sections.
 First, there is a concise description of school-based
 management. Second, there is a discussion of the PSI and
 School Report Card Program (SRCP) in Sri Lanka. Third, the
 analytical framework and results of the impact evaluation
 are discussed. Fourth, the findings and results of the
 analysis are discussed. Fifth and finally, a set of
 recommendations are presented for the future of the PSI and
 the SRCP.
-
Textbooks and School Library : Provision in Secondary Education in Sub-Saharan AfricaThis study discusses secondary textbook and school library availability in Africa, its cost and financing, and its distribution and publishing. The study objective is to analyze the issues and provide some options and strategies for improvement. Reforms are urgently required in the secondary school systems of most African countries in order to: (a) reduce the number of textbooks and reference books required by secondary education curricula; (b) reduce the unit costs of textbooks; (c) increase the target book life thus increasing cost amortization and reducing annual textbook fees/budgets; (d) increase the financing allocated to textbook provision from either government or parents and; (e) ensure that curricula change does not make expensive materials redundant too early or too often. The conclusion to be drawn is that if a reliable market exists local publishing can develop to service it, even in direct competition with multinationals. The market does not necessarily have to be large. The critical factor is predictability. If publishers are confident that funding will be available, from whatever source, year after year then local publishing will emerge to serve that market. This is perhaps most clearly demonstrated in Botswana where a tiny but reliable and reasonably predictable secondary school sector has five competing approved textbooks in some secondary subjects.