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 qualitat...

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Main Author:	Heneveld, Ward
Format:	Brief
Language:	English
Published:	World Bank, Washington, DC 2012
Subjects:	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 SCHOOL PRIMARY SCHOOL TEACHERS PRIMARY SCHOOLS PROGRAMS 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
Online Access:	http://documents.worldbank.org/curated/en/1994/04/1570740/educational-quality-defining-whats-important http://hdl.handle.net/10986/10019

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recordtype	oai_dc
spelling	okr-10986-100192021-04-23T14:02:48Z 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
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
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
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 Heneveld, Ward Educational Quality : Defining What's Important
geographic_facet	Africa
relation	Africa Region Findings & Good Practice Infobriefs; No. 16
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
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	2012
url	http://documents.worldbank.org/curated/en/1994/04/1570740/educational-quality-defining-whats-important http://hdl.handle.net/10986/10019
_version_	1764411521429929984

Educational Quality : Defining What's Important

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