Presentaci

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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
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UNESCO

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

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Right to quality education for all

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

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EFA Goal 6 Remains a Challenge

• Undeniable progress toward expanding access to
  education.
• It has not been met by comparable progress in
  improving education quality.

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What Do We Mean by Education Quality?

• Frequent approach quality is equal to the
  efficiency and effectiveness
• Multidimensional concept
• Implies a value judgment

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What Do We Mean by Education Quality?

• A broad concept of quality education
• Effective
• Relevant or responsive,
• Equitable,
• Efficient
• As denoting substantive access

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Elements of the Framework
Equity/Inclusion

• Substantive
• Access
• Acquisition of
• grade-specific
• outcomes
• Assessed of
• Progression
• Successful
• Completion
• Optimum
• Attainment

Efficiency
Processes
Assessment
Learning
Management
Inputs
Teaching
Governance
Technical Resources
Physical environment
Fiscal Resources
Psycho-Social environment
Outcomes
Human Resources
Cognitive Skills
Academic Knowledge
Outputs
Non-cognitive Skills
Generic core Skills

• Learners

• Graduates

• Citizenship

Relevance/ Responsiveness
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Constraints to Education Quality Improvement
Efforts

• limited in scope
• The tendency to address pre-defined challenges
  and to generalize them
• Fragmented interventions
• Impatience with comprehensive diagnostics that
  should precede and accompany quality
  improvement interventions

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Beyond 2015 - Where do we go from here?

• Rethinking quality of education how do the
  various aspects of quality relate to each other?
  Pedagogical methods, assessment of and for
  learning, 21st century skills, etc.
• Education convergence in LAC

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Thank you
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