MeasuringandMonitoringtheQualityofEducation.pdfVIP

Measuring and Monitoring the Quality of Education Christopher Colclough University of Cambridge What are we trying to measure? A good quality education encompasses: ? Cognitive development: reading, writing, numeracy ? Creative and emotional development and the promotion of attitudes and values necessary for effective life in the community A good quality education carries personal and social benefits: ? better health, lower fertility, lower exposure to HIV/AIDS ? higher personal income ? stronger national growth International learning assessments PIRLS – reading literacy, 9-yr olds, 5 ldcs TIMSS – maths/science, 9/13-yr olds, 9 ldcs PISA – reading/math/sci, 15 yr-olds, OECD+ SACMEQ – reading/maths, grade 6, 14 SSA UNESCO LLECE – lit/math, 16 LACs PASEC – lit/maths, 6 Francophone SSA 110 countries in at least one study: 46 ldcs, but only at most 16 in any one assessment Measuring Quantity is Insufficient % that has ever % that % that achieved NER in primary enrolled survived to minimum for the period Study Country Cohort (ages 6-14) grade 5 mastery before the test SACMEQ Malawi 100 91 31 7 69 (1995) Mauritius 100 99 98 52 99 Grade 6 Reading test Namibia 100 97 74 19 84 U. R.Tanzania 100 87 70 18 54 PIRLS (2001) Colombia 100 98 60 27 87 Grade 4 Reading test Morocco 100 99 77 59 81 PASEC Burkina Faso 100 35 25 21 28 (mid 1990s) Cameroon 100