Monitoring and evaluating school effectiveness: the case for longitudinal datasets
Abstract
How we understand education quality is inextricably linked with perspectives on social justice. Questions of inclusion, relevance and democracy in education are increasingly contested, most especially in the global South, and improving the quality of education, particularly for the most disadvantaged, has become a topic of fundamental concern for education policy makers, practitioners and the international development community. The reality experienced by many learners continues to be of inadequately prepared and poorly motivated teachers, struggling to deliver a rapidly changing curriculum without sufficient support, and often using outmoded teaching methods in over-crowded or dilapidated classrooms. Education Quality and Social Justice in the South includes contributions from leading scholars in the field of education and development. The text draws upon state of the art evidence from the five year EdQual research programme, which focuses upon raising achievement in low income countries, and demonstrates how systems of high quality universal education can be sustained. By exploring recent research initiatives to improve education quality, the importance of supporting local policy makers, educators and parents as agents of change, and students as active inquirers is highlighted, and the challenge of taking successful initiatives to scale is explained.
Citation
Thomas, S.; Salim, M.; Peng, WenJung. Monitoring and evaluating school effectiveness: the case for longitudinal datasets. In: Tikly, L.; Barrett, A.M. (Eds) Education Quality and Social Justice in the Global South. Challenges for policy, practice and research. Routledge, Taylor & Francis Group, Abingdon, UK (2010) 59-74. ISBN 978-0-415-60354-6
Links
Monitoring and evaluating school effectiveness: the case for longitudinal datasets