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Quality of Education

Quality of Education. Quality of Education?. What is quality of education? Do you satisfy with quality of education in your area? If so, why? If not, why not? Can we measure the education quality? If so, how? If not, why not? What are the main factors effecting quality of education?

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Quality of Education

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  1. Quality of Education

  2. Quality of Education? What is quality of education? Do you satisfy with quality of education in your area? • If so, why? • If not, why not? Can we measure the education quality? • If so, how? • If not, why not? What are the main factors effecting quality of education? 1. … 2. … 3. … 4. … 5. … 6. … 7. … 8. … 9. … 10. … 11. … 12. … Slide 2 OBEC & UNESCO Bangkok, 11-21 September 2007

  3. Approaches in Defining Quality of Education Humanist approaches • NOT standardized, prescribed, externally defined or controlled curricula • Learners to construct their own meanings; responsive to individual needs • Assessment as integral part of learning process; self-assessment develop deeper awareness of learning • Teacher as facilitator rather than instructor • Learning is a process of social practice rather than the result of individual intervention Behaviourist approaches • Standardized, externally defined & controlled curricula independently of learner • Assessment as measurement of learned achievement / behaviour • Tests and examinations are central features of learning • Teacher directs learning, and controls stimuli and responses • Incremental learning reinforce desire for learners Critical approaches • education that prompts social change • a curriculum and teaching methods must encourage critical analysis of social power relations • active participation by learners in the design of their own learning Indigenous approaches • Assuring relevance - local design of curriculum content, pedagogies and assessment • Educators draw-out & nourish learners’ rich prior knowledge • Learners play a role in defining their own curriculum • Learning move beyond classroom/school - non-formal and lifelong learning Slide 3 OBEC & UNESCO Bangkok, 11-21 September 2007

  4. EFA Global monitoring Report 2005Education for All: The Quality Imperative Slide 4 OBEC & UNESCO Bangkok, 11-21 September 2007

  5. Factors Impacting Learning Achievement(Quality of Education) • Academic qualification of teacher • Assessment of learners’ competency • Class-contact hour (total learning hours in a year) • Classroom furniture • Duration of pre-service teacher training • Duration of In-service teacher training • Inspection and supervision • Physical quality of schools • Pupil-class ratio • Pupil-teacher ratio • School management and community support • Socio-economic background of pupils • Teaching-Learning Materials • Teaching-Learning Methods Slide 5 OBEC & UNESCO Bangkok, 11-21 September 2007

  6. Factors Impacting Learning Achievement • Academic qualification and duration of pre-service teacher training • Minimum academic qualification & basic training are must • Assessment of learners’ competency • Relevant, regular and fair assessment / CAPS • Class-contact hour • Schools with flexible time table; self-administered school-days • Classroom furniture and physical quality of schools • FSQL: basic furniture, appropriate space, etc. • Management (inspection & supervision; management & comm. support) • Pre-/In-service teacher training • Pedagogical training refresher training, resources for teachers, … • Inspection and supervision • Both quality and frequency are important • Pupil-class ratio and pupil-teacher ratio • 20-40: Little difference; < 20 positive; > 40 negative impact • Socio-economic background of pupils • Wealth, parents’ education, living condition, pre-school education … • Teaching-Learning Materials • Curriculum, textbook, workbook, … • Teaching-Learning Methods • Child-centered, inclusive, special, … Slide 6 OBEC & UNESCO Bangkok, 11-21 September 2007

  7. Minimum Standard Quality Level(MSQL) for a Classroom in Myanmar All classrooms: • must be strong enough to hold all pupils and teachers • must have adequate space for pupils (at least 1 square-meter or 10 square-feet per primary pupil), or are built in standard size (30 x 24 feet) • roofing and walling are secure, that is, protecting against sun, rain and cold weather, and from surrounding disturbances • flooring is appropriate with local weather / situation • must provide sufficient natural lighting and ventilation All classrooms must be equipped with: • a teacher table and chair • desks and benches sufficient for all pupils, and • a blackboard (of at least 4x6 feet) Slide 7 OBEC & UNESCO Bangkok, 11-21 September 2007

  8. Factors Impacting Learning Achievement Slide 8 OBEC & UNESCO Bangkok, 11-21 September 2007

  9. Impact of Pupil-Class Ratio (PCR)on Students’ Performance Slide 9 OBEC & UNESCO Bangkok, 11-21 September 2007

  10. 40%+ 15% 10% 10% 20%+ Factors Impacting Learning Achievement • In-service teacher training • Teaching-Learning Methods • Socio-economic background of pupils • Teaching-Learning Materials • Inspection and supervision • Academic qualification and duration ofpre-service teacher training • Pupil-class ratio and pupil-teacher ratio • Classroom furniture and physical quality of schools • Others ……... Slide 10 OBEC & UNESCO Bangkok, 11-21 September 2007

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