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By critiquing key approaches to education quality, Sayed highlights what he calls the value-bases of any framework for education quality. Drawing on Bunting (1993) he declares that, „Quality in education does have a bottom line and that line is defined by the goals and values which underpin the essentially human activity of education.‟
This working paper reviews key documents influencing the understanding of educational quality in low income countries amongst international agencies and researchers based in Anglophone countries, identifying five recurring dimensions of quality in the debate: effectiveness, efficiency, equality, relevance & sustainability.
Children have a right to an education, a quality education. Quality education includes: — Learners who are healthy, well-nourished and ready to participate and learn, and supported in learning by their families and communities; — Environments that are healthy, safe, protective and gender-sensitive, and provide adequate resources and facilities;
27 Σεπ 2017 · Its paper ‘Defining Quality in Education’ recognizes five dimensions of quality: learners, environment, content, processes, and outcomes, founded on ‘the rights of the whole child, and all children, to survival, protection, development and participation’ (UNICEF 2000).
A quality education is one that focuses on the whole child-the social, emotional, mental, physical, and cognitive development of each student regardless of gender, race, ethnicity, socioeconomic status, or geographic location. It prepares the child for life, not just for testing.
Specifically, quality education involves: a) students who are healthy, well-nourished, and ready to participate and learn, and who are supported in learning by their families and communities; b) adequate resources and facilities provide healthy, safe, protective, and sensitive environments in terms of gender; (c) the content of the curriculum an...
TL;DR: This paper reviews key documents that have influenced understandings of educational quality in low income countries amongst international agencies concerned and researchers based in Anglophone countries and identifies five dimensions of quality that are recurring themes of debate on quality.
