Quality of Education

OBEC & UNESCO Bangkok, 11-21 September 2007 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? 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

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

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

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

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

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

Factors Impacting Learning Achievement National Level Sub-National Level Highest Lowest Academic qualification of teacher Assessment of learners’ competency Class-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 & community support Socio-economic background of pupils Teaching-learning materials Teaching-learning methods Slide 8 OBEC & UNESCO Bangkok, 11-21 September 2007

Impact of Pupil-Class Ratio (PCR) on Students’ Performance Primary Lower Secondary Upper Secondary Up to 20 Good performance, but not cost-efficient Good performance 21-25 Reasonably good performance Very small differences among the (PCR) groups on achievement 26-30 Reasonable 31-35 36-40 Weak or no 41-45 Weak performance; negative impact on achievement, that is, the higher PCR the lower performance 46-50 51-55 56-60 61 & above Almost no performance Slide 9 OBEC & UNESCO Bangkok, 11-21 September 2007

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 of pre-service teacher training Pupil-class ratio and pupil-teacher ratio Classroom furniture and physical quality of schools Others ……... 40%+ 15% 10% 20%+ Slide 10 OBEC & UNESCO Bangkok, 11-21 September 2007