ECOSOC Annual Ministerial Review Regional Preparatory meeting for Latin America and the Caribbean Key Education Challenges in Latin America and the Caribbean:

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ECOSOC Annual Ministerial Review Regional Preparatory meeting for Latin America and the Caribbean Key Education Challenges in Latin America and the Caribbean: Teachers, Quality, and Equity May 2011 Buenos Aires, Argentina A comprehensive reference framework for quality in education

Committed to facilitate global understanding of Quality of Education In progress… Objective: enhance national technical capacity to analyze/diagnose, improve and monitor the quality of their general education systems Jointly with Members States and others International Agencies that work on development and education. UNESCO

Education Key for country development and economic prosperity Prepares people to embrace and adapt to change but also to manage and influence it. Creates mutual understanding and underpins peaceful societies. A human right A public good Long life…. Right to quality education for all

EFA Goal 6 Remains a Challenge Undeniable progress toward expanding access to education. It has not been met by comparable progress in improving education quality.

Frequent approach: quality is equal to the efficiency and effectiveness Multidimensional concept Implies a value judgment ______ 5 What Do We Mean by Education Quality?

A broad concept of quality education: Effective Relevant or responsive, Equitable, Efficient As denoting substantive access ______ 6

Processes Inputs Outcomes Outputs Relevance/ Responsiveness Graduates Learners Citizenship Elements of the Framework Generic core Skills Academic Knowledge Cognitive Skills Non-cognitive Skills Fiscal Resources Human Resources Technical ResourcesPhysical environment Psycho-Social environment Teaching Learning Assessment Management Governance Substantive Access Acquisition of grade-specific outcomes Assessed of Progression Successful Completion Optimum Attainment Equity/Inclusion Efficiency

Constraints to Education Quality Improvement Efforts limited in scope The tendency to address pre-defined challenges and to generalize them Fragmented interventions Impatience with comprehensive diagnostics that should precede and accompany quality improvement interventions ______ 8

______ 9 Beyond Where do we go from here? Rethinking quality of education: how do the various aspects of quality relate to each other? Pedagogical methods, assessment of and for learning, 21st century skills, etc. Education convergence in LAC

______ 10 Thank you