1. Quality of Education

2. 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. … … 4. …
5. … 6. … … 8. …
9. … 10. … … 12. …
Slide 2
OBEC & UNESCO Bangkok, 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, September 2007

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

8. 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, September 2007

9. 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, September 2007

10. 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, September 2007