The Improving Educational Quality (IEQ) Project begins its process of defining educational quality by collaborating with colleagues in developing countries (e.g., affiliated with an NGO, a ministry, or a university) to examine aspects of a national educational reform effort. IEQ seeks to work with these colleagues to operationalize definitions of quality through classroom based research to learn about pupil's school and classroom experience, teacher performance, and to clarify standards of student performance. The value of the findings is how they are applied by policy makers and program developers, plus other stakeholder. |
IEQ's working definition of quality is relative, not absolute. It views the following elements as essential. Quality is dynamic - a work in progress characterized by dialogue among policy makers and practitioners. Quality is reflected in student progress and teacher performance in meeting or exceeding appropriate standards (e.g., agreed upon objectives in knowledge, skills, attitudes, values... socialization). Progress in outcomes related to teaching and learning must be set in measurable terms. |
IEQ offers a framework to stimulate dialogue. Definitions vary because of the complexity of the issue. There is unlikely to be an universally accepted definition., Host country definitions of quality may be guided by goals of national, regional, and local concern. Stakeholders operationally prioritize elements of quality. Examples include: academic achievement at basic education level that reflect minimum standards of numeracy, oral expression, and literacy; conditions of learning such as school/classroom environments, institutional strategies; and instructional resources that strive toward treating all students equally so that students are not hindered because of characteristics such as gender, socioeconomic status, geography, or ethnicity. |
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