By Kenneth N. Ross, Ilona Jürgens Genevois
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Additional info for Cross-national Studies of the Quality of Education: Planning Their Design and Managing Their Impact (Iiep Studies Series)
Other legislation is critical as well. For example, the Convention on the Rights of the Child (United Nations, 1989) indicates that children under 15 years of age must not have their learning diverted due to involvement in hostilities. Similarly, international law also states the minimum age for full-time work, and both labour and education law must be consistent with these agreements. In many instances, there is a need for compensatory action to ensure equality of educational opportunity. Current data and practice, in an increasing number of countries, suggests that there might be a very strong case for affirmative action, initiated legally, for ensuring educational opportunities for those negatively affected by discrimination ■ Resources A high quality of education requires resources, recognizing the full range of human and material resources that can be brought to bear in support of education.
OECD. 2003. Education at a glance. Paris: OECD. OECD. 2004. Learning for tomorrow’s world: first results from PISA 2003. Paris: OECD. UNESCO. 2004. Education for All: the quality imperative. Paris: UNESCO. org/iiep Chapter 2 What is the ‘quality of education’? (A UNESCO perspective) Mary Joy Pigozzi Introduction There is a need for a new approach to understand the concept of the ‘quality of education’ because its traditional meaning is no longer adequate for the emerging educational needs of the new millennium.
In the Programme d’Analyse des Systèmes Educatifs des Pays de la CONFEMEN (PASEC), assessment projects focused on achievement in French and mathematics, in grades 2 and 5, in 18 francophone Sub-Saharan countries. In addition to data on achievement, information on a variety of school and background factors was collected from students and teachers (Kulpoo and Coustère, 1999). There has also been rapid development in the establishment of national assessments during the 1990s in Latin American and Caribbean countries, where practically all ministries of education have now incorporated national assessments into their agenda.