Education For All, The Quality Imperative and the Problem of Pedagogy. CREATE Pathways to Access. Research Monograph No. 20

Autor/in	Alexander, Robin
Institution	Consortium for Research on Educational Access, Transitions and Equity (CREATE)
Titel	Education For All, The Quality Imperative and the Problem of Pedagogy. CREATE Pathways to Access. Research Monograph No. 20
Quelle	(2008), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-9018-8125-2
Schlagwörter	Educational Quality; Foreign Countries; Access to Education; Discourse Analysis; Educational Indicators; Benchmarking; Educational Policy; Evaluation Criteria; International Education; Cultural Context; Educational Research; Research Problems; Item Analysis; Teaching Methods; Educational Practices; Literature Reviews; Meta Analysis; India + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Diskursanalyse; Educational indicato; Bildungsindikator; Politics of education; Bildungspolitik; Internationale Erziehung; Bildungsforschung; Pädagogische Forschung; Forschungskritik; Itemanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Meta-analysis; Metaanalyse; Indien
Abstract	This monograph critically examines the emerging discourse on quality associated with Education for All (EFA). It contends that EFA discourse has moved from a welcome and vital commitment to quality to its measurement without adequate consideration of what "quality" entails, particularly in the vital domain of pedagogy. Meanwhile, the demand for quality indicators by governments and international agencies has left important methodological questions unanswered. Citing various international examples, the paper notes a concern with input and context at the expense of the proper elucidation of educational process and outcome, arbitrariness in what is focused upon, excessive use of proxies, overly selective use of international research on learning and teaching, and confusions about the key terms "quality", "indicators" and "measures". The paper proposes criteria for assessing frameworks for evaluating the quality of classroom provision, central to which are evidential breadth, conceptual comprehensiveness, validity, reliability, impact, manageability and appositeness to level and context of use. Arguing that at root the problem is as much conceptual as empirical and procedural, the paper proposes a map of the territory of pedagogy at the levels of ideas and action, together with principles of procedure to guide future work on indicators and measures of quality in the EFA context. Originally prepared for use in India, the paper uses examples from that country by way of illustration. (Contains 2 figures and 4 footnotes.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10