Standards for quality in education. Experiences from different countries and lessons learnt.

Autor/inn/en	Bergmann, Herbert; Mulkeen, Aidan
Institution	Deutsche Gesellschaft für Internationale Zusammenarbeit (Bonn, Eschborn)
Titel	Standards for quality in education. Experiences from different countries and lessons learnt.
Quelle	Eschborn u.a.: GIZ (2011), 70 S.Verfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Fallstudie; Bildungschance; Akzeptanz; Bildungsstandards; Bildungsrecht; Unterricht; Entwicklungsland; Implementierung; Qualität; Afghanistan; Honduras; Jemen; Kosovo; Mosambik; Pakistan; Sri Lanka; USA
Abstract	There is as yet little evidence that linking learning outcomes with incentives and/or consequences for schools is an effective measure to drive improvements in education quality. Nevertheless there are some promising uses of learning outcome data in targeting assistance to schools and in providing feedback to parents, communities and education managers. While the use of outcome standards is controversial and often opposed by educators, it is likely that the impact of standards depends more on how the information is used than on the standards themselves. Seven case studies provide information on educational standards in Afghanistan, Honduras, Kosovo, Mozambique, Pakistan, Sri Lanka and Yemen. Information was provided by staff of education programmes supported by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH on behalf of the German Federal Ministry for Economic Cooperation and Development (BMZ) in these countries. They have produced a wealth of lessons and experience. Most lessons refer to the development of standards, their application and acceptance. The case studies and the literature suggest that the introduction of standards has potential to help focus attention on quality, enforce minimal standards, and improve the equity of distribution of resources. Reforms involving standards seem likely to work best when the reform is relatively simple, and there is a shared vision of the aims where the targets set are realistic and achievable, where the appropriate training and capacity development is provided and where the benefits of the reform are clear to parents and teachers. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/4