The quality of education: dimensions and strategies.

Autor/inn/en	Chapman, David; Adams, Don
Institution	Comparative Education Research Centre (Hongkong); Asian Development Bank
Titel	The quality of education: dimensions and strategies.
Quelle	Manila: Asian Development Bank (2002), VI, 72 S.Verfügbarkeit
Reihe	Education in developing Asia. 5
Beigaben	Literaturangaben 100; Tabellen 14; Abbildungen 14; Register
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	971-561-407-8
Schlagwörter	Bildung; Bildungsforschung; Asien; Bildung; Bildungsreform; China; Curriculum; Indonesien; Innovation; Kirgisien; Ländlicher Raum; Lehrer; Lehrerfortbildung; Motivation; Nepal; Papua-Neuguinea; Philippinen; Qualität; Schüler; Schule; Schulverwaltung; Vietnam; Pakistan; Schulleistung; Bildungsmanagement; Bildungsreform; Internationaler Vergleich; Bildungsforschung; Qualitätssicherung; Leistung; Bildungsverwaltung; Schulorganisation; Schule; Bildungsverwaltung; Schulorganisation; Schulverwaltung; Lehrer; Lehrerausbildung; Lehrerfortbildung; Lehrerrolle; Schüler; Schulleistung; Schülerleistung; Motivation; Curriculum; Jahrgangsübergreifender Unterricht; Ländlicher Raum; Nachhaltige Entwicklung; Jahrgangsübergreifender Unterricht; Effektivität; Internationaler Vergleich; Effektivität; Innovation; Leistung; Qualität; Qualitätssicherung; Status; Asien; China; Indonesien; Kirgisien; Nepal; Pakistan; Papua-Neuguinea; Philippinen; Vietnam
Abstract	This booklet examines the concerns expressed among developing member countries (DMCs) of the Asian Development Bank (ADB) about education quality, reviews relevant research, focuses directly on teaching and learning, and suggests strategies that countries committed to quality improvement might use to raise school quality over the next decade. Attempts are made where possible to interpret education quality within the context being described. The most common meaning of education quality is inferred from its usage relates to level of student achievement on selected portions of the national curriculum. On this basis, populations of students have been compared across countries, across regions, within countries, and between schools in given localities. The booklet commences by outlining broad concerns and problems among DMCs. This section comments on the meaning of education quality, and notes demographic and economic contextual influences. The booklet then turns to aspects of teaching and learning, noting the research literature on effective schooling, on teachers, on curricula, and on governance, management and school organization. The next section addresses policies and strategies for improving quality. It focuses on both systemic changes and subsector domains. Finally, the booklet concludes with a summary and comment on future prospects. (DIPF/ Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)