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AutorMadani, Rehaf A.
TitelAnalysis of Educational Quality, a Goal of Education for All Policy
QuelleIn: Higher Education Studies, 9 (2019) 1, S.100-109 (10 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1925-4741
SchlagwörterEducational Quality; Access to Education; Educational Policy; Educational Indicators; Federal Aid; Educational Finance; Teacher Student Ratio; Teacher Qualifications; Scores; Attendance Patterns; Developing Nations; Educational Assessment; Educational Improvement; Nutrition; Parent Background; Child Development; Educational Environment; Class Size; Educational Facilities; Inclusion; Teacher Behavior; Safety; Discipline Policy; Daily Living Skills; Student Centered Learning; Literacy; Numeracy; Feedback (Response); Civil Rights; Citizenship Education; Cooperative Learning; School Effectiveness
AbstractEducation is recognized as a human right since the adoption of Universal Declaration of Human Rights in 1948 besides health and shelter. Education for All Goals was established where more than 150 governments have adopted world declaration on Education for All policy to support the universal right for education. The ultimate goal of many countries is to guarantee the optimum educational access rates for improving the quality. Similarly, quality is reflected by a range of indicators, including government spending on education, student/teacher ratios, teacher qualifications, test scores, and the length of time students spend in school. Every investment must be measured against how it can serve such aspects to ensure the ultimate quality of Education for All programs. Investing in education reinforces a society?s wealth and growth, where individuals can easily improve their own personal efficacy, productivity, and incomes. A major challenge lies in defining the ideal education indicators and circumstances among countries; especially poorly developed countries that strive to establish a quality evaluation theme. Therefore, there is need of multifaceted standpoint and reasoning framework to realize educational policy evaluations that can truly contribute to the improvement of educational situation in developing countries and around the world. (As Provided).
AnmerkungenCanadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2019/2/05
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