ECOSOC Annual Ministerial Review

Regional Preparatory meeting for Latin America and the Caribbean

“Key Education Challenges in Latin America and the Caribbean:

Teachers, Quality, and Equity”

12-13 May 2011Buenos Aires, Argentina

A comprehensive reference frameworkfor quality in education

Committed to facilitate global understanding of Quality of Education

In progress…

Objective: enhance national technical capacity to analyze/diagnose, improve and monitor the quality of their general education systems

Jointly with Members States and others International Agencies that work on development and education.

UNESCO

Education Key for country development and economic

prosperity Prepares people to embrace and adapt to

change but also to manage and influence it. Creates mutual understanding and

underpins peaceful societies. A human right A public good Long life….

Right to quality education for allRight to quality education for all

EFA Goal 6 Remains a Challenge

Undeniable progress toward expanding access to education.

It has not been met by comparable progress in improving education quality.

Frequent approach: quality is equal to the efficiency and effectiveness

Multidimensional concept

Implies a value judgment

______ 5

What Do We Mean by Education Quality?What Do We Mean by Education Quality?

What Do We Mean by Education Quality?What Do We Mean by Education Quality?

A broad concept of quality education:

Effective

Relevant or responsive,

Equitable,

Efficient

As denoting substantive access

______ 6

Processes

Inputs

Outcomes

Outputs

Relevance/Responsiveness

• Graduates

• Learners

• Citizenship

Elements of the FrameworkElements of the Framework

Generic core Skills

Academic Knowledge Cognitive Skills

Non-cognitive Skills

Fiscal Resources

Human Resources

Technical Resources Physical environment

Psycho-Social environment

Teaching

Learning Assessment

Management

Governance

SubstantiveAccess

•Acquisition ofgrade-specificoutcomes•Assessed of Progression• Successful Completion• Optimum Attainment

Equity/Inclusion

Efficiency

Constraints to Education Quality Improvement Efforts

limited in scopeThe tendency to address pre-defined

challenges and to generalize them Fragmented interventionsImpatience with comprehensive diagnostics

that should precede and ‘accompany’ quality improvement interventions

______ 8

______ 9

Beyond 2015 - Where do we go from here?

Rethinking quality of education: how do the various aspects of quality relate to each other? Pedagogical methods, assessment of and for learning, 21st century skills, etc.

Education convergence in LAC

______ 10

Thank you