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What Are Some of the Current Challenges in Quality Education?

Around the world, millions of children face significant barriers to receiving the quality education they deserve — from overcrowded classrooms to undertrained teachers; from lack of access for students with disabilities to gender inequity; from the massive impact of pandemic-related school closures to lack of family support for education .

Time in School Doesn’t Equal Time Spent Learning

In Rwanda, where these obstacles are the reality for many children, a student can expect to complete roughly 6.9 years of school by the time they turn 18. However, when this figure is adjusted to factor in what they have learned, this actually only equates to 3.9 years (Source: Human Capital Index 2020 ). This is why Wellspring focuses not only on ensuring that children have access to school — an area in which great progress has been made in Rwanda — but on building the capacity of teachers and leaders to provide children with a quality education .

Ill-Equipped Teachers

There is a great need for teachers to be equipped with skills that improve the quality of students’ learning, and this is particularly true in this season of mass teacher recruitment. Alongside the building of thousands of new classrooms across Rwanda, over 20,000+ new teachers have been recruited, many of whom have no background as educators. Wellspring has had a key role to play in developing resources and providing support that will set these new educators up for success.

Language Barriers in Teaching and Learning

Another challenge faced by teachers and students alike is the requirement that lessons are taught in English, rather than in Kinywarwanda — the native tongue of most teachers and students in Rwanda . This presents a significant obstacle to teaching and learning, and a great deal of support is needed to ensure that lessons are being absorbed and understood.  

Prioritizing Pre-Primary

There is an increasing awareness too of the importance of quality education at the pre-primary level, and this is leading Wellspring to engage more intentionally and strategically in early childhood education. The challenge is that access to, and enrolment in, pre-primary education remains low in Rwanda. The Rwandan government is proactively promoting greater enrolment to ensure that young children are as ready as they can be for their formal primary and secondary education. 

The Road Ahead

This pursuit of quality education for every child —which is also the focus of UN Sustainable Development Goal 4 —and work towards removing the obstacles children face in accessing this kind of education is worth our investment and will make a difference for generations to come. This takes capacity-building work at the grassroots level and advocacy work at the systemic level, and Wellspring is privileged to play a part in both.

Other Foundational Pieces

We are sharing these Foundational Pieces to help you learn more about who we are and what we do.

What do we mean by Quality Education?

What are Barriers to Girls’ Education?

Why Does Education Matter?

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Using data to improve the quality of education

There is a worldwide concern that learning outcomes have not kept pace with the expansion of education. The extent of the learning deficit is largely unknown because many countries have few systematic data on who is learning and who is not. Learning assessments provide data on the status of learning, which can be used to monitor the quality of systems and student learning outcomes. Regular monitoring can reveal changes over time in response to interventions to improve student outcomes, providing feedback and additional data for decision-making.

Learning data, in conjunction with other dimensions of quality such as context, teaching and learning environment, and learner characteristics can reveal the factors that most affect learning outcomes. By revealing gaps in student achievement and service provision, data can be used to identify those groups that are being underserved and are underperforming. Once identified, such inequities can be addressed.

Data can be used to hold the system accountable for the use of resources by showing whether increased public investment in education has resulted in measurable gains in student achievement. Although direct accountability for results rests mainly with the school, the enabling policy and practice environment is the responsibility of decision-makers at all administrative levels.

Which actor needs which type of data?

Data-driven decisions to improve learning are taken at each level of the system. The specificity of the data decreases from school to national level and the time lag between data collection and application increases. Decisions concerning individual students, classes, and schools are made locally, where raw data are produced. System-wide decisions based on aggregated data are made nationally.

Classroom teachers

Classroom teachers manage the teaching and learning process. They monitor students’ learning by informal means, such as quizzes and games, and formative tests. Teachers use the data to assess a student’s performance, strengths, weaknesses, and progress. Additional information on an individual student’s background allows the teacher to diagnose possible causes of poor performance and apply remedies. The data can also be used for self-evaluation to identify where teachers could improve their pedagogy or classroom management.

Head teachers

Head teachers assess the school’s overall performance. They examine student achievement and attainment, staff performance, and use of school resources. Head teachers set and monitor school practices, programmes, and policies. They need raw achievement data, information on teachers’ classroom practices and contribution to student outcomes, and on their own performance as rated by supervisors.

Parents and communities

Parents and communities require information on students’ achievement, including their strengths and weaknesses, and any behavioural issues. They are concerned about public examination results, since performance determines their children’s progress to further education or employment. Parents and school staff can discuss and agree an agenda for action to support student needs. Parents can support school improvement through parent-teacher associations and school boards.

District and provincial level actors

District level actors have responsibility for oversight of the management and quality of schools in the district. They collect and aggregate school data on student attendance and achievement, teacher attrition and absenteeism, and resources. They play an important role in the identification of the resource needs of schools, in monitoring standards and recommending improvement measures.

Provincial level administrators, coordinators, and supervisors make decisions based on evidence of an issue serious enough, or an opportunity good enough, to warrant commitment of time and provincial resources. Their focus is on how to plan and use interventions to provide large groups of schools with the resources and expertise to set up and evaluate their education programmes and, guided by evaluation results, to adopt procedures to improve effectiveness.

National level officials

National level officials make broad policy decisions on links between government directives and the plans and resources needed to comply with those directives. They need substantial system-wide information on current student outcomes and associated factors, together with data on long-term trends. These are collected and collated to provide the basis for decisions on the whole or on a major part of the education system. Data sources include EMIS, national examination results, and learning assessments.

What information can the data provide and how can it be used?

Learning data, augmented with background data, provide information on how well students are learning, what factors are associated with achievement, and which groups perform poorly. This information can be used for system analysis, improved resource allocation, agenda setting or during the policy-cycle.

Education system analysis

Education systems may be analyzed in terms of:

• What students are learning;
• Whether what they learn responds to parents’, community, and country needs and aspirations (relevance);
• How well resources are used to produce results (internal efficiency);
• What the main factors influencing learning are; and
• Which aspects of the system require improvement.

If the data show some groups’ learning outcomes are low due to their location, ethnicity, religion, or disability, measures can be taken to provide additional resources, such as teachers or books, aimed at improving their achievement.

Improved resource allocation

The data may reveal issues with the provision and use of resources. School infrastructure, availability of instructional materials, and the use of instructional time influence learning outcomes. Improved instructional materials with information on their use may contribute to better achievement.

Agenda setting and policy-making

According to Clarke (2017), there are differences between countries at different income levels in the focus of their policy and design. Generally, high-income countries with established assessment programmes use data for sector-wide reforms or a programme of interventions aimed at improving learning outcomes. Low-income countries that are beginning to use the programmes tend to identify a few separate issues, such as resource allocation or teacher qualifications, as responsible for poor achievement. Resulting policies include a few discrete interventions.

Data analysis can identify areas that require improvement, from which agenda for action can be designed. For example, Meckes and Carrasco found that in Chile, publication of the correlation between students’ socio-economic status and their achievement prompted demands for policies to address equity issues (Raudonyte, 2019).

Seychelles’ use of SACMEQ findings in 2000 provides an example of using assessment results for policy formulation. SACMEQ data indicated large differences in learning outcomes among pupils in the same school, attributable to a long-established practice of streaming by ability from Grade 1. By Grade 6 the learning achievement between girls and boys had widened to such an extent that there were more girls in the elite class and more boys in the inferior class. Effective communication channels, an enabling political context, and effective dialogue among actors contributed to the decision to adopt a de-streaming policy (Leste 2005 quoted in Raudonyte, 2019).

The regular collection of learning and other related data to monitor policy implementation can inform on the status of planned activities, reveal implementation challenges, pinpoint early indications of impact, and suggest modifications to adjust shortcomings. For example, the Learn to Read initiative in Madhya Pradesh was monitored on a monthly basis through standardized tests to detect shortcomings and adjust implementation (Tobin et al., 2015).

National assessments can be used to gauge the impact of policy on learning outcomes and to provide feedback to address shortcomings. In theory, there should be a seamless progression from testing through agenda setting, policy formulation, implementation, and monitoring and evaluation based on more testing. In practice, such a feedback mechanism is often less well organized. This may be due, among other things, to lack of experience with using assessments, weak technical capacity, poor coordination between assessment and decision-making bodies, and funding shortfalls.

Challenges to data use

For data to be used effectively they must be actionable, available to all who are in a position to act and presented in an appropriate form for each group of stakeholders. Barriers to data use include the following:

Data availability

Inadequate funding of an assessment programme can mean the programme cannot be completed. Delays in analysis can prevent data from being released in a timely manner. Results may be withheld if they are below expectations. Findings may be dismissed if they do not respond to the needs of the system, or are not actionable or linked to viable policy options.

Access problems

Data access problems include: a failure to communicate results to both the public and those who are in a position to act; results retained within a ministry of education to restrict their use by other stakeholders and prevent the media and public from lobbying for action; the content and format of the reports may not be suited to some or all target groups, who need a variety of data and presentation modes.

Quality issues

Issues with the design, relevance, and credibility of the assessment programme can lead to data being withheld or ignored. Real or perceived deficiencies in assessment instrumentation, sampling and analysis can raise validity and relevance issues. Occasional or ill-designed assessments mean that skills and content are not comparable over time. Caution is needed when developing policy messages based on assessment results without an analysis of supplementary data.

Limited capacity and skills to assess and use the data

Ministries of education may lack experience with national assessments, have poorly established decision-making procedures and low technical capacity. Technical personnel may lack expertise in assessment design, in-depth data analysis, and interpretation. This may result in recommendations being superficial and uninformative. Policy-makers may not understand the implications of the assessment or may not focus on the analysis due to time constraints. Data collection, analysis, availability, and use may be adversely affected by funding constraints.

Political climate

Conflict and political unrest may impact assessment implementation. Political sensitivities due to low levels of achievement can prevent data use. There may be a lack of political will to act on a recommendation.

Minimizing the challenges

Credibility and acceptability issues can be addressed by involving all relevant stakeholders in the design and implementation of an assessment. The assessment team should have the technical competence to design, administer the assessment and analyze results. Ongoing technical training of existing and potential staff is necessary to ensure quality and to allow for attrition.

Building local capacity or establishing a regional coordinating body are possibilities. Both options require substantial investment in capacity building that could be costly and time-consuming.

Judicious use of media channels at all stages of the assessment including dissemination of results, and regular stakeholder discussions will ensure the public are kept informed. Distribution will be facilitated if there is a budget for dissemination, a dissemination plan and if the reports prepared are tailored to different users’ needs.

Existing structures, policy-making and decision-making processes within ministries can also be a barrier to data use. In order to adapt to a data-driven decision-making culture, ministries of education may need to restructure and redefine the roles and responsibilities within the organization. Links among staff and with relevant outside institutions need to be established and sustained.

Australia. Department of Foreign Affairs and Trade. 2018. ‘ Education learning and development module: Learning assessment ’ . Canberra: DFAT.

Best, M.; Knight, P.; Lietz, P.; Lockwood, C.; Nugroho, D.; Tobin, M. 2013. The impact of national and international assessment programmes on education policy, particularly policies regarding resource allocation and teaching and learning practices in developing countries. Final report. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.

Birdsall, N.; Bruns, B.; Madan, J. 2016. Learning data for better policy: A global agenda. Washington, DC: Center for Global Development.

Clarke, P. 2017. ‘ Making use of assessments for creating stronger education systems and improving teaching and learning’ . Paper commissioned for the 2017/18 Global Education Monitoring Report, Accountability in education: Meeting our commitments. Paris: UNESCO.

Custer, S.; King, E. M.; Atinc, T. M.; Read, L.; Sethi, T. 2018. Towards data driven education systems: Insights into using information to measure results and manage change . Washington, DC: Center for Universal Education at Brookings/AidData.

De Chaisemartin, T.; Schwanter, U. 2017. Ensuring learning data matters . IIEP-UNESCO Learning Portal.

Mählck, L.; Ross, K. N. 1990. Planning the quality of education: The collection and use of data for informed decision-making . Paris: IIEP-UNESCO.

Postlethwaite, T. N., Kellaghan, T. 2008. National assessments of educational achievement . Paris: IIEP-UNESCO.

Raudonyte, I.2019. Use of learning assessment data in education policy-making . Paris: IIEP-UNESCO.

Ross, K. N. 1997. ‘Research and policy: a complex mix’. In: IIEP Newsletter , 15 (1), pp. 1-–4.

Saito, M. 2015. The use of learning assessments in policy and planning. IIEP-UNESCO Learning Portal.

Tobin, M.; Lietz, P.; Nugroho, D.; Vivekanandan, R.; Nyamkhuu, T. 2015. Using large-scale assessments of students’ learning to inform education policy. Insights from the Asia-Pacific region . Melbourne/ Bangkok: ACER/ UNESCO.

UNESCO; IIEP Pôle de Dakar; World Bank; UNICEF. 2014. Education sector analysis methodological guidelines. Vol. 1: Sector-wide analysis, with emphasis on primary and secondary education . Dakar: UNESCO. IIEP Pôle de Dakar.

UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific. 2013. The use of student assessment for policy and learning improvement . Bangkok: UNESCO Office Bangkok.

UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific. 2017. Analyzing and utilizing data for better learning outcomes . Paris/ Bangkok: UNESCO/ UNESCO Office Bangkok.

UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific. 2017. Large-scale assessment data and learning outcomes: Linking assessments to evidence-based policy making and improved learning . Bangkok: UNESCO Office Bangkok.

UNESCO-UIS. 2018. SDG 4 data digest: Data to nurture learning . Montreal: UIS.

Willms, J. D. 2018. Learning divides: Using data to inform educational policy . Information Paper No. 54. Montreal: UIS.

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Five Strategies To Ensure Quality Education Meets Global Goals

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This slide covers key targets to achieve goals to provide quality education globally. It includes strategies as eliminate discrimination in education, universal literacy, affordable technical education, hire talented personnel and education for sustainable development. Presenting our set of slides with name Five Strategies To Ensure Quality Education Meets Global Goals. This exhibits information on five stages of the process. This is an easy-to-edit and innovatively designed PowerPoint template. So download immediately and highlight information on Universal Literacy, Hire Talented Personnel, Affordable Technical Education.

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QUALITY CONCERN TO TEACHER EDUCATION

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Quality Management In Education:

Oct 06, 2014

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Quality Management In Education:. Dr. Manish Semwal. Institutional Organizational Structure. THE Management. ____________________________________________________________________________. Principal Education ’ s Quality Assurance HR/ Teachers training/ Publishing. Bursar

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Quality Management In Education: Dr. Manish Semwal

Institutional Organizational Structure THE Management ____________________________________________________________________________ • Principal • Education’s Quality • Assurance • HR/ Teachers training/ Publishing • Bursar • Maintenance • Food Court • Cleaning Finance Controller Security Transportation _________________________________________________ VP ss IBDPC MYPC MYPS PYPC PYPS UNC __________________________________________________. Faculties HODS

Mapping: Total Staff

Infrastructure

Quality Objectives • Maintain and improve the standards of world education, QMS and EMS • Achieve full compliance with applicable quality requirements. • Invest in specific Educational Projects to enhance quality of education. • Improve communications, trust, and relationships with stakeholders on quality management and education. • Make school as a learning community based on open standards, suggestions and improvements by stakeholders and affiliated organization for giving quality global education. • Assist local schools network with their present global educational support and responsibilities through the provision of support and sharing to meet the more complex educational needs, • Organize various educational & environmental activities, action plan and awareness program related to quality education and environmental conservation.

A Systemic Model of Education Axis of Processes Main Processes: Quality global education, Managerial Processes: strategic mng, quality mng, resource mng, performance mng, information mng, etc. Support Processes: maintenance, acquisitions, investments Axis of Needs/Requirements Knowledge Needs: competence, innovation, assistance in solving specific problems of stakeholders Axis of Services/ product Study Programs, Teaching- learning resources Counseling Contracts Axis of Furnishing Organization Human resources, infrastructure, information System and managerial mechanisms

The Methodology Legal/Official Aims: to create an adequate international and national framework meant to improve the quality of education in Indonesia and its compatibility with the International standards of performance. • Three fundamental domains of organization and functioning in GMIS are taken into consideration in insuring the quality of education: • Institutional Capacity • Educational Efficiency (projection of objectives and results, and organization of the framework of learning accomplishment ) • Quality Management centered upon those strategies, structures, techniques and operations enabling the GMIS to demonstrate that it evaluates its performances of quality insurance and improvement, and its systems of information demonstrate the results of the learning and research processes.

A Systemic Approach of Educational ProgramsPlanning – Implementation- evaluation Requirements of Competence Geographical Area Specific Domain Technology, Management, Tendencies Evaluation Study Programme Offers Human and Technical Capability Policies and Mechanisms of Leadership (Planning, Control, Improvement Requirements of Competence Evaluation Specific Requirements of Competence Capability Leadership System Specific Competences Specifications and Requirements for the Teaching and Learning Process Evaluation Specifications (Ed. Plans, Analytical Programms), and Requirements Leadership System Specific Competences Evaluation

Development Plan and strategies • Process improvement actions • Quality Management system and improvement actions • Service improvement actions with QMS Compliances • Communication focus • Record maintenance

Process applied to enhance quality • Target Mapping. • Awareness and involvements. • Data collection and trend analysis • Audits for improvements • Communication Activities • Review Performance of Staff • Corrective action plan

Category of Output quality Review A = Category of Related Quality management System : - Adequacy of Work Instruction & Procedure. - Implementation of Work Instruction & Procedure. B = Category of Related Quality service to stakeholders:- - Dimension. - Appearance. - Electrical characteristic/function. C = Category of Related to Resource . - Employee needed. - Employee competence - Support facilities. - Financial Needed.

Achievement Criteria of Output 1 = Poor If Achievement 0 % ~ 69% 2 = Fair If Achievement 70% ~ 89% 3 = Satisfy If Achievement 90% ~ 100%

Aspect Evaluation Total Output (Achievement) :A = Related of Quality Management System Achievement : 2.8 (Satisfy)B = Related of Quality services to Customer Requirement Achievement : 2.3 (Fair) C = Related of Resources Achievement : 2.2 (Fair)Conclusion : School get Grade Satisfy for Related Management System, and Fair for Related to Services & Related to Resources.

Example of Recommendation and suggestions

1. Audit Result X = Dominant factor of problem in each input. - = No problem in each input,

2. Customer Feedback

3. Process Performance and Service Conformity(Quality Objective/Target) Provide good quality service which meet with stakeholders specification and requirements and obtained legislation

4. Corrective & Preventive Action Status. None is identified in internal audit

5. Follow up Last Management Review

6. Internal & External Change in scope of QMS

Complaint Mapping and Improvement Example: July 10 2013

Complaint Areas

Overall Review Performance of faculty and staff (1-3) Example: End of Term- May 2013

Overall Performance Rating of Teachers and Staff

Enriching school QualityExample: First term 2013

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Quality Education

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Get your hands on our high-quality Quality Education PowerPoint template to describe the type of education that aims to improve the social, logical, physical, and overall development of students. These engaging graphics will give your slideshow an extra boost of creativity and style.

Educators, psychologists, and online tutors can utilize these impressive PowerPoint slides to communicate the goals, purpose, and factors of quality education. You can also highlight the approaches that help improve the quality of education to enhance the social and literacy skills of students.

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