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ECOSOC Annual Ministerial Review Regional Preparatory meeting for Latin America and the Caribbean Key Education Challenges in Latin America and the Caribbean:

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Presentation on theme: "ECOSOC Annual Ministerial Review Regional Preparatory meeting for Latin America and the Caribbean Key Education Challenges in Latin America and the Caribbean:"— Presentation transcript:

1 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 May 2011 Buenos Aires, Argentina A comprehensive reference framework for quality in education

2 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

3 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 all

4 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.

5 Frequent approach: quality is equal to the efficiency and effectiveness Multidimensional concept Implies a value judgment ______ 5 What Do We Mean by Education Quality?

6 A broad concept of quality education: Effective Relevant or responsive, Equitable, Efficient As denoting substantive access ______ 6

7 Processes Inputs Outcomes Outputs Relevance/ Responsiveness Graduates Learners Citizenship Elements of the Framework Generic core Skills Academic Knowledge Cognitive Skills Non-cognitive Skills Fiscal Resources Human Resources Technical ResourcesPhysical environment Psycho-Social environment Teaching Learning Assessment Management Governance Substantive Access Acquisition of grade-specific outcomes Assessed of Progression Successful Completion Optimum Attainment Equity/Inclusion Efficiency

8 Constraints to Education Quality Improvement Efforts limited in scope The tendency to address pre-defined challenges and to generalize them Fragmented interventions Impatience with comprehensive diagnostics that should precede and accompany quality improvement interventions ______ 8

9 ______ 9 Beyond 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 ______ 10 Thank you


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