Three lessons for educational quality in post-2015 goals and targets: Clarity, measurability and equity

Abstract

Amongst those engaged in devising post-2015 education targets, there is general agreement on the centrality of quality. However, there is greater debate on whether the quality of education can and should be measured by learning outcomes. Even if learning outcomes are viewed as an appropriate measure, what type of outcomes should be measured? Offering lessons from the goals that were set in 2000, this article highlights the importance of making sure goals and targets are clear and measurable, and put equity at their heart. From a rights-based perspective, the paper proposes tracking progress towards a universal target that, at a minimum, ensures that all children, regardless of circumstance, complete primary school and achieve the basics in reading and mathematics. The paper illustrates the importance of adopting a ‘stepping-stones’ approach to ensure that no one is left behind by 2030, with interim targets that assess progress for the most disadvantaged.