Assessing Quality Of Education Research Articles

Political Economy of Education: Assessing Institutional and Structural Constraints to Quality and Access to Education Opportunities in Tanzania

In the year 2000, a global agenda to achieve quality education for all children by 2015 was birthed. However, even after the lapse of this period, quality of education remained low in developing countries. In light of this, the World Bank developed a framework for assessing education quality based on six facets, namely, assessment; autonomy; accountability; attention to teachers; attention to early childhood development; and attention to culture, together called 6As. Based on this framework, this paper examines education quality and attainment in Tanzania, and how Korea, which has partnered with Tanzania can help mitigate the challenges in the sector, which the two countries have set as their priority development partnership sector. The study is qualitative analysis based on secondary data. The study finds that Tanzania has made significant progress in line with education for all, exhibited by high enrollment rates, which is above the average of sub-Saharan Africa. Nonetheless, major failures exist in regard to quality of education, occasioned by policies that are inconsistent with the 6As. In situations where proper reforms have been instituted, laxity in enforcement have played a role to undermine quality. Moreover, Korea’s support to Tanzania does not involve significant cross-border financial flows. As a result, the impact of its assistance on local education system is limited. The paper recommends significant reforms in education management. Korea can leverage its partnership with Tanzania to initiate stakeholder dialog in areas of necessary reforms. It should also increase cross-border financial flows and provide technical assistance to Tanzania’s based on its success with education reforms.

Международный инструмент «Шкала ECERS-R»: исследование комплексной оценки качества дошкольного образования

We center on the issues of contemporary preschool education, priority objectives, educational environment quality and the problems of assessing its quality. We describe and substantiate different approaches used in assessing education quality. We pay attention to the description of ECERS-R methods “Scale for comprehensive assessment of education quality in preschool educational institutions”, the latest version of which has been pre-adapted and tested in Russian regions. We also analyze the experience of using this technique in other countries. We show that the ECERS-R method is not only highly reliable, but also plays an important role in preschoolers development, as the method tool has a high level of elaboration and is based on humanistic pedagogy ideas. In the context of contemporary Russian education, this technique is relevant, since the evaluation criteria given in it (sub-scales and indicators in the ECERS-R scale tools) have a direct analogy with the educational areas described in the Federal State Educational Standard of Preschool Education.