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ERIC Number: ED640045
Record Type: Non-Journal
Publication Date: 2023
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Assessing Student Learning: Yes, but What Next? Support for Education Quality Management Programme. Policy Brief #1
UNESCO International Institute for Educational Planning
In February 2018, the IIEP-UNESCO Office in Dakar, with the support of Agence Française de Développement, launched a programme to support the monitoring of education quality in sub-Saharan Africa. The programme's primary objective is to assist education authorities in diagnosing and regulating their practices across all levels, contributing to the goal of providing inclusive, quality education that is accessible to all. The programme adopts a comprehensive approach to quality management, emphasizing continuous improvement of educational practices at school, devolved administration and central administration levels. Rather than starting from preconceived notions about the obstacles to quality education, it focuses on the overlooked angle of stakeholder involvement. Solutions are developed with stakeholders, taking the promising practices that already exist within the system into account. The aim of the programme is to support stakeholders in achieving sustainable transformation of their professional practices, ultimately leading to improved quality education. [This report was written with Agence Française de Développement.]
UNESCO International Institute for Educational Planning. 7-9, rue Eugène Delacroix, 75116 Paris, France. Tel: +33-0-1-45-03-77-00; Fax: +33-00-1-40-72-83-66; e-mail: info@iiep.unesco.org; Web site: http://www.iiep.unesco.org/en
Publication Type: Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: IIEP-UNESCO Dakar (Senegal)
Identifiers - Location: Niger; Senegal (Dakar); Africa; Burundi
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A
Author Affiliations: N/A