Measuring Early Learning Quality and Outcomes in Tanzania: Institutional Assessment for Integrating Early Childhood Measurement in the Pre-Primary System

Autor/inn/en	Anderson, Kate; Sayre, Rebecca
Institution	Brookings Institution, Center for Universal Education; United Nations Children's Fund (UNICEF); United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France); World Bank
Titel	Measuring Early Learning Quality and Outcomes in Tanzania: Institutional Assessment for Integrating Early Childhood Measurement in the Pre-Primary System
Quelle	(2016), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Educational Quality; Educational Change; Educational Assessment; Early Childhood Education; Child Development; Outcome Measures; Outcomes of Education; Educational Planning; Educational Policy; Educational Practices; Quality Assurance; Interviews; National Surveys; Change Strategies; Models; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Bildungsreform; Education; assessment; Bewertungssystem; Early childhood; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Lernleistung; Schulerfolg; Bildungsplanung; Politics of education; Bildungspolitik; Bildungspraxis; Qualitätssicherung; Interviewing; Interviewtechnik; Lösungsstrategie; Analogiemodell; Tansania
Abstract	The Measuring Early Learning Quality and Outcomes (MELQO) initiative aims to improve early childhood education worldwide through measurement of children's development and learning and the quality of learning environments. Led by UNESCO, UNICEF, the World Bank, and the Center for Universal Education at the Brookings Institution, MELQO comprises an international consortium of individuals and institutions working to improve outcomes for young children by making early learning assessment more accessible around the world. MELQO's measurement modules propose a core set of items with relevance across countries, with the goal of devising items that are globally comparable but locally adaptable. Two technical advisory groups have been formed through MELQO, one developing a Measure of Development and Early Learning (MODEL) and another developing a prototype Measure of Early Learning Environments (MELE). The technical groups were first asked to identify constructs of interest and then, based on inventories of items used in existing modules, were asked to identify items that were viewed as being especially valuable or reliable in diverse settings. The goal for both the MODEL and MELE modules is to obtain reliable evidence establishing validity, including predictive validity. The MELQO modules are intended to be integrated into existing national monitoring and evaluation systems. This institutional assessment was undertaken to understand the current policies, curricula, standards and monitoring and evaluation systems for pre-primary education in Tanzania. The information from this analysis was used to adapt the MODEL and MELE modules to meet the needs of the Tanzanian context. [This report represents the collaborative work of the Measuring Early Learning Quality and Outcomes (MELQO) core team, in consultation with the Ministry of Education.] (ERIC).
Anmerkungen	Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01