Indicators for a Broad and Bold Post-2015 Agenda: A Comprehensive Approach to Educational Development

Autor/inn/en	Verger, Antoni; Bonal, Xavier; Zancajo, Adrián
Institution	Open Society Foundations (OSF)
Titel	Indicators for a Broad and Bold Post-2015 Agenda: A Comprehensive Approach to Educational Development
Quelle	(2015), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Indicators; Educational Objectives; Goal Orientation; Preschool Education; Child Development; Elementary Education; Access to Education; Secondary Education; Educational Needs; At Risk Persons; Poverty; Literacy Education; Gender Bias; Disproportionate Representation; Cultural Differences; Educational Quality; Developing Nations; Nutrition; Child Health; Postsecondary Education; Educational Resources; Teacher Qualifications; Numeracy; Social Bias; Socioeconomic Status; Educational Finance; Disabilities; Academic Achievement; Illiteracy; Academic Standards; Accountability; Data Collection; Data Use; Foreign Countries; Data Analysis; Age Differences; Gender Differences; Sustainable Development; Educational Environment; International Assessment; Africa; Europe; North America; South America; New Zealand; Australia; Asia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Educational indicato; Bildungsindikator; Educational objective; Bildungsziel; Erziehungsziel; Zielorientierung; Zielvorstellung; Pre-school education; Vorschulerziehung; Kindesentwicklung; Elementarunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Sekundarbereich; Educational need; Bildungsbedarf; Risikogruppe; Armut; Geschlechterstereotyp; Kultureller Unterschied; Quality of education; Bildungsqualität; Developing country; Developing countries; Entwicklungsland; Ernährung; Post-secondary education; Tertiäre Bildung; Bildungsmittel; Lehrqualifikation; Rechenkompetenz; Socio-economic status; Sozioökonomischer Status; Bildungsfonds; Handicap; Behinderung; Schulleistung; Analphabetismus; Verantwortung; Data capture; Datensammlung; Ausland; Auswertung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Nachhaltige Entwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Afrika; Europa; Nordamerika; Südamerika; Neuseeland; Australien; Asien
Abstract	This report reviews the conceptual debates and existing data sources that relate to three ambiguous and controversial targets included in the post-2015 education framework: Relevant Learning Outcomes; Knowledge, Skills, Values, and Attitudes (for education for global citizenship and sustainable development); and Teachers and Safe, Inclusive, and Effective Learning Environments. The main objectives of the report are to: (1) Propose a battery of indicators for each target for the purpose of advancing toward a broad and bold global education action framework; (2) Reflect on the most appropriate methodological approaches to monitor countries' progress against the post-2015 education targets; and (3) Inform current debates related to the definition of the post-2015 education action framework and become a useful tool for civil society and governmental actors involved in such debates. In this report the authors emphasize the importance of complementing a focus on access with process and outputs indicators to ensure the quality of education systems. The authors also assert that, in any global framework for action, equity should be seen as cross-cutting to access, processes, and outputs, as well as inherent to any notion of educational quality. . Existing evidence makes clear that most educational systems will only be able to improve their effectiveness if they reduce educational inequalities and strengthen education processes for the most marginalized. (ERIC).
Anmerkungen	Open Society Foundations. 224 West 57th Street, New York, NY 10019. Tel: 212-548-0600; Fax: 212-548-4600; Web site: https://www.opensocietyfoundations.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01