qualitative indicator prepared by nyi nyi thaung, uis (bangkok) capacity building workshop on...

Qualitative IndicatorQualitative Indicator

Prepared by Nyi Nyi THAUNG, UIS (Bangkok)

Capacity Building Workshop on Monitoring and Evaluating Progress in Education in the Pacific

27 – 31 October 2008Nadi, FIJI

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What does it mean by Qualitative Indicator

An indicator explaining/measuring the quality of Education?

an indicator that cannot necessarily be expressed as a numerical value?

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Indicator explaining/measuring the quality of Education

It is culturally, socially, perhaps financially oriented

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Question to be asked

How do you know the education system in your country is providing the quality education?

Quality learners Quality teachers Quality content Quality teaching-learning processes Quality learning environments Quality outcomes

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Defining Quality of Education

Quality Learner

Quality Teacher

Quality Content

Quality Tch/Lr

Process

Quality Lr Env

Quality Outcomes

Quality Education

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Defining Quality of Education

How do you know the children are the quality learners? If they healthy? If they happy? If they learning well?

How do you know the teachers are the quality teacher? If they teaching well If they happy If the children in his/her achieve

their learning needs?

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Defining Quality of Education

Yes, if a teacher teaching well, I can partially assume that s/he is a quality teacher.

How do you know s/he is teaching well? If s/he is well-trained we can indirectly

assume that s/he will teach well. Indicator – trained teachers Measurable indicator at the national level

% of trained teacher Type of indicator

Quantitative Indicator (Numeric/non-numeric)

Proxy indicator (data quality) Input indicator (Education as production

function) Education quality indicator (Education as

production function

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Defining Quality of Education

According to the recent study of xxx done by yyy on xxxx at zzzzz ….., it was concluded that the teachers trained by the new T/L curriculum introduced since 1998 have better....

Type of indicator Qualitative Indicator (Numeric/non-

numeric) Proxy indicator (data quality) Input indicator (Education as production

function) Education quality indicator (Education as

production function

The above mentioned text enhance the analysis and judgment on the indicators of % of trained teachers

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Defining Quality of Education

Quality Learner

Quality Teacher

Quality Content

Quality Tch/Lr

Process

Quality Lr Env

Quality Outcomes

Quality EducationIndicator 1•Minimum standard (Qly)•Target/Benchmark (Qty)Indicator 2•Minimum standard•Target/BenchmarkIndicator …•Minimum standard•Target/Benchmark

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Start with learners and take all actors into account

Towards better quality: a holistic approach

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A framework for monitoring education quality

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• Learners characteristics dimension• Contextual dimension• Enabling inputs dimension• Teaching and learning dimension• Outcomes dimension

Central Dimensions: (for assurance of quality education)

This framework provides a means of organizing and understanding the different variables of education quality

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Inequalities among learners• Socio-economic background, • Gender,• Disability, • Race, • Ethnicity, • HIV/AIDS and • Emergency situations such as conflicts and disastersRequire special responses if quality is to be improved

Learner characteristics:

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Link between education and society are strong and influences the other

Education tends to strongly reflect society’s values and attitudes

Goals and standards, curriculum and teacher policies set the enabling conditions within which educational practice occurs

International aid strategies are also influential in most developing countries

Context:

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Other things being equal, the success of teaching and learning is likely to be strongly influenced by the resources made available to the education.

material resources (textbooks, learning materials, classrooms, libraries, school facilities) and

human resources (managers, supervisors, inspectors and, most importantly, teachers).

the governance of these resources as an important additional dimension.

The indicators most widely used to measure these inputs are pupil/teacher ratios, teacher salaries, public current expenditure per pupil and proportion of GDP spent on education

Inputs:

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• This dimension involves what happens in the classroom and the school. It is heart of day-to-day learning

• Indicators such as time spent learning, assessment methods for monitoring student progress, style of teaching, the language of instruction, classroom organization strategies are among those applied to these processes

• School safety, community involvement, expectations and leadership have an indirect impact on teaching and learning

Teaching and learning:

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• Mostly expressed in term of academic achievement (sometimes as test grades, exam performance)

• Creative, emotional development, changes in values, attitudes and behaviours

• Labour market success• Distinguish between achievement, attainment vs.

boarder benefit to society

Outcomes:

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An indicator that cannot necessarily be expressed as a numerical value

How do we make story interesting? How do we explain story behind

the numbers? How do we tell a story of forgotten

people? How we share our lesson leant,

good practice?

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How can we describe information other than numbers

Describing in narrative way Highlight Synthesis Text box Photo Video Voice expression Quote/ reference Physical evidence

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Methods to gather the information other than numbers

Desk review, literature review Web search Interview Focus group discussion Observation Opinion Survey SWOT analysis Case study Expert panel

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Measuring qualitative substance in quantitative manner

How do we measure the beauty?

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Measuring qualitative substance in quantitative manner

How does Ms Universe be selected?