ERIC Number: ED404211
Record Type: RIE
Publication Date: 1994-Apr
Educational Quality and Effective Schooling. International Commission on Education for the Twenty-First (Vancouver, British Columbia, Canada, April 11-12, 1994).
Gannicott, Ken; Throsby, David
This paper discusses the importance of expansion of the quantity of schooling and enhancement of the quality of schooling, both of which can be seen as directed towards the same goal, the improvement of educational outcomes for the population. Because both quantitative and qualitative investment projects in the education sector compete for the same limited public investment funds, from a public policy point of view, there is likely to be a trade off between quantitative expansion and qualitative improvement. In order to provide information on which sound policy-making can be based, it is important to identify the educational and economic returns to investment in both quantity and quality, and to understand the interactions between them. In this way overall strategies can be formulated and assessed that will provide an appropriate balance between these two avenues for achieving national objectives for educational development. This paper discusses the link between quality and performance by exploring what research shows. A disparity exists among countries at different stages of development because when existing quality levels are low, as in most developing countries, the impact of quality improvements on student achievement at the margin are far more marked than when quality levels are already quite high. Factors affecting quality are: (1) teacher quality; (2) class size; (3) instructional materials; (4) language of instruction; and (5) curriculum reform. Characteristics of effective schools are listed, and conclusions and policy implications are discussed. Contains 42 references divided into 9 sections.
Descriptors: Class Size, Curriculum Development, Developing Nations, Educational Quality, Educational Research, Effective Schools Research, Elementary Secondary Education, Foreign Countries, Global Approach, Instructional Materials, Language of Instruction, School Effectiveness, Teacher Effectiveness
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: International Commission on Education for the Twenty-First Century (UNESCO), Paris (France).
Note: For related papers, see SO 024 394-407 and SO 024 448-454.