Why focus on quality? Although some of the international treaties, by specifying the need to provide education on human rights, reproductive health, sports and gender awareness, touched on educational quality, 2 they were generally silent about how well education systems could and should be expected to perform in meeting these objectives. This remained true as recently as 2000, when the United Nations Millennium Declaration’s commitment to achieve UP by 2015 was directly and simply set out without explicit reference to quality (see Box 1. 1).
Thus, in placing the emphasis upon assuring access for all, these instruments mainly focused on the quantitative aspects of education policy. It seems highly likely, however, that the achievement of universal participation ineducation will be fundamentally dependent upon the quality of education available. For example, how well pupils are taught and how much they learn, can have a crucial impact on how long they stay in school and how regularly they attend.
Furthermore, whether parents send their children to school at all is likely to depend they make about the quality of teaching and learning provided – upon whether attending school is worth the time and cost for their children and for themselves. The instrumental roles of schooling – helping individuals achieve their own economic and social and cultural objectives and helping society to be better protected, better served by its leaders and more equitable in important ways- will be strengthened if education is of higher quality. 3 Schooling helps children develop creatively and emotionally and acquire the skills, knowledge, values and attitudes necessary for responsible, active and productive citizenship. How well education achieves these outcomes is important to those who use it. Accordingly, analysts and policy makers alike should also find the issue of quality difficult to ignore. More fundamentally, education is a set of processes and outcomes that are defined qualitatively.
The Essay on Education Reform Children School Dewey
December 8, 2004 Education Reform Education reform means to make education better by removing faults and defects. True educators are always thinking of more effective ways to enhance and democratize the way children learn. With the continuous change of growing population, economics, culture, family, and global communication, there has to be continuous educational reforms to keep the society ...
The quantity of children who participate is by definition a secondary consideration: merely filling spaces called ” schools’ with children would not address even The achievement of universal participation ineducation will upon the quality.
