Publication: Educational Quality : Defining What's Important
Date
1994-04
ISSN
Published
1994-04
Author(s)
Heneveld, Ward
Abstract
Planning and monitoring the quality of
primary education in sub-Saharan Africa takes as its
starting point the conviction that improvements in the
quality of education must focus on the school as the unit of
change. Through a review of the qualitative research
literature on school improvement and the more quantitative
literature on school effectiveness, a conceptual framework
that identifies generic factors that determine school
effectiveness is formulated. Drawing from the literature,
detailed definitions and indicators relevant to sub-Saharan
Africa are presented for each of the factors. The paper then
describes, with some examples, how the conceptual framework
of factors, definitions, and indicators can be used in the
region to plan improvements in the quality of primary
education, to conduct situation analyses and sector work on
school quality, and to monitor and evaluate educational
reforms. The paper concludes with an assessment of the
strengths and weaknesses of these materials and a reminder
that they must be locally adapted if they are to prove
useful in improving the quality of education for
Africa's children.
Citation
“Heneveld, Ward. 1994. Educational Quality : Defining What's Important. Africa Region Findings & Good Practice Infobriefs; No. 16. © World Bank, Washington, DC. http://openknowledge.worldbank.org/entities/publication/87512fbf-8dd8-55c7-868d-25c4c31c39a7 License: CC BY 3.0 IGO.”