Publication:
What Can We Learn from Pre-Primary Quality Assurance Systems?: Evidence from the Arab Republic of Egypt

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dc.contributor.authorKrafft, Caroline
dc.contributor.authorNikaein Towfighian, Samira
dc.contributor.authorRaikes, Abbie
dc.contributor.authorMojgani, Rebecca Sayre
dc.date.accessioned2023-07-11T15:19:08Z
dc.date.available2023-07-11T15:19:08Z
dc.date.issued2023-07-11
dc.description.abstractQuality assurance systems have been implemented or are under development in a number of low- and middle-income countries in an effort to observe the quality of education and deploy targeted measures to improve quality. This paper shares lessons learned on the potential ability of quality assurance systems to observe quality and inform action, drawing on data from a pre-primary quality assurance system in the Arab Republic of Egypt. A nationally representative study of kindergarten classrooms was conducted, using a detailed diagnostic research tool administered by independent enumerators from a data collection firm. A subsample of these kindergarten classrooms was randomly assigned to also be observed through a short quality assurance system tool, half of them by independent enumerators, and the other half by the existing cadre of government kindergarten supervisors. The quality assurance system tool was developed for scale and financial sustainability; thus, it could be administered in roughly one-third of the time of the diagnostic tool, at one-third of the cost. Overall, the results illustrate that at the national level, the quality assurance system tool can identify important areas for improvement, and thus inform broad policy actions. Further, the results are consistent whether an independent data collection firm or a government kindergarten supervisor acted as enumerator, suggesting that quality assurance system data collection efforts can be embedded within ministries of education and implemented in a regular and sustainable manner. At the school and teacher level, however, there were several areas where the quality assurance system data were inconsistent with the diagnostic data. This underscores how quality assurance systems are best used as a formative system, a starting point for quality enhancement, and not as a summative system that directly targets, punishes, or rewards specific schools.en
dc.identifierhttp://documents.worldbank.org/curated/en/099236006152341431/IDU0904787e905e70047130bd470ff9d01e83958
dc.identifier.doi10.1596/1813-9450-10482
dc.identifier.urihttps://openknowledge.worldbank.org/handle/10986/39973
dc.languageEnglish
dc.language.isoen
dc.publisherWorld Bank, Washington, DC
dc.relation.ispartofseriesPolicy Research Working Papers; 10482
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttps://creativecommons.org/licenses/by/3.0/igo/
dc.subjectKINDERGARTEN ACHIEVEMENT
dc.subjectPRE-PRIMARY SCHOOL
dc.subjectSCHOOL QUALITY EVALUATION TOOL
dc.subjectEDUCATION POLICY
dc.subjectPRIMARY SCHOOL PERFORMANCE
dc.subjectTEACHER QUALITY
dc.subjectTEACHER TRAINING
dc.titleWhat Can We Learn from Pre-Primary Quality Assurance Systems?en
dc.title.subtitleEvidence from the Arab Republic of Egypten
dc.typeWorking Paper
dspace.entity.typePublication
okr.crossref.titleWhat Can We Learn from Pre-Primary Quality Assurance Systems?: Evidence from the Arab Republic of Egypt
okr.date.disclosure2023-06-15
okr.date.lastmodified2023-06-15T00:00:00Zen
okr.doctypePolicy Research Working Paper
okr.doctypePublications & Research
okr.docurlhttp://documents.worldbank.org/curated/en/099236006152341431/IDU0904787e905e70047130bd470ff9d01e83958
okr.guid099236006152341431
okr.identifier.docmidIDU-904787e9-5e70-4713-bd47-ff9d01e83958
okr.identifier.doi10.1596/1813-9450-10482
okr.identifier.doihttp://dx.doi.org/10.1596/1813-9450-10482
okr.identifier.externaldocumentum34093992
okr.identifier.internaldocumentum34093992
okr.identifier.reportWPS10482
okr.import.id1032
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/099236006152341431/pdf/IDU0904787e905e70047130bd470ff9d01e83958.pdfen
okr.region.countryEgypt, Arab Republic of
okr.topicEducation::Education Indicators and Statistics
okr.topicEducation::Early Childhood Development
okr.topicEducation::Education Reform and Management
okr.unitEducation MNA (HMNED)
relation.isAuthorOfPublicationc391d24e-69ee-5c68-ada6-40ecca9fee42
relation.isAuthorOfPublication.latestForDiscoveryc391d24e-69ee-5c68-ada6-40ecca9fee42
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