Educational Quality and Education Policies for School Effectiveness: A Framework for Analysis

Conceptualization of Educational Quality

Ed. Quality is the character of the set of elements in the input, process, and outcome of the education system that provides services that completely satisfy both internal and external strategic constituencies by meeting their explicit and implicit expectations

 Education quality indicator may be defined as the indicator used to describe the key aspects of education quality in input, process, and outcomes at the school level or at the system level.

Educational system

input

process Education aims Education quality Quality Indicators

outcomes

Input Indicators

Process Indicators

Outcome Indicators

Functions of Quality Indicators

Information that describes the schools/the school systems performance in achieving desired educational conditions or results. This information helps to describe the schools current functioning and effectiveness Information about features of the school/the school system known to be linked with desired conditions and outcomes. The information helps school members, policy makers, educators, and the public to predict future performance of the school

 Information that describes enduring features of the school/the school system. The information helps policy makers and educators better understand how the school/ the school system works and to assess the implication of changes over time Information that is relevant to education policy. This information provides insight into current or potential problems in the school that are particular concern to policy makers.

Matrix of Assessing Education Quality

Outcome indicators Performance indicators Input indicators For internal development & improvement For accountability & quality assurance School self evaluation A External evaluation

 Pendekatan Sel Sering guna satu sel atau beberapa sel secara berasingan untuk membentuk penilaian. Cth: penilaian seringkali hanya guna indikator selfevaluation sekolah dan input untuk memenuhi tujuan pembangunan dalaman Pendekatan ini mudah dan senang serta paling kerap digunakan dalam sekolah Tetapi seringkali keputusannya biased dan kurang disenangi oleh semua pihak disekolah.

 Pendekatan Berlapis Menggunakan satu atau beberapa lapis dari matriks untuk membentuk penilaian kualiti pendidikan. Lapis 1 mencadangkan penilaian kualiti pendidikan harus memasukkan indikator input, performance dan outcome bagi tujuan pembangunan dan akauntibiliti dalaman serta school self evaluation tetapi bukan external evaluation

 Lapis 2 mencadangkan penilaian harus merangkumi school self evaluation dan penilaian luaran bagi tujuan pembangunan dan akauntibiliti dalaman dengan menggunakan indikator performance tetapi bukan indikator input dan outcome

 Pendekatan matriks secara menyeluruh Menggunakan pendekatan sel dan berlapis secara komprehensif Pendekatan ini menekankan penilaian sekolah secara menyeluruh termasuk school self evaluation and external audit, serving formative and summative functions, and using multiple indicators.

Isu-isu dalam menilai kualiti pendidikan

How to keep a balance between the two functions of education quality? How to keep a balance between school self evaluation and external evaluation? How to choose an appropriate combination of quality indicators? How to manage the differences between the school level and the school system level?

Perbezaan antara tahap sekolah dan sistem sekolah

The school level The school system level

Tujuan penilaian

Pembangunan dan penambahbaikan dalaman Berdasarkan school self evaluation oleh warga sekolah -indikator proses dan outcome -kaedah qualitative dan kuantitatif -sesuai dengan sesuatu sekolah -mungkin dibangunkan oleh warga sekolah itu sendiri

Akauntibiliti dan cost efectiveness

Jenis penilaian

Berdasarkan penilaian luar

Bentuk indikator

-Indikator Input dan outcome -kuantitatif -sesuai untuk semua sekolah -dibangunkan oleh pihak berkuasa

The Framework for Educational Policies for School Effectiveness

Frame One Analysis of background and underlying principles Frame Two Analysis of policy formulation process Frame Three Analysis of education policy implementation (Gaps between implementation and planning) Frame Four Analysis of policy effect on school effectiveness

Problem in schools Limitations in resources Political development Economic development Social transformation Cultural development External competition & Challenges Other

Formulation of education policy objectives

Education policy formulation -Planning process -Action plan

Education policy implementation in schools

Policy outcomes in schools Schools Eff & Educational outcomes

Limitations -resources -ICT -Time -Political & Environmental

Frame One: Analysis of background & underlying principles

Identification of existing problems in the background within the education system, at the societal level, & outside the society Principles underlying policy objective setting: Traditional beliefs & values About the needs and nature of school education, etc About the nature and process of schools, etc About the relationship of education & schools to the needs of the society, etc

 Function of education Individual: Survival, personal growth and development, etc Societal : Integration, control, selection, sorting, allocation, socialisation, social mobility, social changes, equalisation, etc Political: Socialisation, legalisation, selection, control, equalisation, political changes, etc Economic: Change of manpower structure, quality of manpower, population control, economic development, etc. Cultural: Inheritance, development, and creation of culture

Hidden functions of school education Reproduction of social classes and cultural capital Reproduction of class inequality, etc Philosophical consideration Ideals of environment, inputs, processes, & outcomes of education & schools, etc Consistency between educational philosophies, educational objectives and policy objectives Legal consideration Legal values such as human rights, freedom, equity, balance of interests, etc. Practical constraints

Frame Two: Analysis of the formulation process of education policy for school effectiveness
The characteristics of education policy makers Legitimacy, representation of interest groups Personal quality, expertise, etc Formation of policy-making body and its composition The characteristics of the process Consultation Participation Open and free discourse Consensus reached among various interest groups

 Perspectives and technology employed Ecological analysis- global consideration, interaction between moves System analysis- objectives, structure, process and output of the system Economic analysis-resources allocation, estimate of supply and demand, economic outcomes, cost benefit analysis Management analysis- management of planning, implementation and changes Rationality building-research, experiment, pilot study, etc Decision technology-information procuring, processing, dissemination; decision tools, etc.

 Overall quality of resulting education policy Suitability- suitable in terms of scope, timing, use of resources and benefits Feasibility- feasible within known constraints; meet essential requirements Acceptability-accepted by majority of interests group

Frame Three- Analysis of policy implementation (Gaps between policy implementation and planning)
Preparation for policy implementation Readiness of the concerned parties (e.g. education officers, school administrators, teachers, students, parents, and other related professionals) Cognitive preparation Understand the meaning and possible consequences of the policy for school effectiveness Psychological preparation Willing to support the policy & implement the policy Technological preparation Have adequate training and skills to implement the policy

Readiness of resources Human resources Equipment and facilities resources Accommodation/space resources Monetary resources Other related resources Time frame of policy implementation Time availability Implementation stages Realistic schedule Legal preparations Legal rights of those concerned Legislation for the policy

Level of planned changes by education policy System level Changes in education systems Cost effectiveness, any biases for various education system? Institutional level Changes in educational institutions/schools Cost effectiveness, any biases for various institutions/schools? Classroom/individual level Changes in classrooms or individuals Cost effectiveness, any biases for various individuals/classrooms? Congruence between levels Support from other levels Corresponding changes across levels

Frame Four: Analysis of Policy Effects on School Effectiveness

Boleh dilihat dari segi output dan outcomes (refer kepada kuliah 2)

Sekian. Terima kasih