Education Quality and Economic Growth

Hanushek, Eric A.; Wofsmann, Ludger

doi:10.1596/978-0-8213-7058-2

Cited by 37 publications

(3 citation statements)

References 105 publications

(124 reference statements)

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“…There is a wide range of factors contributing to the deficiency in school quality which require countries' attention in order to seek solutions to those problems (Hanushek & Woessmann, 2007). This does not deny the importance of teacher quality, and in the context of this study, the quality of teachers of English in particular.…”

Section: Teacher Certification As a Technology For Quality Improvementmentioning

confidence: 87%

“…This does not deny the importance of teacher quality, and in the context of this study, the quality of teachers of English in particular. Hanushek and Woessmann (2007) recommend that improving teacher quality begins by countries reflecting on effective teacher certification, encouraging the public recognition of achievements of both schools and teachers, and handing school control to parents through parents associations, as well as increasing the liability of teachers and head teachers.…”

Section: Teacher Certification As a Technology For Quality Improvementmentioning

confidence: 99%

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The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Hajar¹

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Despite almost a decade since the introduction as a professional learning model for teachers in Indonesia, the growth of Classroom-Based Action Research (CBAR) is very limited. The CBAR process in Indonesia has relied heavily on one-off-top-down and non-school based professional development.This study was conducted in a small town in the Eastern Flores regency of the East Nusa Tenggara province, Indonesia. The study involved English as a Foreign Language (EFL) teachers at one public secondary school in a rural and disadvantaged context who worked with the researcher to attempt to implement a school based approach to CBAR. Four phases of the study were conducted: Getting started; Workshops; CBAR in action; and Post CBAR through an imagined, intended and enacted methodological structure. In this study I adopted a Foucauldian approach as a theoretical perspective, as well as applying Foucauldian theories to the data analysis.Drawing on a variety of data sources including: meetings and interviews; workshop sessions and classroom visits; and reflective journals and field notes, the study identified three major discourses circulating within the CBAR project. These three discourses are used to explore understandings of reflective practice, subject positionings, and collaboration.The Foucauldian approach to analysis focused on discourses and the idea that individuals have multiple identities as a result of multiple subject positionings, and their relationships are influenced by the discourses that operate within a specific context. These discourses create the nexus between power and knowledge and impact on how the CBAR worked in this context, how the participants positioned me and themselves, how they positioned themselves and their colleagues, and were positioned by their colleagues, in their effort to implement the CBAR project.Through the exploration of the discourses of reflective practice, it was found that being a critical practitioner was not easily translated into a remote and disadvantaged context in Indonesia.An analysis of the discourses of subject positionings indicates the participants' multiple constructions of me and my multiple constructions of them continued throughout the study due to the complexities of the situation. There were often 'pull and push' subject positionings where I attempted to get the teachers to do research but their limited abilities, autonomy, and resources as well as their practice/tradition rooted in the mandates/policy from the central government created problems. There were also tensions and struggles in their inability to complete research without my ii assistance and constant request for help, and my tensions and struggles to avoid providing and giving more assistance.Through the investigation of the discourses of collaboration, it was found that the implementation of the project as a collaborative work is a site of tension for both the participants and myself caused in part by the multiple identities that we took up. There were tensions and struggles between the partic...

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Section: Teacher Certification As a Technology For Quality Improvementmentioning

confidence: 87%

Section: Teacher Certification As a Technology For Quality Improvementmentioning

confidence: 99%

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Hajar¹

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“…Este fue sólo el inicio de una acentuada preocupación por el tema de la calidad educativa. Desde entonces, la cuestión de la calidad de la educación a todos los niveles ha adquirido un protagonismo indiscutible en la actividad política de los Organismos Supranacionales, tales como la OCDE o el Banco Mundial (OCDE, 1992, 2019Prieto y Manso, 2018;UNESCO, 2005;Banco Mundial, 2007).…”

Section: D) Fatiga Institucionalunclassified

Discursos sobre garantía de calidad: una crítica de su papel en la construcción del Espacio Europeo de Educación Superior

Posca Cohen

2024

Teor. educ.

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El propósito de este texto es analizar el papel que el discurso sobre la garantía de calidad ha tenido en la edificación del Espacio Europeo de Educación Superior (EEES). Partiendo de la constatación de que el Proceso de Bolonia ha utilizado a la calidad para imponer un cierto número de reformas, el artículo explora, mediante el análisis de los discursos emergidos a lo largo de este proceso y del contenido de las políticas impulsadas por este, las dificultades que, en el marco de convergencia de los sistemas de educación superior europeos, es posible hallar en la noción de calidad educativa. Por un lado, nuestra investigación nos conduce a una serie de problemas ligados al peligro de la excesiva autonomía de las agencias de garantía de la calidad. Dicho problema es resultado de un cambio de modelo de Estado, impulsado por la racionalidad de gobierno neoliberal, y una nueva manera de entender la gestión pública (la Nueva Gestión Pública). Por otro lado, nuestro análisis explora la dificultad de saber en qué consiste efectivamente la noción de calidad educativa, algo que, como se verá con detenimiento, no está nada claro. En efecto, al ser un término polisémico y de difícil conceptualización, esta noción no puede ser más que una categoría intrínsecamente contestable, un término en permanente disputa y reconsideración. El artículo concluye analizando cómo esta nueva “cultura de la calidad”, tan extendida en el área de Educación Superior Europea, ha ayudado a transformar tanto la concepción de la Universidad como las prácticas investigadoras del profesorado universitario. En tal sentido, nuestro análisis advierte que no existe criterio de calidad docente e investigadora posible sin una pauta que guíe el quehacer científico y teórico. Y que esa pauta es, en el actual escenario de la sociedad y las economías del conocimiento, una pauta básicamente económica.

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Research and Education for All

Burton-Tairu¹

2020

Encyclopedia of the UN Sustainable Development Goals

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The significance of education to humanity, culture, and development has long been proven. The history of education evolved from the natural trait of human societies, i.e., the day-today living and communications. Education is the "curiosity, the desire to understand, know or discover, and it remains one of the deepest drives in human nature" (Faure et al. 1975, p. 4). Faure et al. (1975) assert that education is also the negotiator of knowledge. Webster's Dictionary defines knowledge as "the fact or condition of knowing something with familiarity gained through experience or association." UNESCO (2000) states that education is a fundamental human right at the center of development. The process of obtaining knowledge is the space research occupies. Evans et al. (2014) describe research as a mixture of integration and rational thinking. Pandey and Pandey (2015) uphold that research is a thinker ability, responsible for new knowledge. Postlethwaite (2009) defines research as the orderly investigation of a subject matter to add to the experience. The act of disciplinary diversification is the assessment of originality of research findings (Baptista et al. 2015).

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Education Quality and Economic Growth

Cited by 37 publications

References 105 publications

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Discursos sobre garantía de calidad: una crítica de su papel en la construcción del Espacio Europeo de Educación Superior

Research and Education for All

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