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Three lessons for educational quality in post-2015 goals and targets: Clarity, measurability and equity

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  • Rose, Pauline

Abstract

Amongst those engaged in devising post-2015 education targets, there is general agreement on the centrality of quality. However, there is greater debate on whether the quality of education can and should be measured by learning outcomes. Even if learning outcomes are viewed as an appropriate measure, what type of outcomes should be measured? Offering lessons from the goals that were set in 2000, this article highlights the importance of making sure goals and targets are clear and measurable, and put equity at their heart. From a rights-based perspective, the paper proposes tracking progress towards a universal target that, at a minimum, ensures that all children, regardless of circumstance, complete primary school and achieve the basics in reading and mathematics. The paper illustrates the importance of adopting a ‘stepping-stones’ approach to ensure that no one is left behind by 2030, with interim targets that assess progress for the most disadvantaged.

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  • Rose, Pauline, 2015. "Three lessons for educational quality in post-2015 goals and targets: Clarity, measurability and equity," International Journal of Educational Development, Elsevier, vol. 40(C), pages 289-296.
    • Handle: RePEc:eee:injoed:v:40:y:2015:i:c:p:289-296
    DOI: 10.1016/j.ijedudev.2014.11.006
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    References listed on IDEAS

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    1. Christopher Colclough, 2005. "Rights, goals and targets: how do those for education add up?," Journal of International Development, John Wiley & Sons, Ltd., vol. 17(1), pages 101-111.
    2. Nicholas Spaull & Stephen Taylor, 2012. "“Effective enrolment” - Creating a composite measure of educational access and educational quality to accurately describe education system performance in sub-Saharan Africa," Working Papers 21/2012, Stellenbosch University, Department of Economics.
    3. Deon Filmer & Amer Hasan & Lant Pritchett, 2006. "A Millennium Learning Goal: Measuring Real Progress in Education," Working Papers 97, Center for Global Development.
    4. Barbara Bruns & David Evans & Javier Luque, 2012. "Achieving World-Class Education in Brazil : The Next Agenda," World Bank Publications - Books, The World Bank Group, number 2383, December.
    5. Kenneth King & Pauline Rose, 2005. "International development targets and education: towards a new international compact or a new conditionality?," Journal of International Development, John Wiley & Sons, Ltd., vol. 17(1), pages 97-100.
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    Cited by:

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    2. Sumida, Sugata, 2017. "Donor’s motivation of the educational aid," International Journal of Educational Development, Elsevier, vol. 55(C), pages 17-29.
    3. Alcott, Benjamin & Rose, Pauline, 2017. "Learning in India’s primary schools: How do disparities widen across the grades?," International Journal of Educational Development, Elsevier, vol. 56(C), pages 42-51.
    4. Ziff, Alix, 2023. "Aid accessibility: Equity & education in Kenya," International Journal of Educational Development, Elsevier, vol. 99(C).
    5. Wilson-Strydom, Merridy & Okkolin, Mari-Anne, 2016. "Enabling environments for equity, access and quality education post-2015: Lessons from South Africa and Tanzania," International Journal of Educational Development, Elsevier, vol. 49(C), pages 225-233.
    6. Lijia Guo & Jiashun Huang & You Zhang, 2019. "Education Development in China: Education Return, Quality, and Equity," Sustainability, MDPI, vol. 11(13), pages 1-20, July.
    7. Gauthier, Bernard & Punyasavatsut, Chaiyuth, 2019. "Inequalities in Presence of a School Funding Formula: The 15-year Free Education Program in Thailand," International Journal of Educational Development, Elsevier, vol. 70(C), pages 1-1.

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