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Teaching and learning for all? The quality imperative revisited

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  • Alexander, Robin J.

Abstract

The 2014 EFA Global Monitoring Report (GMR) is the second with ‘quality’ in its title but the only one in the series whose title explicitly highlights teaching and learning. While GMR 2014 assesses progress towards the six EFA goals with particular reference to the quality of teachers and teaching, this paper considers progress within the methodology of the monitoring process itself. EFA indicators can attend to only a limited range of variables, and proxies are inevitable. Yet with the post-2015 EFA agenda in view it is essential to ask whether what is truly transformative in teaching and learning has been adequately captured in the EFA monitoring process, the literature on which it has drawn, and the recommendations it has produced. The paper argues for a more radical and creative approach to the defining and use of indicators and argues that despite pedagogy's pivotal role in generating educational quality, it remains the missing GMR ingredient. The problem is both conceptual and evidential, and the paper argues for a more inclusive, less top–down use of the available research in order to bring into EFA and GMR discourse evidence on teaching and learning that can really make a difference.

Suggested Citation

  • Alexander, Robin J., 2015. "Teaching and learning for all? The quality imperative revisited," International Journal of Educational Development, Elsevier, vol. 40(C), pages 250-258.
    • Handle: RePEc:eee:injoed:v:40:y:2015:i:c:p:250-258
    DOI: 10.1016/j.ijedudev.2014.11.012
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    Citations

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    Cited by:

    1. Sumida, Sugata, 2017. "Donor’s motivation of the educational aid," International Journal of Educational Development, Elsevier, vol. 55(C), pages 17-29.
    2. Sophia D’Angelo & Rachel Marcus & Ernest Ngabonzima, 2022. "Teaching and learning for life skills development: Insights from Rwanda’s 12+ programme for adolescent girls: Special Issue Youth & Adolescent Skills Development: Preparing young people for diverse gl," Development Policy Review, Overseas Development Institute, vol. 40(S2), October.
    3. Smail, Gareth, 2017. "Politicized pedagogy in Morocco: A comparative case of teachers of English and Arabic," International Journal of Educational Development, Elsevier, vol. 53(C), pages 151-162.
    4. 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.
    5. Servaas van der Berg & Gabrielle Wills & Rebecca Selkirk & Charles Adams & Chris van Wyk, 2019. "The cost of repetition in South Africa," Working Papers 13/2019, Stellenbosch University, Department of Economics.
    6. Dunne, Máiréad & Humphreys, Sara, 2022. "The edu-workscape: Re-conceptualizing the relationship between work and education in rural children’s lives in Sub-Saharan Africa," World Development Perspectives, Elsevier, vol. 27(C).

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