Educational policy analysis: Progress and result indicators and their relevance for educational policy analysis. New Education Division Documents No. 15 - Archive ouverte HAL Accéder directement au contenu
Autre Publication Scientifique New Education Division Documents Series Année : 2003

Educational policy analysis: Progress and result indicators and their relevance for educational policy analysis. New Education Division Documents No. 15

Christelle Garrouste
Shawn Mendes
  • Fonction : Auteur

Résumé

This report was commissioned to offer a better understanding of partner countries’ conditions as they move from a projects-oriented approach to a sector oriented approach and to provide an historical evolution of educational indicators of progress and results. The report has demonstrated how to use indicators to assess an education policy for the purpose of sector program support. More specifically it has reviewed the relevant statistics and indicators of progress in primary and secondary education in the following countries: Bolivia, Honduras, Burkina Faso, Ethiopia, Mozambique, Tanzania, Bangladesh and Cambodia. The report highlights the importance and the lack of valid, reliable and comparative information that can offer insights into the development, functioning and performance of education systems. It is concluded that there is an urgent need to improve the quality and availability of a wide range of international data. For instance this report has not been able to provide time-trends for a wide variety of basic statistics on national education systems. The Education Division are now happy to present the final report, which has been carried out by a team of two persons at the Institute of International Education (IIE) at University of Stockholm. The views in the report are those of the authors and do not necessarily reflect the views of Sida.
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hal-03245589 , version 1 (01-06-2021)

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Christelle Garrouste, Shawn Mendes. Educational policy analysis: Progress and result indicators and their relevance for educational policy analysis. New Education Division Documents No. 15. 2003. ⟨hal-03245589⟩

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