A review of policy debates around learning in the post-2015 education and development agenda

Winthrop, Rebecca; Anderson, Kate; Cruzalegui, Inés

doi:10.1016/j.ijedudev.2014.11.016

Cited by 14 publications

(8 citation statements)

References 12 publications

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“…Many discussions and debates around education are ongoing in the global education community [51][52][53][54]. International, national, and regional targets and agenda are set up to ensure the delivery of education.…”

Section: International Literature On Education Qualitymentioning

confidence: 99%

“…Although there are heated debates about the best approach to track learning outcomes, such as the skills, scope, targets, and scale for measuring, the increasing demand for regional and international assessments indicate an augmenting national and international attention and support on measuring and improving learning. The Learning Metrics Task Force (LMTF) convened by UNESCO has made efforts in constructing a global framework in this regard [54].…”

Section: International Literature On Education Qualitymentioning

confidence: 99%

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Education Development in China: Education Return, Quality, and Equity

2019

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As the biggest developing country with the largest population in the world, China has made great achievements in education development, which has contributed tremendously to reducing poverty and boosting prosperity in the past decades. However, in the course of education development, many problems and issues have emerged, which have also been extensively studied by scholars in various fields in both China and international contexts. Among the myriad of research topics, three research foci stand out as the most concerning and studied: education return, education quality, and education equity. This paper draws on both international research literature and evidence from China to discuss education development issues including education return, education quality, and education equity, and suggests future directions for research and practice to enhance education development and to achieve a sustainable future.

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Section: International Literature On Education Qualitymentioning

confidence: 99%

Section: International Literature On Education Qualitymentioning

confidence: 99%

Education Development in China: Education Return, Quality, and Equity

2019

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“…University teaching communities are morally and formally obligated to acquire advanced subject knowledge and to improve their teaching skills and the competences needed to make the learning process effective [12,103]. On other hand, the university administration is responsible for establishing a supportive culture and necessary resources [104]. Quality teaching depends strongly on teaching strategies; content quality; curriculum; a balance between theory and applications; teachers' knowledge, skills, and the subject competence; and efficient and effective use of instructional technology.…”

Section: Teaching Qualitymentioning

confidence: 99%

Imperatives of Sustainable University Excellence: A Conceptual Framework

et al. 2019

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This study envisions the architecture of a modern era university with sustainable standards of excellence. Sustainable University Excellence is herein defined as the ability of a university to excel in the core areas of knowledge creation and dissemination via the mobilization of human, social, intellectual, and financial capital to serve on socioeconomic and environmental fronts ethically, efficiently, and effectively to secure a sustainable future. Seven core performance domains of a university are explored: Teaching quality, research culture, technological capability building, accessibility, community engagement, internationalization, and environment, which should be prioritize in order to continuously advance along a sustainable excellence continuum. This study provides a self-assessment methodology that universities can employ to compare their performance relative to the aforementioned domains, thus enabling the identification of performance gaps, the knowledge of which is crucial to the formulation of more targeted strategy. This approach allows decision makers to form a more coherent vision for sustainability within institutional and broader contexts. The approach proposed herein incorporates the three aspects of sustainability that form the so-called Triple Bottom Line (TBL).

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“…Although recommendations vary across initiatives and working groups, there are efforts to forge partnerships across stakeholders to develop a more standardized list of GLMs (e.g., Winthrop, Anderson, & Cruzalegui, 2015). For example, the Learning Metrics Task Force (LMTF) -a joint effort of UIS and the Brookings Institution's Center for Universal Education created for this express purpose -has recommended measuring student learning across seven domains ranging from typical school subjects (e.g., numeracy and mathematics, science and technology) to overall well-being and civic participation (e.g., arts and culture, social and emotional well-being, physical well being).…”

Section: Some Of the Most Well-known And Influential Ilsas Include Thmentioning

confidence: 99%

An Examination of the Influence of International Large Scale Assessments and Global Learning Metrics on National School Reform Policies

Fischman¹,

Topper²

2017

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A review of policy debates around learning in the post-2015 education and development agenda

Cited by 14 publications

References 12 publications

Education Development in China: Education Return, Quality, and Equity

Education Development in China: Education Return, Quality, and Equity

Imperatives of Sustainable University Excellence: A Conceptual Framework

An Examination of the Influence of International Large Scale Assessments and Global Learning Metrics on National School Reform Policies

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