Qualitative Indicator

1. Qualitative Indicator Capacity Building Workshop on Monitoring and Evaluating Progress in Education in the Pacific 27 – 31 October 2008 Nadi, FIJI Prepared by Nyi Nyi THAUNG, UIS (Bangkok)

2. What does it mean by Qualitative Indicator An indicator explaining/measuring the quality of Education? an indicator that cannot necessarily be expressed as a numerical value?

3. Indicator explaining/measuring the quality of Education It is culturally, socially, perhaps financially oriented

4. Question to be asked How do you know the education system in your country is providing the quality education? Quality learners Quality teachers Quality content Quality teaching-learning processes Quality learning environments Quality outcomes

5. Defining Quality of Education Quality Education Quality Tch/Lr Process Quality Learner Quality Teacher Quality Lr Env Quality Content Quality Outcomes

6. Defining Quality of Education • How do you know the children are the quality learners? • If they healthy? • If they happy? • If they learning well? • How do you know the teachers are the quality teacher? • If they teaching well • If they happy • If the children in his/her achieve their learning needs?

7. Defining Quality of Education • Yes, if a teacher teaching well, I can partiallyassume that s/he is a quality teacher. • How do you know s/he is teaching well? • If s/he is well-trained we can indirectly assume that s/he will teach well. • Indicator – trained teachers • Measurable indicator at the national level • % of trained teacher • Type of indicator • Quantitative Indicator (Numeric/non-numeric) • Proxy indicator (data quality) • Input indicator (Education as production function) • Education quality indicator (Education as production function

8. Defining Quality of Education • According to the recent study of xxx done by yyy on xxxx at zzzzz ….., it was concluded that the teachers trained by the new T/L curriculum introduced since 1998 have better.... • Type of indicator • Qualitative Indicator (Numeric/non-numeric) • Proxy indicator (data quality) • Input indicator (Education as production function) • Education quality indicator (Education as production function • The above mentioned text enhance the analysis and judgment on the indicators of % of trained teachers

9. Defining Quality of Education • Indicator 1 • Minimum standard (Qly) • Target/Benchmark (Qty) • Indicator 2 • Minimum standard • Target/Benchmark • Indicator … • Minimum standard • Target/Benchmark Quality Education Quality Tch/Lr Process Quality Learner Quality Teacher Quality Lr Env Quality Content Quality Outcomes

10. Towards better quality: a holistic approach Start with learners and take all actors into account

11. A framework for monitoring education quality

12. Central Dimensions: (for assurance of quality education) This framework provides a means of organizing and understanding the different variables of education quality • Learners characteristics dimension • Contextual dimension • Enabling inputs dimension • Teaching and learning dimension • Outcomes dimension

13. Learner characteristics: Inequalities among learners • Socio-economic background, • Gender, • Disability, • Race, • Ethnicity, • HIV/AIDS and • Emergency situations such as conflicts and disasters Require special responses if quality is to be improved

14. Context: • Link between education and society are strong and influences the other • Education tends to strongly reflect society’s values and attitudes • Goals and standards, curriculum and teacher policies set the enabling conditions within which educational practice occurs • International aid strategies are also influential in most developing countries

15. Inputs: • Other things being equal, the success of teaching and learning is likely to be strongly influenced by the resources made available to the education. • material resources (textbooks, learning materials, classrooms, libraries, school facilities) and • human resources (managers, supervisors, inspectors and, most importantly, teachers). • the governance of these resources as an important additional dimension. • The indicators most widely used to measure these inputs are • pupil/teacher ratios, • teacher salaries, • public current expenditure per pupil and • proportion of GDP spent on education

16. Teaching and learning: • This dimension involves what happens in the classroom and the school. It is heart of day-to-day learning • Indicators such as time spent learning, assessment methods for monitoring student progress, style of teaching, the language of instruction, classroom organization strategies are among those applied to these processes • School safety, community involvement, expectations and leadership have an indirect impact on teaching and learning

17. Outcomes: • Mostly expressed in term of academic achievement (sometimes as test grades, exam performance) • Creative, emotional development, changes in values, attitudes and behaviours • Labour market success • Distinguish between achievement, attainment vs. boarder benefit to society

18. An indicator that cannot necessarily be expressed as a numerical value How do we make story interesting? How do we explain story behind the numbers? How do we tell a story of forgotten people? How we share our lesson leant, good practice?

19. How can we describe information other than numbers Describing in narrative way Highlight Synthesis Text box Photo Video Voice expression Quote/ reference Physical evidence

20. Methods to gather the information other than numbers Desk review, literature review Web search Interview Focus group discussion Observation Opinion Survey SWOT analysis Case study Expert panel

21. Measuring qualitative substance in quantitative manner How do we measure the beauty?

22. Measuring qualitative substance in quantitative manner How does Ms Universe be selected?