Look into the infographic, listen to the voice-recording (3 minutes) and download the White paper. Active learning, differentiated teaching and qualified teachers, good leadership and cooperation within schools which are addressed in pillar 2 (learning), pillar 3 (teaching), and pillar 4 (school management) respectively, are considered as of the most important domains. It is possible for this country to improve future prospects for our children.’Īll the insight gathered in two countries demonstrate that the profoundly valued domains of high-quality education overlap with EDU Q-card’s pillars to a great extent. ‘If we are good enough in implementing this, we can bring the quality we need. Internal consistency is a measure of homogeneity, indicating the extent to which items in a (sub)scale are inter-correlated, measuring the same construct. Is the EDU Q-card a valid tool in the cultural contexts of both countries? Reliability pertains to the ability of an instrument to consistently measure an attribute (DeVon et al.Does the EDU Q-card assessment support the intended participatory approach?.The results illustrate how the tools supports parents, teachers and learners work together to realise improvements. ![]() ![]() The study focused on how it the EDU Q-card was used in two different country contexts: Suriname and Ethiopia. Edukans together with the University of Amsterdam and Utrecht carried out a study on the validity and reliability of the EDU Q-card, a participatory approach for education quality assessment making best use of ICT. Today the need for simple and sound instruments to assess education quality is well-recognised. ![]() A participatory approach for education quality improvement
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