Chile - Institutional Design for an Effective Education Quality Assurance
The main objective of this report is to present the Government of Chile with policy options related to the institutional distribution of roles and responsibilities for effective quality assurance in education. Following the introduction, the report...
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| Format: | Education Sector Review |
| Language: | English |
| Published: |
Washington, DC
2012
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| Online Access: | http://documents.worldbank.org/curated/en/2007/08/8420003/chile-institutional-design-effective-education-quality-assurance http://hdl.handle.net/10986/7855 |
| Summary: | The main objective of this report is to
present the Government of Chile with policy options related
to the institutional distribution of roles and
responsibilities for effective quality assurance in
education. Following the introduction, the report is
structured as follows. Chapter II presents background
information on the evolution of Chile's education
system since 1980. This information, together with an
analysis of the current situation of the education sector,
describes the motivation for the study and demonstrates the
urgent need to shift the focus in education policy to
quality assurance. Chapter III describes the conceptual
framework developed for the analysis of how successful
systems carry out education quality assurance. The framework
developed identifies education participants, including:
students; teachers; principals and school administrators;
schools; local governments (districts, municipalities);
regional governments (states, provinces); and the national
government. Chapter IV applies the framework to the nine
education systems selected as comparisons and presents a
summary of the quality assurance functions and institutions
in each selected education system. Chapter V describes the
four alternative instructional visions for quality assurance
in education developed as a result of the international
review. Finally, Chapter VI presents policy options for the
distribution of roles and responsibilities for education
quality assurance across individuals and/or institutions,
which vary depending on the instructional vision followed. |
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