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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Main Author:	World Bank
Format:	Education Sector Review
Language:	English
Published:	Washington, DC 2012
Subjects:	CONCEPTUAL FRAMEWORK EDUCATION EDUCATION PARTICIPANTS EDUCATION SYSTEMS GOVERNMENT LEVELS QUALITY ASSURANCE
Online Access:	http://documents.worldbank.org/curated/en/2007/08/8420003/chile-institutional-design-effective-education-quality-assurance http://hdl.handle.net/10986/7855

id	okr-10986-7855
recordtype	oai_dc
spelling	okr-10986-78552021-04-23T14:02:37Z Chile - Institutional Design for an Effective Education Quality Assurance World Bank CONCEPTUAL FRAMEWORK EDUCATION EDUCATION PARTICIPANTS EDUCATION SYSTEMS GOVERNMENT LEVELS 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 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. 2012-06-12T19:18:27Z 2012-06-12T19:18:27Z 2007-08-31 http://documents.worldbank.org/curated/en/2007/08/8420003/chile-institutional-design-effective-education-quality-assurance http://hdl.handle.net/10986/7855 English CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank Washington, DC Economic & Sector Work :: Education Sector Review Economic & Sector Work Latin America & Caribbean Chile
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	CONCEPTUAL FRAMEWORK EDUCATION EDUCATION PARTICIPANTS EDUCATION SYSTEMS GOVERNMENT LEVELS QUALITY ASSURANCE
spellingShingle	CONCEPTUAL FRAMEWORK EDUCATION EDUCATION PARTICIPANTS EDUCATION SYSTEMS GOVERNMENT LEVELS QUALITY ASSURANCE World Bank Chile - Institutional Design for an Effective Education Quality Assurance
geographic_facet	Latin America & Caribbean Chile
description	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.
format	Economic & Sector Work :: Education Sector Review
author	World Bank
author_facet	World Bank
author_sort	World Bank
title	Chile - Institutional Design for an Effective Education Quality Assurance
title_short	Chile - Institutional Design for an Effective Education Quality Assurance
title_full	Chile - Institutional Design for an Effective Education Quality Assurance
title_fullStr	Chile - Institutional Design for an Effective Education Quality Assurance
title_full_unstemmed	Chile - Institutional Design for an Effective Education Quality Assurance
title_sort	chile - institutional design for an effective education quality assurance
publisher	Washington, DC
publishDate	2012
url	http://documents.worldbank.org/curated/en/2007/08/8420003/chile-institutional-design-effective-education-quality-assurance http://hdl.handle.net/10986/7855
_version_	1764404101024579584

Chile - Institutional Design for an Effective Education Quality Assurance

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