The main aim of this chapter is to argue that a sound conceptualization and methodology for measuring the quality of education is a necessary, but not a sufficient, condition for establishing a link between research and policy to improve the quality of education. The following elements have been provided to support this argument: (1) a literature review of the different concepts and methods of measuring the quality of education that are in place internationally, as well as their importance; (2) a UNESCO desk review of 35 developing countries to compare the way educational quality is featured and monitored in National Education Sector Plans (NESPs); and (3) case studies of two developing countries focusing on the implementation of research to measure the quality of education, its impact, and the link between research and policy. It was found that the quality of education is recognized as an important factor in most NESPs, but it has not been defined, measured, or interpreted in a consistent way. Furthermore, while sophisticated and innovative methodologies have already been developed to measure the quality of education, the processes of linking research results with policy still seem to be at a developmental stage. This is a challenge not only for researchers and policy makers, but also for development partners to ensure that (i) policy and planning become more firmly grounded in objectively verifiable scientific evidence and (ii) through its impact on policy and planning, research leads to improvements in the quality of education.
Saito, M. and van Cappelle, F. (2010), "Monitoring the quality of education: exploration of concept, methodology, and the link between research and policy", Wiseman, A. (Ed.) The Impact of International Achievement Studies on National Education Policymaking (International Perspectives on Education and Society, Vol. 13), Emerald Group Publishing Limited, Bingley, pp. 3-34. https://doi.org/10.1108/S1479-3679(2010)0000013004Download as .RIS
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