Bibliographies thématiques / Primary education quality

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Littérature scientifique sur le sujet « Primary education quality »

Auteur : Grafiati
Publié le 25 janvier 2025

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Articles de revues sur le sujet "Primary education quality"

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Sherboeva, Nodira. « WORLD EXPERIENCE IN PRIMARY EDUCATION ». International Journal of Advance Scientific Research 4, no 4 (1 avril 2024) : 48–55. http://dx.doi.org/10.37547/ijasr-04-04-09.

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Primary education serves as the cornerstone of a nation's educational system, shaping the future of individuals and societies. This article provides a comprehensive review of primary education systems worldwide, drawing on global experiences to identify key lessons learned and best practices. Through a thorough literature review and analysis of primary education systems in various countries, including both developed and developing nations, this study examines the structure, curriculum, teaching methods, assessment practices, and educational outcomes of primary education. Common challenges faced by primary education systems, such as access, quality, equity, and relevance, are explored, along with successful strategies for addressing them. The role of government policies, socio-economic factors, cultural influences, and technological advancements in shaping primary education is also examined. The findings highlight the importance of sharing global experiences and collaborating across borders to improve primary education and ensure equitable access to quality education for all children. This article concludes with implications for policymakers, educators, researchers, and other stakeholders, as well as recommendations for future research and collaboration in primary education.
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Kagoda, Alice Merab, et Betty Akullu Ezati. « CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA ». Problems of Education in the 21st Century 52, no 1 (20 mars 2013) : 35–47. http://dx.doi.org/10.33225/pec/13.52.35.

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With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers. Key words: primary teacher education, primary school curriculum, quality education.
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Palafox, Juan Carlos, Juan Prawda et Eduardo Velez. « Primary School Quality in Mexico ». Comparative Education Review 38, no 2 (mai 1994) : 167–80. http://dx.doi.org/10.1086/447240.

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Urazova, Zulfiya. « TECHNOLOGY FOR IMPROVING THE COMPETENCES OF ASSESSING THE QUALITY OF EDUCATION OF FUTURE PRIMARY EDUCATION TEACHERS ». International Journal of Pedagogics 4, no 11 (1 novembre 2024) : 7–11. http://dx.doi.org/10.37547/ijp/volume04issue11-02.

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This paper examines the multifaceted role of technology in enhancing the competencies of prospective elementary teachers in the assessment of educational quality and explores various technological interventions and their potential implications for teacher education. By exploring the secret, we explore the transformative potential of technology in shaping the future of elementary education.
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Lillis, Kevin. « The quality of primary education in Tanzania ». International Journal of Educational Development 8, no 2 (janvier 1988) : 148. http://dx.doi.org/10.1016/0738-0593(88)90063-6.

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Crossley, Michael. « Questions of quality : Primary education and development ». International Journal of Educational Development 12, no 4 (octobre 1992) : 320–21. http://dx.doi.org/10.1016/0738-0593(92)90010-j.

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Valente, Christine. « Primary education expansion and quality of schooling ». Economics of Education Review 73 (décembre 2019) : 101913. http://dx.doi.org/10.1016/j.econedurev.2019.101913.

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Papanthymou, Anastasia, et Maria Darra. « Defining Quality in Primary and Secondary Education ». International Education Studies 16, no 2 (28 mars 2023) : 128. http://dx.doi.org/10.5539/ies.v16n2p128.

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The purpose of this paper is to explore the conceptual content of the term ‘quality’ in primary and secondary education through the content analysis of 32 scientific publications. The analysis of the qualitative data is based on the methodology of grounded theory, revealing 21 major dimensions of quality with a high frequency of occurrence that are divided into five broader categories. The first category, ‘learning environment,’ includes psychosocial elements, physical elements, respect for diversity and collaboration, sharing, and team spirit. The second category, ‘learning content,’ includes student-centred pedagogy, well-structured knowledge base, continuous curriculum improvement, interest in all students, and life skills. The third category, ‘processes,’ includes teaching, learning, assessment, support, and supervision. The fourth category, ‘students,’ includes involvement/participation, feedback, challenging learning activities, and improved learning outcomes. Finally, the fifth category, ‘teachers,’ includes knowledge of educational context, content, curriculum, and pedagogy, pedagogical skills, emotional/management/reflection skills, and teacher professional development. According to the main findings, from the category ‘learning environment,’ the dimension concerning the psychosocial elements prevails in the literature; from the category ‘learning content’, the dimension of student-centred pedagogy prevails; and from the category ‘processes’, three dimensions prevail: the first is related to support and supervision and the other two are related to teaching and assessment. From the wider category ‘students,’ the dimension relating to improved learning outcomes prevails. Finally, in the category ‘teachers,’ two dimensions prevail: the first concerns skills (emotional, management, reflection), and the second dimension concerns knowledge of the educational context, content, curriculum, and pedagogy.
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Lekhetho, Mapheleba. « The Impact of Free Primary Education on Access and Quality of Primary Education in Lesotho ». International Journal of Educational Sciences 5, no 4 (octobre 2013) : 397–405. http://dx.doi.org/10.1080/09751122.2013.11890101.

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Krotkova, Victoria A. « Difficulties of monitoring the quality of primary education ». Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no 4, 2020 (2020) : 209–14. http://dx.doi.org/10.31862/2218-8711-2020-4-209-214.

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This article examines the issues of improving the quality of education in a modern primary school, suggests ways of representing quality assessment based on the implementation of monitoring procedures for educational activities in accordance with the educational standards.
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Thèses sur le sujet "Primary education quality"

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Wong, Wai-ling Winnie, et 黃惠玲. « A new primary school for quality education ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984903.

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Wong, Wai-ling Winnie. « A new primary school for quality education ». Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25950940.

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Al-Omari, Khaled Mohammed. « Quality assurance mechanisms in Jordanian primary teacher education programmes ». Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368323.

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This study explores the quality assurance mechanisms in primary teacher education programmes in Jordan in order to examine how the participants perceive the systems in their programmes. As a point of reference the English experience in quality assurance was incorporated. The main areas investigated were (i) The components of primary teacher education programmes in Jordan (the objectives, the theory, the school experience, the teaching methods, the management system, and facilities) (ii) The problems that hinder the implementation of the quality assurance systems (iii) Suggestions for promoting quality assurance (iv) Guidelines for quality assurance obtained from the English teacher education programmes. Data was collected from all public Jordanian universities that are concerned with primary teacher education programmes and in 9 English universities and one college. The three main research methods employed in the research were documentary analysis, questionnaires, and the interview. It is concluded that quality assurance systems are not clearly specified or implemented in the primary teacher education programmes in Jordan. The perceptions of the majority of the participants indicated that they were dissatisfied with both the components of the programme and the management system. The study argues that without the co-operation of the people involved in the quality assurance systems, the system will not totally achieve its objectives. Communication and commitment by all the participants are essential if quality assurance systems are to be effectively employed.
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Marchyk, V. I. « Quality physical education teachers of primary schools as problem ». Thesis, Sumy State Uiversity, 2016. http://essuir.sumdu.edu.ua/handle/123456789/48649.

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With the first years of schooling the students formed a culture of motor activity and how effective it will be depends on the quality of physical education teachers of primary school. The last few years of primary school is working on a new program "Physical Culture" for grades 1-4 is designed according to the State standard primary education (approved by the Cabinet of Ministers of Ukraine of 20.04.2011 number 462).
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Abu-Baker, Mutaaya Sirajee. « Decentralization and quality assurance in the Ugandan primary education sector ». Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/57390.

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The study presented in this thesis is a case study analysis of decentralization and quality assurance in a decentralized set up of the Ugandan Primary Schooling. The research looked at how the monitoring and evaluation informed the policy formulation process to regulate quality assurance in a decentralized governance of primary education. The Study was positioned in the critical realist paradigm, interpretive in orientation and used both coding and thematic techniques to understand the teachers’, SMC members’, and officers’ (at district and ministry levels) experiences and perceptions of quality assurance in a decentralized set up. Data was gathered using interviews, document analysis and observation methods. The findings indicated that the study was affected by eleven themes: Management System and Leadership, Human Resource Management, Finance Administration and Management, Parenting and Nutrition, Politics, Motivation, Social Structures and Patterns, Legislative Process and Policies, Infrastructure Development and Management, Community Involvement in Education and Curriculum and Professionalism. The monitoring and evaluation system had a framework in which it operates, though there was no quality assurance policy to guide the provision of quality education. The study finally indicated that there are more threats in a decentralized set up that put Quality in danger. Secondly, there was absence of supervision/inspection in schools as there was no evidence to prove this due to absence of reports. However, document analysis indicated visits of officers to schools. Records management was a problem to schools. Decentralization was adopted at different levels by different countries to address specific problems identified in view of service delivery. Finally, though monitoring and evaluation results informed the policy and decision makers, there was no quality assurance policy to guide the provision of quality education in institutions.
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Power, Bianca Mary. « Portraits of Quality Arts Education in Australian Primary School Classrooms ». Thesis, Griffith University, 2014. http://hdl.handle.net/10072/366233.

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The status of arts education in primary schools is, according to the extant literature and popular commentary, infrequent and substandard. A small number of studies reflect on what actually occurs when arts education is taught in primary school classrooms. This thesis presents thick, rich, descriptive portraits of the nature of quality arts education occurring in Australian primary school classrooms. Two case sites were involved in this study – one primary school in Victoria, one in Queensland. Working within the interpretivist paradigm, portraiture methodology was employed, supported by a case-study approach. Crystallization was used as a methodological referent to ensure the validity and reliability of data collection and representation. The nine domains of Bamford and Glinkowski’s (2010) Effect and Impact Tracking Matrix (EITM) acted as a scaffold to inform instrument development, data collection, and subsequent data organisation of completed portraits of quality arts education in Australian primary school classrooms. Arts education was found to be happening in the primary school classrooms involved in this study, within generalist as well as specialist classrooms. It was asserted that the nature of quality arts education needs to be defined broadly. Such a broad definition is presented.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Smit, Carien. « Teachers' perceptions of quality education in a low-income primary school ». Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86273.

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Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The Western Cape Education Department (WCED) put many interventions in place to provide quality education to all schools, but barriers still remained in low-income communities. Most barriers developed due to inadequate resources such as: poor teacher training, lack of community involvement, lack of transportation, poor service delivery and sustainability within the community. Numerous communities suffered discrimination in the form of unjust distribution of social benefits and resources. The Curriculum and Assessment Policy Statement (CAPS), however, expects all learners to follow the same curriculum and achieve the same type of quality education. This is impossible when schools have inadequate resources. The aim of the research was therefore to explore how teachers understood the concept of quality education through their lived experiences at a low-income school. This exploration took into account what teachers viewed as contributing to or hindering a quality education, both at personal and interpersonal levels in the school. It also considered how the school system, the WCED and the social environment contributed to positive or negative outcomes regarding quality. This was important as teachers were seen as the key agents towards change in quality education. Social constructionism and a social justice approach provided the foundation of this research and enabled the voices of previously disadvantaged communities to be heard. In keeping with the theoretical frameworks of the study, a qualitative, interpretivist research approach was used. Participants were selected through purposive sampling and focus group discussions as well as individual interviews were used to generate data. Digital audio recordings were made of the group and individual sessions, which were then transcribed. The data collected in this study were analysed through thematic analysis. The research findings indicated that teachers experienced numerous barriers with regards to contextual factors and unjust distribution of resources. Furthermore, teachers reflected that with good pedagogy they were able to maintain quality education, by teaching a curriculum that was relevant to the context of the learner, even when resources were limited. This process was very time-consuming and not cost-effective. However, even though teachers were able to recognise the barriers present in their school they insisted that there were many positive aspects to working in a low-income school. These findings led to recommendations that were centred largely on meeting some of the support needs of teachers in low-income communities.
AFRIKAANSE OPSOMMING: Die Wes-Kaapse Onderwysdepartement (WKOD) het baie intervensies in plek gestel om gehalte-onderrig te verskaf aan alle skole, maar baie hindernisse was steeds teenwoordig in lae-inkomste gemeenskappe. Baie van die hindernisse het ontstaan as gevolg van onvoldoende hulpbronne soos: swak onderwysopleiding, gebrekkige gemeenskapsbetrokkenheid, onvoldoende vervoer, swak dienslewering en volhoubaarheid in die gemeenskap. Daar was teen talle gemeenskappe gediskrimineer in terme van ongelyke verspreiding van sosiale voordele en hulpbronne. Die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) verwag egter dat alle leerders dieselfde kurrikulum volg en dieselfde tipe gehalte-onderrig behaal. Dit is onmoontlik om te bereik indien skole onvoldoende hulpbronne het. Die doel van die navorsing was dus om onderwysers se konsep van gehalte-onderrig te verstaan deur hulle beleefde ervaring in ʼn lae-inkomste skool te ondersoek. Die ondersoek het in ag geneem wat onderwysers beskou het as ʼn bydrae of ʼn hindernis tot gehalte-onderrig, op sowel persoonlike as interpersoonlike vlak in die skool. Daar is ook gelet op watter positiewe of negatiewe invloede die skoolsisteem, die WKOD en die sosiale omgewing op gehalte-onderrig het. Dit word as belangrik geag omdat onderwysers gesien word as die belangrikste agente vir verandering in gehalte-onderwys. Sosiale konstruksionisme en ʼn sosiale geregtigheidsbenadering is die grondslag van hierdie navorsing en stel die stemme van voorheen benadeelde gemeenskappe in staat om gehoor te word. In ooreenstemming met die teoretiese raamwerke van die studie is ʼn kwalitatiewe, interpretivistiese navorsingsbenadering gebruik. Die deelnemers is deur middel van doelgerigte steekproeftrekking geselekteer en fokusgroepbesprekings en individuele onderhoude is gebruik om data te genereer. Digitale klankopnames is gemaak van die groep- en individuele sessies, wat toe getranskribeer is. Die data wat in hierdie studie ingesamel is, is ontleed deur middel van tematiese analise. Die navorsing het aangedui dat onderwysers talle struikelblokke ondervind het met betrekking tot kontekstuele faktore en onregverdige verspreiding van hulpbronne. Verder het onderwysers weerspieël dat hulle met goeie pedagogie in staat was om gehalte-onderwys te beoefen deur die kurrikulum binne die konteks van die leerder te onderrig, selfs wanneer hulpbronne beperk was. Hierdie proses het egter baie tyd in beslag geneem en was nie koste-effektief nie. Selfs al was onderwysers in staat om die struikelblokke in hul skool te herken, het hulle steeds die positiewe aspekte van werk in ʼn lae-inkomste skool uitgelig. Hierdie bevindinge het gelei tot aanbevelings wat grootliks handel oor ondersteuning van die onderwysers in lae-inkomste gemeenskappe deur vervulling van hulle behoeftes.
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Koral, Nesrin Özlem. « A atudy primary school teachers' perceptions of the total quality management principles ». Ankara : METU, 2003. http://etd.lib.metu.edu.tr/upload/12604768/index.pdf.

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Alam, Md Shafiqul. « Quality of primary education : family and community factors in rural Bangladesh ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47228866.

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Literature suggests that the quality of education has diverse meanings in different contexts. This research aims to discover the perceptions of teachers and parents regarding the quality of primary education in rural Bangladesh. Family and community have important roles to play in child education. This research has also identified family and community factors that affect education quality. The research uses case studies (ethnographic in characteristic) and survey methods. Qualitative data were captured by semi-structured interviews and participant observations. Informants were teachers and parents. Data analysis was done by a process which was borrowed and adapted from the grounded theory approach. Data interpretation was underpinned by concepts derived from human capital and social capital theories. In the quantitative study, data were collected by questionnaire surveys among teachers and parents. The quantitative research findings complement the qualitative findings. The research findings unveiled three dimensions of education quality as perceived by teachers and parents: (a) the acquisition of good results and awarded scholarships, (b) the acquirement of skills, and (c) the development of values and attitudes. Here, (a) and (b) could belong to human capital concepts, and (c) may refer to social capital. The perceptions of teachers and parents are similar. Nonetheless, teachers pay more attention to children’s performance, whereas parents emphasize on their well-being. According to teacher and parent perceptions, the research suggests seven family factors affecting education quality: parental involvement in schools, family involvement in the children’s education at home, family structure, educational status, economic status, parental awareness and concern, parental commitment and family environment. The research reveals that the notion of “rural family roles” would be along the lines of a “co-institution of the school”, by means of the parents and family getting involved in the children’s education both at school and at home. In terms of the community factors, six factors that affect the quality of education, as perceived by teachers are: community involvement in the school, relationship between the community and school, community support and cooperation, values, willingness to become involved in the schools, its economic status and environment. Regarding the perceptions of the parents, the research identified five factors: financial position and environment, educational status, communication and support given to schools, community child care, as well as unity and cooperation among community people. The research also suggests that the notion of “rural community roles” would tend to be thought of as “doing something for the children”. There is also an ecological balance in the relations between the community and school. The research suggests that the human capital and social capital of the family, community and children reinforce each other in a reproductive loop. That means the human and social capital of family and community play a role in the creation of the human and social capitals of the children (quality education), and vice-versa. These observations on education quality add a new horizon to the knowledge base of primary education, and one that may contribute to policy-making and facilitate further research.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Nikolic, Sandra. « Educating the future : raising the quality of primary schooling in Bangladesh / ». Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2682.

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Livres sur le sujet "Primary education quality"

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Save the Children (U.S.). Himalayan Field Office. Making quality education a reality. Kathmandu, Nepal : Save the Children, Nepal Country Office, 2016.

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Hackling, Mark W., Jörg Ramseger et Hsiao-Lan Sharon Chen, dir. Quality Teaching in Primary Science Education. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44383-6.

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Division, Malawi Ministry of Education and Culture Planning. Malaŵi primary school quality study report. Lilongwe [Malawi] : Ministry of Education and Culture, 1989.

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1940-, Ahmed Manzoor, Campaign for Popular Education (Organization) et Education Watch Project (Bangladesh), dir. Quality with equity : The primary education agenda. Dhaka : Campaign for Popular Education, Bangladesh, 2005.

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Hawes, H. W. R. Questions of quality : Primary education and development. Burnt Mill, Harlow, Essex, England : Longman, 1990.

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Omari, I. M. The quality of primary education in Tanzania. Nairobi : I.M. Omari, 1987.

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K, Jalaluddin A., Chowdhury A. M. Raza et Conference on Universal Primary Education in Bangladesh (1996 : Dhaka, Bangladesh and Rajendrapur, Bangladesh), dir. Getting started : Universalising quality primary education in Bangladesh. Dhaka : University Press, 1997.

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Ofsted. Quality and standards in primary initial teacher training : Inspected 1998/2002. London : Ofsted, 2003.

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Carron, Gabriel. The quality of primary schools in different development contexts. Paris, France : UNESCO Publishing, 1996.

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Carron, Gabriel. The quality of primary schools in different development contexts. Paris : United Nations Educational, Scientific and Cultural Organization, 1996.

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Chapitres de livres sur le sujet "Primary education quality"

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Wilinski, Bethany. « Ensuring Quality in Pre-Primary Education ». Dans Doing Comparative Case Studies, 161–77. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003216551-10.

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Tytler, Russell, Jörg Ramseger, Peter Hubber et Ines Freitag-Amtmann. « Implications for Practice and Teacher Education ». Dans Quality Teaching in Primary Science Education, 293–308. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_12.

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Ramseger, Jörg, et Gisela Romain. « An Overview of the EQUALPRIME Project, Its History and Research Design ». Dans Quality Teaching in Primary Science Education, 3–18. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_1.

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Chittleborough, Gail, Jörg Ramseger, Chao-Ti Hsiung, Peter Hubber et Russell Tytler. « Reflections on Quality Teaching in Primary Science Classrooms in Diverse Cultural Settings ». Dans Quality Teaching in Primary Science Education, 245–65. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_10.

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Hackling, Mark W., Gisela Romain et George Aranda. « Reflections on Video-Based, Cross-Cultural Classroom Research Methodologies ». Dans Quality Teaching in Primary Science Education, 267–89. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_11.

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Chen, Hsiao-Lan Sharon, et Pei-Tseng Jenny Hsieh. « Implications for Cross-Cultural Comparative Studies of Teaching and Learning ». Dans Quality Teaching in Primary Science Education, 309–21. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_13.

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Hackling, Mark W., Hsiao-Lan Sharon Chen et Gisela Romain. « Social and Cultural Factors Framing the Teaching and Learning of Primary Science in Australia, Germany and Taiwan ». Dans Quality Teaching in Primary Science Education, 19–47. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_2.

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Hubber, Peter, et Jörg Ramseger. « Physical Learning Environments for Science Education : An Ethnographic Field Study of Primary Classrooms in Australia, Germany and Taiwan ». Dans Quality Teaching in Primary Science Education, 51–77. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_3.

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Hackling, Mark W., George Aranda et Ines Freitag-Amtmann. « Variation in Whole Class, Small Group and Individual Student Work Within and Across Cultures ». Dans Quality Teaching in Primary Science Education, 79–91. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_4.

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Chen, Hsiao-Lan Sharon, et Russell Tytler. « Inquiry Teaching and Learning : Forms, Approaches, and Embedded Views Within and Across Cultures ». Dans Quality Teaching in Primary Science Education, 93–122. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_5.

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Actes de conférences sur le sujet "Primary education quality"

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Szőköl, István, Peter Zidek et Beata Dobay. « QUALITY IMPROVEMENT OF THE TEACHING PROCESS IN PRIMARY EDUCATION ». Dans 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0025.

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Michaeli, Tilman, et Ralf Romeike. « Addressing Teaching Practices Regarding Software Quality ». Dans WiPSCE '17 : 12th Workshop in Primary and Secondary Computing Education. New York, NY, USA : ACM, 2017. http://dx.doi.org/10.1145/3137065.3137087.

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Kinesti, Herni Ken. « The Implementation of Primary and Secondary Education Quality Assurance Systems ». Dans Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France : Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.45.

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Widyawati, Agnes Rina, et Sugiyono. « Implementation of Inclusive Education in Yogyakarta Private Primary School ». Dans Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.073.

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Chernogorov, Dmitry N. « Harmonious Physical Development of Primary School Students : Impact of Sports ». Dans The Fourth Annual International Symposium "Education and City : Quality Education for Modern Cities". European Publisher, 2022. http://dx.doi.org/10.15405/epes.22043.7.

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Ismanto, Bambang. « Evaluation on Financing Collaboration in Improving the Quality of Primary Education ». Dans 6th International Conference on Educational, Management, Administration and Leadership. Paris, France : Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.3.

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Priyanto, Wawan. « An Easy Drawing Technique with Numbers for Primary Education Students ». Dans Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.108.

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Zhamakeeva, Zeinep Esenbaevna. « Status of Mathematics Literacy in Primary School of the Kyrgyz Republic ». Dans The Fourth Annual International Symposium "Education and City : Quality Education for Modern Cities". European Publisher, 2022. http://dx.doi.org/10.15405/epes.22043.26.

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Hidayah, Ratna, Muhammad Nur Wangid, Wuri Wuryandani et Moh Salimi. « Primary School Teacher Response to Curriculum Reform ». Dans ICLIQE '21 : The 5th International Conference on Learning Innovation and Quality Education. New York, NY, USA : ACM, 2021. http://dx.doi.org/10.1145/3516875.3516985.

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Panata, Edi Harapan et Tahrun. « The Role of Primary Leadership and Encouragement on Teacher Quality ». Dans International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France : Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.087.

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Rapports d'organisations sur le sujet "Primary education quality"

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Ali, S. M. Zulfiqar, et Siban Shahana. The Quality Crisis : New Evidence on Learning In Primary Education in Bangladesh. Bangladesh Institute of Development Studies, juillet 2024. http://dx.doi.org/10.57138/bemw2865.

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Aimed at understanding the current competencies of students to inform sector strategies for recovery and future resilience, the study evaluated over 62,000 students across 1,661 government primary schools (GPSs), revealing profound insights into the pandemic's impact on primary education. The methodology, inspired by ASERs and NSAs, involved a multi-faceted analysis, including individual question performance, content domain-based analysis, and composite score assessment, to provide a nuanced understanding of third and fourth-grader student abilities across various cognitive levels, from basic literacy and numeracy to more complex skills like reading comprehension and arithmetic operations. It scrutinises educational achievement, socio-economic and geographical determinants, insights into the systemic challenges and pinpointing opportunities for targeted interventions. Key findings indicate a notable 8.7 per cent enrolment decline from 2019 to 2022, accentuated in char and coastal regions (18 per cent) with contrasted urban areas experience (3.3 per cent). Amidst adversity, over half of the surveyed students (56 per cent) continued their education, leveraging support from family and technology, and a concerning 7 per cent did not engage in any study. The analysis revealed distinct gender disparities in subject mastery, with girls surpassing boys in Bangla and boys leading in Mathematics. Moreover, urban learners consistently outperformed their rural counterparts, underscoring significant geographical disparities. The data underscore widespread basic or below-basic competency levels, highlighting the severe learning deficits exacerbated by pandemic-induced educational disruptions. The analysis emphasises the profound influence of parental education and socio-economic status on academic success, advocating for equity-focused educational strategies. It also stresses the importance of school infrastructure and access to learning resources in enhancing student performance. The enduring effects of the pandemic call for immediate and concerted action among government agencies, educators, and communities to remediate educational gaps and foster equitable, quality education, thus mitigating the long-term adverse effects on Bangladesh's young learners. This study illuminates the resilience of students and families, suggesting the potential of community-based support systems.
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Schiefelbein, Ernesto, Paulina Schiefelbein et Laurence Wolff. Primary Education in Latin America : The Unfinished Agenda. Inter-American Development Bank, mai 2002. http://dx.doi.org/10.18235/0008792.

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This paper asks a deceptively simple question. After over a decade of concern about and investment in primary education, what have been the results and how much further does the region need to go before it has achieved a primary education of quality for all children? The paper creatively reviews available data for four countries (Brazil, Chile, Honduras, and Costa Rica) as well as for the region as a whole. The critical policies and investments identified over ten years ago have only been partially implemented. Their full implementation is still needed. They include building up teacher knowledge, pedagogy, and commitment; increasing enrollment in pre-schooling, especially of at-risk children; providing adequate and appropriate teaching materials; targeting resources to disadvantaged children; articulating clear national learning goals; and improving the technical quality and utilization of testing programs.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita et Benjamin Piper. Higher Grounds : Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, mai 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Vestal, Kathryn. Improving pediatric primary care provider adherence to asthma guidelines : a quality improvement project. University of Missouri - Columbia, 2024. https://doi.org/10.32469/10355/106601.

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The purpose of this Quality Improvement (QI) project aimed to develop and implement an asthma toolkit with up-to-date education, tools, and resources to become readily available for pediatric primary care providers to use when caring for children with asthma. Project objectives relate to the following PICOT question: In a pediatric primary care clinic (P), how does the implementation of standardized educational resources (C) compared to current clinical practices affect changes to the assessment, documentation, and management of asthmatic patients as well as provider confidence (O), over a 6-week time frame (T)? The primary objectives of the project include: 1. A 10% increase in the documentation of asthma action plans to ensure that each patient has a clear and actionable plan for managing their asthma. 2. A 10% increase in the use and documentation of the Validated Asthma Control Test to accurately assess and monitor asthma control, leading to more informed and effective treatment decisions. 3. A 10% increase in specific asthma ICD-10 codes to ensure precise diagnosis and documentation, moving away from unspecified asthma codes. These objectives are designed to improve the accuracy of asthma management and documentation, ultimately leading to better patient outcomes and more effective asthma control strategies.
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Calabretta, Emily. Increasing respiratory syncytial virus vaccination rates through a provider education program : a quality improvement project. University of Missouri - Columbia, 2024. https://doi.org/10.32469/10355/106501.

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Respiratory Syncytial Virus (RSV) primarily affects the lower respiratory tract and can lead to severe respiratory illness, particularly in older adults and those with compromised immune systems. Currently, there is no cure for RSV; hence, prevention through vaccination is critical. The Food and Drug Administration (FDA) has approved single-dose vaccines for adults aged 60 years and older, recommended for administration prior to the RSV season. Methods. This quality improvement (QI) project aimed to assess the impact of an RSV vaccine informational session tailored to primary care providers on vaccination rates among adults aged 60 years and older attending a primary care clinic in Oakland, California. The intervention included a single informational session in June 2024, covering vaccination benefits, addressing vaccine hesitancy, and documentation guidelines. Chart reviews were conducted at two time points: April to June 2024 (T1) and July to September 2024 (T2), with 132 charts reviewed at each timepoint. Descriptive statistics and Chi-square tests were used for data analysis. Results. There were a total of 264 patients sampled, with no RSV vaccinations documented in T1 and seven (2.7%) documented in T2. There was a statistically significant increase in vaccination rates between T1 and T2 (p = .01). The use of provider-led discussion ICD-10 codes also increased significantly between T1 and T2 (p = .005). However, overall RSV vaccine uptake remained low. Conclusion. The RSV vaccine informational session improved vaccination rates and provider-led discussions. Despite these improvements, overall vaccination uptake was minimal, indicating the need for continued efforts to address vaccine hesitancy and enhance provider engagement in vaccine promotion. Future interventions should include electronic medical record (EMR) alerts to support vaccination eligibility identification and repeated educational sessions to sustain change over time.
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Ezegwu, Chidi, Dozie Okoye et Leonard Wantchekon. Impacts of Political Breaks on Education Policies, Access and Quality in Nigeria (1970 – 2003). Research on Improving Systems of Education (RISE), février 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe08.

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This study examines how the political interruptions in Nigeria between 1970 to about 2003 altered policies, institutional norms, governance structures, and attitudes in the education sector. Particular attention is given from 1973 to 2003, a period after the civil war, when the Federal Government became fully involved in managing primary and secondary schools (taking over schools from missions and private owners) up to 2003 when the first successful democratic transition took place. Further disruptions to the country’s democracy have been experienced since then, and have continued to inform the political economy of education sector development.
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Ripani, Laura, Ferdinando Regalia et Carola Álvarez. The Education Sector in the Dominican Republic : Overachievements and Underperformance. Inter-American Development Bank, novembre 2006. http://dx.doi.org/10.18235/0008745.

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This study analyzes the challenges the Dominican Republic faces to increase educational levels, particularly of the poor, making the case that, in the regional context, the Dominican Republic educational system is simultaneously an overachiever in education enrollment and an underperformer in attainments. Where things fall apart is in turning this attendance record into years of schooling, a very rough firstpass measure of skills. The main reason for divergent performance (high enrollment but very low attainment) is high repetition rates. The Dominican Republic's main challenge is to understand and address the causes of repetition and weak progression. This will most likely require a host of interventions to improve equity of access to good-quality education both in rural and urban marginal areas and to ease supply bottlenecks in the second cycle of primary education in rural areas and in secondary education in both urban and rural areas. This will require a sustainable increase in both the level and efficiency of public expenditures on primary and, even more, on secondary education.
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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva et Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, juillet 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Wong, Debbie, Hilary Hollingsworth, Prue Anderson, Payal Goundar et Agnes Mercer. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR. Final report. Australian Council for Educational Research, novembre 2023. http://dx.doi.org/10.37517/978-1-74286-728-1.

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The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL). A key focus of these reforms is the rollout of a new national primary curriculum intended to improve teaching quality and learning outcomes for students. As part of a multi-year study series, the Education Analytics Service (EAS) investigated how the BEQUAL program made a difference to improving these teaching and learning outcomes.
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Albert, Jose Ramon, Lovelaine Basillote, Jason Alinsunurin, Jana Flor Vizmanos, Mika Muñoz et Angelo Hernandez. Sustainable Development Goal 4 on Quality Education for All : How Does the Philippines Fare and What Needs to Be Done ? Philippine Institute for Development Studies, décembre 2023. http://dx.doi.org/10.62986/dp2023.16.

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The Global Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all promotes equality in access to quality learning, supports economic development, improves health outcomes, empowers women and girls, and fosters global citizenship and peace. By reducing inequities in education, both in terms of access and quality, we can help to build a more equitable, prosperous, and sustainable world. This study provides a detailed examination of the progress of the Philippines in achieving Sustainable Development Goal 4 (SDG4) on quality education and lifelong learning opportunities for all. It sets the stage by outlining the Philippine educational policy landscape, including its legal and institutional frameworks. The analysis then progresses to a target-by-target review of SDG 4, highlighting the nation's accomplishments and ongoing challenges. Notable achievements include nearly universal primary education enrollment and increased secondary education participation. However, issues like high dropout rates and subpar learning outcomes remain. The Philippines has also seen growth in early childhood development (ECD) and pre-primary education enrollments, yet access for disadvantaged children is still limited. The country has policies to enhance access to affordable technical, vocational, and higher education, but the quality of these programs and their alignment with future skills needs improvement. Inclusive education initiatives exist, such as programs for learners with disabilities and indigenous communities, but challenges in ensuring universal quality education persist. A shift in education outcomes in favor of girls is observed, with boys now more likely to drop out than girls across various educational levels and girls doing better than boys in learning. While literacy rates appear high, the need to redefine literacy measurements, considering issues like digital skills, is evident. Progress in school infrastructure development is significant, especially with the K-12 rollout, but enhancing learning environments, including using technology for learning, remains crucial. The Philippines boasts a large teaching workforce, yet there is a pressing need to elevate teacher training quality and align it with future skill requirements. The study pinpoints critical improvement areas, including addressing the root causes of learning deficits, implementing an open data policy, and refining teacher training and workload. Concluding with a call to action, the study underscores the necessity of a comprehensive strategy to tackle educational challenges holistically, with integrated planning among the three main government agencies tasked to manage the sector. It suggests developing specific targets for inclusive quality education. This comprehensive review offers valuable insights and practical recommendations for stakeholders to ensure the Philippines fulfills its commitment to quality education for all by 2030.
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