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Three lessons for educational quality in post-2015 goals and targets: Clarity, measurability and equity
ARTICLE

International Journal of Educational Development Volume 40, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

Amongst those engaged in devising post-2015 education targets, there is general agreement on the centrality of quality. However, there is greater debate on whether the quality of education can and should be measured by learning outcomes. Even if learning outcomes are viewed as an appropriate measure, what type of outcomes should be measured? Offering lessons from the goals that were set in 2000, this article highlights the importance of making sure goals and targets are clear and measurable, and put equity at their heart. From a rights-based perspective, the paper proposes tracking progress towards a universal target that, at a minimum, ensures that all children, regardless of circumstance, complete primary school and achieve the basics in reading and mathematics. The paper illustrates the importance of adopting a ‘stepping-stones’ approach to ensure that no one is left behind by 2030, with interim targets that assess progress for the most disadvantaged.

Citation

Rose, P. (2015). Three lessons for educational quality in post-2015 goals and targets: Clarity, measurability and equity. International Journal of Educational Development, 40(1), 289-296. Elsevier Ltd. Retrieved August 9, 2022 from .

This record was imported from International Journal of Educational Development on January 28, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2014.11.006

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