The British Council & UCL Institute of Education (IOE) invite you to explore new research examining successful learning in Nepal, with insights for education leaders, teachers, policymakers and academics across international contexts.
Access the report at: https://www.britishcouncil.org.np/publications-school-leadership.
Learn about the Nepalese education context, the aims of its government, and the opportunities and challenges presented by initiatives on school turnaround and improvement; student employability; defining and implementing ‘core skills’ and ‘global learning’.
Featuring contributions from 3 UCL authors: Douglas Bourn, Professor of Development Education and co-director of the Development Education Research Centre (IOE), Aamna Pasha, doctoral candidate at the IOE, and Alina Laurent-Olive, postgraduate student in Development Education and Global Learning, IOE.
1255
10/1/2020
UCL Centre for Educational Evaluation and Accountability (www.educationalevaluation.net)
Accountability and school differential effects
Inspection systems consider how effective a school is in determined academic subjects, such as Maths and English. Yet, schools tend to be inconsistently effective when considering different outcomes, different cohorts over time, or when teaching specific groups of students (classified for example by ethnicity, previous attainment and SES). Some schools are particularly effective for promoting the progress of low-ability students, but not high-ability, or vice versa.
Should accountability systems consider the strengths and weaknesses of each school or expect the same standards for all? Is it enough to say ‘this school is effective’ or should be added ‘when teaching this student group or subjects’? As school effectiveness seem to be a relative rather than an absolute matter, how could this be better reflected in accountability systems?
3452
11/19/2018
UCL Centre for Educational Evaluation and Accountability (www.educationalevaluation.net)
Inspection systems consider how effective a school is in determined academic subjects, such as Maths and English. Yet, schools tend to be inconsistently effective when considering different outcomes, different cohorts over time, or when teaching specific groups of students (classified for example by ethnicity, previous attainment and SES). Some schools are particularly effective for promoting the progress of low-ability students, but not high-ability, or vice versa.
Should accountability systems consider the strengths and weaknesses of each school or expect the same standards for all? Is it enough to say ‘this school is effective’ or should be added ‘when teaching this student group or subjects’? As school effectiveness seem to be a relative rather than an absolute matter, how could this be better reflected in accountability systems? Should these differences be cherished or avoided?
230
11/16/2018
Do some schools narrow the gap? Differential school effectiveness revisited - Professor Steve Strand
UCL Centre for Educational Evaluation and Accountability (www.educationalevaluation.net)
Accountability and school differential effects
Inspection systems consider how effective a school is in determined academic subjects, such as Maths and English. Yet, schools tend to be inconsistently effective when considering different outcomes, different cohorts over time, or when teaching specific groups of students (classified for example by ethnicity, previous attainment and SES). Some schools are particularly effective for promoting the progress of low-ability students, but not high-ability, or vice versa.
Should accountability systems consider the strengths and weaknesses of each school or expect the same standards for all? Is it enough to say ‘this school is effective’ or should be added ‘when teaching this student group or subjects’? As school effectiveness seem to be a relative rather than an absolute matter, how could this be better reflected in accountability systems?
267
11/16/2018