FROM POLICY TO EFFECTIVE PRACTICE ... - Milika Dhamo

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16 Appendix 4 Initial findings of regional analysis on quality assurance in education in Southeast Europe 1. While there is a wide range of understandings and interpretations of the key ideas of QA, there appears to be intense interest in the field in all countries, with a number explicitly stating the development of “Quality in Education” as a priority for development. 2. The slogan “Quality in Education” is not always linked to the idea of a QA system in the utterances – and, one suspects, in the minds – of those using the slogans. 3. Many reports indicate a serious lack of understanding of the essential nature and purpose of a national QA system – even on the part of those holding key positions in ministries and other responsible bodies. 4. Obstacles • the current form and roles of inspectorates • the absence of benchmarks and reliable performance data • lack of appropriate support and unreformed national teacher training institutions • current organisational practices and cultures in schools • current patterns of school management • Lack of understanding and leadership at policy level 5. Assets • current developments in EDC curriculum documentation • existing pilot programs in EDC and current explorations of QA • a recognition of EDC as a priority • a recognition of the policy/praxis gap and the need to tackle it effectively
17 Working group 1 Appendix 5 Preparing an EDC map : results of working groups The EDC “mountains” 1. rights and responsibilities 2. valuing differences 3. civic participation -> active citizenship 4. justice 5. peace add to valuing differences - integrated classes - inclusive - valuing religious, ethnic and other differences (eg holidays celebrations) - fair resources distribution - special programmes - intercultural activities and planning - optional courses - student centred, individualised methods Working group 2 1) EDC areas – where to look for EDC * leadership and management - policies and documents - organisation - planning - coherence of EDC work through team work * class activities - atmosphere / culture - learning outcomes - roles - methods (variety) - assessment / grading * school-life - student council - community involvement (school community links) * relationships - students-students - teachers-teachers - teachers-students - parents’ involvement * aims of curriculum - general aims - operational / by subjects
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FROM POLICY TO EFFECTIVE PRACTICE ... - Milika Dhamo

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