The monitoring of quality has been part of the educational landscape for many decades. Originally the need to monitor arose as part of an economic process whereby policy makers wanted to discern the return on investment in education. This bottom line thinking, while still prominent, has receded into the background in light of global changes and the emergence of a global economy. Now in addition to the question “what is the return on investment?”, the more important question is “are the students in schools ready to participate in the economy of a 21st century society?”. This is underpinned by the inquiry into what knowledge and competencies are required for students to participate meaningfully in nation-building. This inquiry can only be undertaken by means of monitoring, evaluating where the students are and what is required so that students reach their potential. In an ever-changing technologically-oriented world the manner in which competencies and knowledge are identified and how these need to be measured and identified is important. In this book, the theory and practice of underpinning the monitoring of the quality of education is described. This is followed by a number of practical examples, in the form of country case studies, on how theory plays out in practice. The book further provides common themes across developed and developing emerging economies underscoring the need for approaches which are locally relevant but internationally transferable.

State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.

This work evaluates methods of establishing and monitoring school systems either at the school, district, authority or state level from a theoretical and practical point of view. The analysis and interpretation of data on

Monitoring and Evaluation Training fills a gap in the literature by providing readers with a systematic approach to monitoring and evaluation (M&E) training for programs and projects. Bridging theoretical concepts with practical, how-to knowledge, authors Scott Chaplowe and J. Bradley Cousins draw upon the scholarly literature, applied resources, and over 50 years of combined experience to provide expert guidance for M&E training that can be tailored to different training needs and contexts, from training for professionals or non-professionals, to organization staff, community members, and other groups with a desire to learn and sustain sound M&E practices.

Fuelled by the interest in school performance league tables, performance monitoring is increasingly influential over the management of education, providing a way to monitor, define and achieve quality in education. Monitoring Education aims to contribute to the process of designing systems of monitoring that work. With reference to developments in the US, management strategies for achieving effectiveness are assessed and the meaning and meaningfulness of 'value-added' is considered. The author argues the importance of accurate feedback for staff on performance, of tried and tested practical advice and the setting of realistic attainment goals. Two methods of checking that the educational outcome is satisfactory are considered - the opinion of the students and the reports of inspectors. Students' views are inherently subjective, but the author argues for the validity of measuring student attitudes and makes suggestions for devising an appropriate methodology. The reports of inspectors are supposedly objective - but the assumption is challenged and inspections are shown to be subjective judgements. The reliability of superficial overviews is questioned and the validity and cost-effectiveness of inspectors' reports are investigated. This rigorous and informative study will inform and challenge all those who are responsible for ensuring that quality is achieved - from those at the chalk-face to those researching future policies in education.

Monitoring Training and Performance in Athletes provides practitioners with the information needed in order to oversee an athlete monitoring system and to collect, analyze, and interpret monitoring data so that training programs can be adjusted to achieve optimal athlete preparation and performance.

The Report examines the education impact of migration and displacement across all population movements: within and across borders, voluntary and forced, for employment and education. It also reviews progress on education in the 2030 Agenda for Sustainable Development. In view of increasing diversity, the report analyses how education can build inclusive societies and help people move beyond tolerance and learn to live together.

Working towards the 2015 millennium development goals, this global report marks the midterm point and provides a rich evidence-based assessment of the provision of education on a global scale. Based on specialized commissions, extensive consultations and multiple research sources, the report provides an authoritative, comparative reference.