Universal Standards for Quality in EducationTo enable the delivery of Sustainable Development Goals 2030

Universal Standards for Quality in Education

To enable the delivery of Sustainable Development Goals 2030

2017

ii \ Universal Standards for Quality in Education

Acknowedgements

Participants of the eDiscussion https://www.thecommonwealth-educationhub.net/quality-standards-education/

Participants of the Roundtable https://www.thecommonwealth-educationhub.net/quality-standards-education/

Ministry of Higher Education, Malaysia

Commonwealth Tertiary Education Facility, Malaysian

The Education Ministers Action Group (EMAG)

The Commonwealth Accelerated Mechanism for Education (CADME)

Dr Ved Goel

Dr Ruth Hamman-Dina

© Commonwealth Secretariat 2017

All rights reserved. This publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or otherwise provided it is used only for educational purposes and is not for resale, and provided full acknowledgement is given to the Commonwealth Secretariat as the original publisher.

Views and opinions expressed in this publication are the responsibility of the author and should in no way be attributed to the institutions to which they are affiliated or to the Commonwealth Secretariat.

Wherever possible, the Commonwealth Secretariat uses paper sourced from responsible forests or from sources that minimise a destructive impact on the environment.

Printed and published by the Commonwealth Secretariat.

Contents \ iii

ContentsShort definitions of Standards for Quality in Education 1

Longer definitions and description of Standards of Quality in Education 3

Mapping the Standards against the SDGs 5

Resources/web links 6

References 6

iv \ Universal Standards for Quality in Education

Pre-school

Secondary

PrimaryAdult

Governance

Capacity

Advocacy

Know

ledg

e

Equitable •••••••••••••••• Effective •••••••••••••••• Em

powering •••••••••••••••• Sustainable ••••••••••••

••••

App

ropr

iate

•••

••••

••••

••••

• Wellb

eing & Safety ••••••••••••••••

Diagram of Standardsof Quality applied to the

Commonwealth EducationPolicy Framework

Introduction \ 1

IntroductionEducation continues to be critical for many reasons such as reducing levels of poverty, improving quality of life, stimulating innovation and progress. Creating a single set of quality standards has been described as challenging, but may be useful if sufficiently broad to be inclusive.

A single set of standards for quality in education needs to be viewed in the context of world-wide cultures and belief systems that influence the curriculums and approaches in teaching and learning systems. A concise definition for “quality” in education is challenging to arrive at and many definitions may be found. When looking for definitions, one easily finds definitions and descriptions that relate to education in different ways, or that relate to systemic factors such as the quality of examination or qualification systems. None of these standards met the need for an overarching set of quality standards.

A few of the existing quality standards that have been taken notice of are:

CHEA International Quality Group International Quality Principles

http://www.chea.org

ICT competency standards for teachers: policy framework, UNESCO

http://tinyurl.com/kgwf99a

Teachers’ standards, UK Government

http://tinyurl.com/lmspn2n

Professional Standards, Education and Training Foundation

http://tinyurl.com/z42awmt

2 \ Universal Standards for Quality in Education

Short definitions of Standards for Quality in Education 1) Purpose

To improve the quality of education to enable the delivery of the Sustainable Development Goals (SDGs).

2) Definition

Quality education refers to a system or product that has passed a certain set of criteria or principles. The standard approach in setting the criteria or principles for quality implies that quality can always be further improved. Quality thus implies the maintenance and improvement of standards with the assumption that ‘standards’ are objective and quality is a continuous change.

Quality in education across the education system consists of the application of the principles of: Effective, Empowering, Equity, Sustainable, Appropriate, and Wellbeing & Safety (EEESAW).

3) Rationale

Quality is an important aspect for cost effective educational outcomes.

There is no global or Commonwealth consensus on what is meant by quality.

The Education Minister’s Action Group (EMAG) has asked for the development of Commonwealth Standards for Quality in Education.

Introduction \ 3

4) Standards of Quality

Commonwealth Education Policy FrameworkFirst Draft

January 2017

Attribute Abbreviated Description

EffectiveEducation that is evidence based, cost effective and delivers intendwwed outcomes.

Empowering Education that enables.

EquitableEducation that is fair, accessible for all and inclusive.

Sustainable

Education that can be maintained at a certain rate or level that balances the requirements of social economic and environmental development.

AppropriateEducation that is suitable or relevant in the circumstances

Wellbeing & Safety

Education that protects and promotes health and wellbeing and strengthens resilience.

4 \ Universal Standards for Quality in Education

5) Application of Standards of Quality (based on the Commonwealth Education Policy Framework)

System Description

Governance

Political will; legislation; policy and regulation; strategic planning; financing; organisation; quality assurance.

AdvocacyLeadership and ethics; social mobilisation and community engagement; communication.

Capacity

Educational professional development; curriculum; infrastructure and technology; standards and accreditation; wider workforce planning.

Knowledge

Research and development; innovation; monitoring and evaluation; dissemination and uptake; ICT and online learning.

Pre-SchoolEarly socialisation of children; readiness of learners; effective coalition for delivery.

Primary school

Reaching hardest to reach; building literacy, numeracy and socialisation; providing foundations for secondary schooling; early assessment of learning and development; gender role models; language policy; addressing specific gender-based factors of child non-attendance.

Secondary school

Differentiated policies for lower and upper secondary education; balance of subject knowledge; safe and accessible; tackling specific threats; addressing specific gender-based factors of child non-attendance.

Adults

Tertiary education, Technical and vocational education and training skills; adult education and learning; lifelong learning and learning cultures.

Pre-school

Secondary

PrimaryAdult

Governance

Capacity

Advocacy

Know

ledg

e

Pre-school

Secondary

PrimaryAdult

Governance

Capacity

Advocacy

Know

ledg

e

Equi

tabl

e

8.5,

8.7

, 8.7

Equi

tabl

e

1.1,

1.2

, 1.3

,1.

4, 1

.5, 1

.b

Equi

tabl

e

2.1,

2.3

, 2.5

2.b

Equi

tabl

e

4.1,

4.3

, 4.5

4.6,

4.a

, 4.b

Equi

tabl

e

5.1,

5.2

, 5.3

5.4,

5.5

, 5.6

5a, 5

b, 5

c

Equi

tabl

e

9.1

Equi

tabl

e

10.1

, 10.

2, 1

0.3

10.4

,10.

b

Equi

tabl

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11.1

, 11.

2, 1

1.3

11.7

Equi

tabl

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13b

15b

Equi

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e

16.3

, 16.

6, 1

6.7

16,9

, 16a

Equi

tabl

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17.4

Effective

Effective

1.2,

1.b

,

Effective

2.3

Effective

4.2,

4.6

, 4.c

Effective

5.c

Effective

8.3,

8.6

Effective

9.4,

9.5

, 9.b

9.c

Effective

10.5

, 10.

6, 1

0.a

Effective

13.2

, 13.

3, 1

3.b

15.7

Effective

16.6

, 16.

8

Effective

17.1

6, 1

7.17

Effective

3.4,

3.5

, 3.

7, 3

.8

Effective

Effective

12.2

, 12.

3, 1

2.b

12.c

Effective

14.2

Wel

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ng&

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1.3,

1.5

2.1,

2.2

, 2.4

2.a,

2.c

8.7

3.1,

3.2,

3.3

3.4,

3.5

, 3.6

3.7,

3.8

, 3.9

3.a,

3.b,

3.c,

3.d

Effective

Wel

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Saf

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Wel

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Saf

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4.5,

4.a

Wel

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Saf

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Wel

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Saf

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5.1,

5.2

, 5.3

5.6

6.1,

6.2

, 6.3

6.4,

6.5

, 6.6

6.a,

6.b

Wel

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Saf

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Wel

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10.7

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11.1

, 11.

2, 1

1.5

11.b

Wel

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Saf

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12.3

, 12.

4, 1

2.5

12.8

, 12.

c

Wel

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Saf

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13.1

, 13.

3

Wel

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Saf

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14.1

, 14.

2

Wel

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16.1

, 16.

2, 1

6.3

16.4

, 16.

a

App

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iate

1.3,

1.b

App

ropr

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2.c

App

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iate

3.6

App

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4.1,

4.2

, 4.4

App

ropr

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8.2,

8.3

, 8.9

App

ropr

iate

9.a

App

ropr

iate

15.9

, 15.

c

App

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16.1

0

App

ropr

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17.1

, 17.

5, 1

7.12

17.1

3, 1

7.14

, 17

.15

Equi

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Map

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Gs

Wel

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Saf

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1.4

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2.4

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3.d

Empo

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4.4,

4.7

, 4.b

Empo

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5.1,

5.2

, 5.3

5.4,

5.5

, 5.6

5.a,

5.b

, 5.c

Empo

wer

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6.b

Empo

wer

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8.b

Empo

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9.2,

9.3

, 9.4

9.5,

9.b

, 9.c

Empo

wer

ing

10.2

, 10.

5, 1

0.6

10.b

Empo

wer

ing

11.4

, 11.

5, 1

1.a

11.c

Empo

wer

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12.4

, 12.

6, 1

2.7

12.a

, 12.

c14

.1, 1

4.2,

14.

314

.4, 1

4.a,

14.

b14

.c

Empo

wer

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15.3

, 15.

6, 1

5.9

15.a

, 15.

b

Empo

wer

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16.5

, 16.

7, 1

6.10

16.a

Empo

wer

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17.1

, 17.

2, 1

7.4

17.6

, 17.

7, 1

7.8

17.9

, 17.

10, 1

7.16

17.1

7, 1

7.18

, 17

.19

Empo

wer

ing

Sust

aina

ble

1.1,

1.2

, 1.3

1.4,

1.a

2.1,

2.2

, 2.3

2.4,

2.5

, 2.a

2.b

3.3,

3.7

, 3.9

3.b,

3.c

4.7,

4.a

, 4.c

5.4,

5.6

6.1,

6.2

, 6.3

6.4,

6.5

, 6.6

6.a,

6.b

Sust

aina

ble

Sust

aina

ble

Sust

aina

ble

Sust

aina

ble

Sust

aina

ble

7.b

Sust

aina

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8.2,

8.4

Sust

aina

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9.4,

9.a

Sust

aina

ble

Sust

aina

ble

10.1

, 10.

7, 1

0.b

Sust

aina

ble

11.1

, 11.

2, 1

1.3

11.5

, 11.

6, 1

1.7

11.a

, 11.

b, 1

1.c

Sust

aina

ble

12.1

, 12.

2, 1

2.3

12.4

, 12.

5, 1

2.6

12.7

, 12.

8,

12a,

12b

, 12.

c

Sust

aina

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13.2

, 13.

3, 1

3.a

Sust

aina

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14.4

, 14.

5, 1

4.6

14.7

, 14.

c

Sust

aina

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16.a

Sust

aina

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17.8

, 17.

14, 1

7.15

17.1

6, 1

7.19

Sust

aina

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15.1

, 15.

2, 1

5.3

15.4

, 15.

5, 1

5.6

15.7

, 15.

8, 1

5.9

15.a

, 15.

b, 1

5.c

Equi

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Effective

App

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Empo

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6 \ Universal Standards for Quality in Education

Longer definitions and description of Standards of Quality in Education

Effective An output of specific review/analyses that measure the quality of the achievement of a specific educational goal or the degree to which an education institution can be expected to achieve specific requirements (UNESCO 2007).

This refers to services that are adherent to an evidence base and result in improved outcomes for individuals and communities, based on need (WHO 2006).

Information derived from formal research and systematic investigation to identify causes and contributing factors to needs and actions in given contexts and populations (WHO 1998).

The hierarchy of evidence based approaches presented by Oxford Centre for Evidence-based Medicine – Levels of Evidence (March 2009) is presented below. It is well recognised with higher levels of evidence presented further up the list:

Meta-analysis Systematic reviewRandomised control trials Cohort studies Case controlled studies Case studies Expert opinion

Economic appraisal is important aspect of effectiveness that considers not just whether an intervention works, i.e. its benefits, but also looks at the cost of an intervention. This is useful for priority setting allowing opportunity costs to be taken into consideration. There are a number of recognised methodologies for economic appraisal including:

Cost-benefit analysisCost-effectiveness AnalysisCost-utility analysis

Empowering Empowering is the expansion of assets and capabilities of people to participate in, negotiate with, influence, control, and hold accountable institutions that affect their lives. (World Bank 2002).

\ 7

Equity Equity in education is the means to achieve equality. It intends to provide the best opportunities for all students to achieve their full potential and act to address instances of disadvantage which restrict educational achievement (UNESCO 2015).

The absence of avoidable or remediable differences among groups of people, whether those groups are defined socially, economically, demographically, or geographically. (WHO 2015).

Differences in health which are unnecessary and avoidable but, in addition, are also considered unfair and unjust (Whitehead and Dahlgren, 2007). Services/facilities appropriate for the individual’s circumstance irrespective of geography, gender, race/ethnicity, age, culture, or sexual orientation (Marmot and Allen 2014).

Sustainable The United Nations Economic Commission for Europe (UNECE) highlighted the Brundtland Commission’s report (1987) has defined sustainable development as, “development which meets the needs of current generations without compromising the ability of future generations to meet their own needs”. This concept supports strong economic and social development. It also underlines the importance of protecting the natural resource base and the environment. 

Appropriate Suitable or proper in the circumstances (Oxford Living Dictionaries, 2016)

Relevant - Closely connected or appropriate to what is being done (Oxford Living Dictionaries, 2016)

Methods, procedures, techniques and equipment that are scientifically valid, adapted to local needs and acceptable to those who use them and to those for whom they are used, and that can be maintained and utilized with resources the community or country can afford (WHO 2004).

Wellbeing & Safety

Defined as packaged delivery which minimize risks and harm to service users (WHO 2006).

Reducing risk, promoting healthy and safe environments in education settings, sanitation, noise and transport injuries and chemical, environmental, biological and radiation hazards. Protection from heat, cold, flooding, environmental disasters, injuries and violence.

Resilience skills: School based emotional literacy, violence and abuse prevention programmes.

Behaviour and health literacy to address risk factors and promote positive health behaviours (tobacco, alcohol, drugs, sexual health, physical activity, injury prevention, healthy eating and oral health.

Healthy living environments.

(Commonwealth Secretariat, Health and Education Unit, Systems Framework for Healthy Policy 2016).

8 \ Universal Standards for Quality in Education

Resources/web linksCommonwealth Education Hub: background papers and case studies available at:

https://www.thecommonwealth-educationhub.net/quality-standards-education

References

1. Adams, D (1993), Defining Educational Quality. Improving educational quality project, available at: http://pdf.usaid.gov/pdf_docs/Pnaca245.pdf

2. Centre for Evidence-Based Medicine (2009), ‘Oxford Centre for Evidence-based Medicine – Levels of Evidence (March 2009)’, available at: http://www.cebm.net/oxford-centre-evidence-based-medicine-levels-evidence-march-2009/

3. Marmot M and JJ Allen (2014), ‘Social determinants of health equity’, American Journal of Public Health. 2014,; 104(Suppl 4):S517-S519. doi:10.2105/AJPH.2014.302200. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4151898/

4. Maxwell RJ (1984), ‘Quality assessment in health’, British Medical Journal (Clinical Research, ed), 288 (6428):1470-1472, available at: www.ncbi.nlm.nih.gov/pmc/articles/PMC1441041/?page=2

5. National Institute for Health and Clinical Excellence (2006), ‘Methods for development of NICE public health guidance’, available at: http://www.nice.org.uk/guidance/ph1/evidence/methods-for-development-of-nice-public-health-guidance-120988045

6. Oxford Living Dictionaries (2016), https://en.oxforddictionaries.com/definition/appropriate

7. Oxford Living Dictionaries (2016), https://en.oxforddictionaries.com/definition/relevant

8. The United Nations Economic Commission for Europe (UNECE) (2004), ‘Sustainable development - concept and action’, available at: www.unece.org/oes/nutshell/2004-2005/focus_sustainable_development.html

9. UNESCO (2007), ‘Quality Assurance and Accreditation: A Glossary of Basic Terms and Definitions’, available at: http://unesdoc.unesco.org/images/0013/001346/134621e.pdf

10. UNESCO (2015), ‘Equity in Education’, available at: http://en.unesco.org/world-education-forum-2015/5-key-themes/equity-education

11. Whitehead, M and G Dahlgren (2007). The Concepts and principles of equity and health: Levelling up Part 1, World Health Organization, Copenhagen, Denmark, available at: http://www.euro.who.int/__data/assets/pdf_file/0010/74737/E89383.pdf

12. WHO (1998), Health Promotion Glossary, World Health Organization, Geneva, available at: http://www.who.int/healthpromotion/about/HPR%20Glossary%201998.pdf?ua=1

13. WHO (2004), A Glossary of Terms for Community Health Care and Services for Older Persons, available at: http://apps.who.int/iris/bitstream/10665/68896/1/WHO_WKC_Tech.Ser._04.2.pdf

14. WHO (2006), ‘Health Promotion Glossary Update’, available at: http://www.who.int/healthpromotion/about/HPR%20Glossary_New%20Terms.pdf

Longer definitions and description of Standards of Quality in Education \ 9

15. WHO (2006), Quality of care: A process for making strategic choices in health systems. World Health Organization, Geneva, available at: http://www.who.int/management/quality/assurance/QualityCare_B.Def.pdf

16. WHO (2015), ‘Equity’, available at: http://www.who.int/healthsystems/topics/equity/en/

17. World Bank (2002), ‘A Framework for empowerment: summary’, available at: http://siteresources.worldbank.org/INTEMPOWERMENT/Resources/486312-1095970750368/529763-1095971096030/summary.pdf

10 \ Universal Standards for Quality in Education

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