By Kenneth N. Ross, Ilona Jürgens Genevois
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Extra info for Cross-national Studies of the Quality of Education: Planning Their Design and Managing Their Impact (Iiep Studies Series)
Sample text
All school policies need to be consistent with national laws and legislation, which should be regularly reviewed and updated to ensure relevancy. Education is not independent of the rest of society, nor of policies that are developed and implemented elsewhere in the country. For example, a high quality of education would require coherent and supportive policies in areas such as a ‘responsible’ media, health education, youth, early childhood development programmes, and lifelong learning opportunities.
This will not occur without an enabling structure and organization of the education system at all levels. It is clear that the structure, organization and management of education play an important role in providing the checks and balances that are necessary in any system. This means that involved institutions (such as teacher training colleges and research institutes) must also play a key role in educational activities. ■ Implementation of ‘good policies’ Typically, ministries of education set policies that may not be widely known and understood by all, particularly at the classroom level.
For example, the Convention on the Rights of the Child (United Nations, 1989) indicates that children under 15 years of age must not have their learning diverted due to involvement in hostilities. Similarly, international law also states the minimum age for full-time work, and both labour and education law must be consistent with these agreements. In many instances, there is a need for compensatory action to ensure equality of educational opportunity. Current data and practice, in an increasing number of countries, suggests that there might be a very strong case for affirmative action, initiated legally, for ensuring educational opportunities for those negatively affected by discrimination ■ Resources A high quality of education requires resources, recognizing the full range of human and material resources that can be brought to bear in support of education.