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Auteur : Antoninis Manos, Barry Madeleine, Bella Nicole ...[et al.]
Année de Publication : 2017
Type : Rapport
Thème : Education–Enseignement
Couverture : Maroc

Résumé/Sommaire :

CHAPTER1 : Introduction
- Accountability is a means of achieving specific ends in education
- Education is a collective responsibility
- A supportive environment helps actors fulfil their responsibilities
- Reader’s guide to the report
CHAPTER 2 : Governments
- People’s voice is critical for holding governments accountable
- Governments must build formal mechanisms that help hold them accountable
CHAPTER 3 : Schools
- Regulatory standards help monitor school quality
- Market competition deepens divides
- There is mixed evidence that performance-based accountability delivers education of good quality
- Parents, communities, students and staff can shape and monitor school policies and practices
- Leadership affects school quality and is affected by accountability mechanisms
CHAPTER 4 : Teachers
- Providing high-quality instruction is teachers’ core responsibility
- Teacher accountability systems can take many forms
- Formal evaluations are the most common mechanism for holding teachers accountable
- Professional accountability can shape teaching culture
- Citizens can help hold teachers accountable
CHAPTER 5 : Parents and Students
- Mechanisms exist to hold parents accountable for regular school attendance
- Parents and students play essential roles in safe learning environments
CHAPTER 6 : International organizations
- Mapping the responsibilities of international actors
- Setting common goals
- Setting standards and influencing policies
- Supporting countries through development assistance
CHAPTER 7 : Private sector
-To be effective, school feeding programmes require government oversight
-Market-based private tutoring may affect education equity
-Government and civil society can hold instructional material companies to account
CHAPTER 8 : Monitoring education in the Sustainable Development Goals
-The SDG monitoring framework
-The SDG reporting framework
CHAPTER 9 : Target 4.1: Primary and secondary education
-Data focus 9.1: Edging towards indicators of relevant and effective learning outcomes in basic education
-Data focus 9.2: Robust national assessments in the E-9 countries are key to the global monitoring of learning outcomes
-Data focus 9.3: Countries differ in the way with which they have expanded their education systems
-Policy focus 9.1: The promise and perils of learning data on schools and students
CHAPTER 10 : Target 4.2 : Early childhood
-Data focus 10.1: Using household surveys to estimate participation and disparities in
-early childhood education
-Policy focus 10.1: Assuring quality in early childhood education
CHAPTER 11 : Target 4.3: Technical, vocational, tertiary and adult education
-Data focus 11.1: Estimating youth and adult participation rates in education and training
-Data focus 11.2: Measuring tertiary participation and attainment through household surveys
-Policy focus 11.1: Quality assurance in higher education
-Policy focus 11.2: Accountability and affordable access to higher education
CHAPTER 12 : Target 4.4: Skills for work
-Data focus 12.1: Are indirectly reported ICT skills a good predictor of directly assessed digital literacy skills?
-Policy focus 12.1: Ensuring the quality of skills development and certification
CHAPTER 13 : Target 4.5: Equity
-Data focus 13.1: Gender inequality persists in education leadership
-Data focus 13.2: It is difficult to estimate the share of students who are taught in their home language
-Policy focus 13.1: Holding governments to account for the right of people with disabilities to inclusive education
Policy focus 13.2: Monitoring the education status of disadvantaged groups
CHAPTER 14 • Target 4.6: Literacy and numeracy
-Data focus 14.1: Language of instruction policies have affected literacy outcomes in sub-Saharan Africa
-Data focus 14.2: Gender and wealth gaps in literacy in high income countries move in opposite directions during young adulthood
-Policy focus 14.1: Monitoring as a tool of accountability for adult literacy programmes
CHAPTER 15 : Target 4.7: Sustainable development and global citizenship
-Data focus 15.1: Monitoring implementation of the 1974 UNESCO Recommendation as a first step to track progress
-Data focus 15.2: Countries follow a range of approaches to educate teachers on sustainable development
-Data focus 15.3: Implementation of comprehensive sexuality education programmes varies
-Data focus 15.4: Measuring knowledge on sustainable development in higher education
-Policy focus 15.1: Textbooks are critical to further an agenda of tolerance, peace and reconciliation
CHAPTER 16 : Target 4.a: Education facilities and learning environments
-Data focus 16.1: Exploring alternative measures of school infrastructure
-Policy focus 16.1: Addressing school-related gender-based violence is critical for a safe learning environment
-CHAPTER 17 : Target 4.b: Scholarships
Data focus 17.1: Scholarship aid data and monitoring should be standardized
Policy focus 17.1: Accountability mechanisms for international scholarship programmes are difficult to develop
Policy focus 17.2: Internationally mobile students need protection
CHAPTER 18 : Target 4.c : Teachers
-Data focus 18.1: Can a definition of trained teachers be reached that is comparable across countries?
-Policy focus 18.1: Accountability pressures have implications for teacher education in high income countries
CHAPTER 19 : Education in the other SDGs : a focus on health, nutrition and water
-Education influences behaviour to prevent non-communicable diseases
-Education helps build capacity to implement national SDG strategies
CHAPTER 20 : Finance
-Public expenditure
-Policy focus 20.1: Corruption in education – robbing education systems of their potential
-Aid expenditure
-Policy focus 20.2: Experimenting with results-based payments for effectiveness and accountability in aid
-Household expenditure
-Policy focus 20.3: Drawing lessons from the health sector to introduce national education accounts
CHAPTER 21 : Conclusions and recommendations
-There are large education problems that call for solutions
-Accountability is part of a solution but should be designed with humility
-Accountability mechanisms work in specific contexts but can be detrimental in other contexts if poorly designed
-How should governments design and implement robust accountability systems?

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