Monitoring the Learning Outcomes of Education Systems

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World Bank Publications, Jan 1, 1996 - Education - 86 pages
Defines the World Bank's medium- and long-term agendas for improving its assistance to Sub-Saharan African countries that are striving for environmentally sustainable development. The volume addresses several major issues: 1) The key environmental problems in Sub-Saharan Africa and the long-term implications for thirty years down the road 2) How the World Bank has assisted in the integration of environmental concerns in development efforts in the past decade and the lessons learned from successes and failures 3) The specific steps that the World Bank should take in the future to better assist its borrowers on their path to environmentally sustainable development.
 

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Page 24 - UN agencies such as the Food and Agriculture Organization (FAO): the United Nations Educational, Scientific, and Cultural Organization (UNESCO); and the United Nations Children's Fund (UNICEF).
Page 77 - Making education count: Developing and using international indicators. Paris: Organisation for Economic Cooperation and Development.
Page 77 - J., MacDonald, WB, Mullis, IVS, Turner, MJ, & Wooster, JS (1990). The civics report card: Trends in achievement from 1976 to 1988 at ages 13 and 17. Achievement in 1988 at grades 4, 8, and 12. Princeton, NJ: Educational Testing Service.
Page 56 - Many teachers belong to professional organizations associated with the subjects they teach such as the International Reading Association and the National Council of Teachers of Mathematics, while others belong to associations related to their jobs like the National Association of Secondary School Principals.
Page 13 - Fourth graders performing at the proficient level should be able to use whole numbers to estimate, compute, and determine whether results are reasonable. They should have a conceptual understanding of fractions and decimals; be able to solve real-world problems in all NAEP content areas; and use four-function calculators, rulers, and geometric shapes appropriately.
Page 30 - ... linguistic variations; lack of exposure to objective-type items; fear that test results might be used for teacher accountability purposes; insufficient funds and skilled manpower to do rigorous in-country analyses of the national or international data; governmental restrictions on publicizing results; and logistical problems in conducting the assessment.
Page 28 - It can be argued that such factors as availability of schools and materials, opportunity to learn, status and quality of teaching, parental interest, and class size differ so radically from country to country that valid comparisons of international achievement test results are impossible (Rotberg 1991).
Page 26 - International Association for the Evaluation of Educational Achievement The International Association for the Evaluation of Educational Achievement (IEA...
Page 58 - ... also held in each of the schools. Explanatory material was provided with all test results. To cope with the lack of test sophistication at the pupil level, each test was preceded by a relatively generous number of sample items. On this latter point, it is of interest to note Drenth's 17 suggestion that in developing countries test instructions should be expanded and additional practice items added as one means of eliminating this undesirable effect. Despite these precautionary measures, the evidence...

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