Nepal: How Best to Enhance the Quality of Education?


A Story from Nepal

The EFA Global Monitoring Report published in early 2014 reported that around 250 million children do not have basic skills in literacy and numeracy even after four years of school, or don’t even make it to grade 4. The quality issue is serious.

But what is meant by ‘quality of education’? For some it might involve increased community awareness and support, a violence-free environment in the school, or an adequate teacher-student ratio.

Essentially, the quality of education is about children’s learning. If children don’t learn basic literacy and numeracy, can we say that they are receiving a quality education – even if they are in a corporal punishment-free classroom and the school is backed by community members?

Quality education is about pedagogy

What really counts for quality is not only the amount of resources available for a school or a classroom, but the effectiveness with which the resources are used to strengthen teaching and learning[1].

As some contributors in this blog have been arguing, what really matters for children’s learning is the effectiveness of teacher-student interaction, or pedagogy. The correlation between the quality of teaching and children’s learning is empirically demonstrated[2].

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