Capacity for Instruction in Science Capacity for Instruction in Science and Mathematics in a Primary School and Mathematics in a Primary School

01 March 2006 01 March 2006 CICE, Hiroshima University, JapanCICE, Hiroshima University, Japan

Promoting A Self-Reliant Approach To Basic Promoting A Self-Reliant Approach To Basic Education Development in Africa ProgrammeEducation Development in Africa Programme

Loyiso C. Jita Loyiso C. Jita loyiso.jita@up.ac.zaloyiso.jita@up.ac.za Thembi C. Ndlalane Thembi C. Ndlalane tndlalane@postino.up.ac.zatndlalane@postino.up.ac.za

Sibusiso J. Chalufu Sibusiso J. Chalufu sibusiso.chalufu@up.ac.zasibusiso.chalufu@up.ac.zaUniversity of Pretoria, South AfricaUniversity of Pretoria, South Africa

Statement of the ProblemStatement of the ProblemPreliminary Literature ReviewPreliminary Literature ReviewA New Conception of ‘Capacity for Instruction’A New Conception of ‘Capacity for Instruction’Research QuestionsResearch QuestionsStudy DesignStudy DesignPhase 1 (Pilot) Data CollectionPhase 1 (Pilot) Data CollectionLaunching Activities and the DialogueLaunching Activities and the DialogueResearch FindingsResearch FindingsPolicy Impact: A Link with Self-Reliance & Policy Impact: A Link with Self-Reliance &

Sustainability ApproachesSustainability Approaches

PRESENTATION OUTLINEPRESENTATION OUTLINE

STATEMENT OF THE STATEMENT OF THE PROBLEM:PROBLEM:

What makes two schools, with What makes two schools, with similar sets of resources, offer similar sets of resources, offer

instruction of radically different instruction of radically different qualities and/or to have markedly qualities and/or to have markedly

different student achievement levels?different student achievement levels?

Effective Schools Research (ESR)Effective Schools Research (ESR)

School Improvement Research (SI)School Improvement Research (SI)

Improving Educational Quality (IEQ) ProjectImproving Educational Quality (IEQ) Project

Preliminary Literature ReviewPreliminary Literature Review

3 Major Research Programmes Investigating 3 Major Research Programmes Investigating Quality and Effectiveness in Schools Quality and Effectiveness in Schools

(Conceptualization of Capacity):(Conceptualization of Capacity):

Effective Schools Research (ESR)Effective Schools Research (ESR)

Coleman’s studyColeman’s study [US] (1966): Schools don’t matter as [US] (1966): Schools don’t matter as much as family background in explaining achievement much as family background in explaining achievement differences (black & white schools).differences (black & white schools).

Heyneman’s studyHeyneman’s study [Uganda] (1976): disproved [Uganda] (1976): disproved Coleman’s thesis in a developing country context.Coleman’s thesis in a developing country context.

Plethora of studies (USAID/WB): developing a set of Plethora of studies (USAID/WB): developing a set of school characteristics & teacher behaviours associated school characteristics & teacher behaviours associated with effective schools.with effective schools.

CapacityCapacity viewed as viewed as deficitdeficit at school level (labs, at school level (labs, textbooks, etc.) or at the level of teachers (knowledge, textbooks, etc.) or at the level of teachers (knowledge, qualifications).qualifications).

Effective Schools Research Effective Schools Research (ESR): Critique(ESR): Critique

Failure to locate conceptions & measures of school Failure to locate conceptions & measures of school quality & effectiveness within the everyday quality & effectiveness within the everyday classroom processes of teaching, learning, classroom processes of teaching, learning, assessment & organization. assessment & organization.

Limited conceptions of effectiveness as defined by Limited conceptions of effectiveness as defined by test scores. test scores.

Flawed research designs in most studies (e.g., Flawed research designs in most studies (e.g., failure to control for learners’ background, history failure to control for learners’ background, history of the schools’ achievement, etc., in analyses).of the schools’ achievement, etc., in analyses).

School Improvement Research (SI)School Improvement Research (SI)

SI research has a distinct stamp in major govt. supported SI research has a distinct stamp in major govt. supported reform initiatives in RSA mainly:reform initiatives in RSA mainly: Whole School Development (WSD) Whole School Development (WSD) Quality Learning Project (QLP).Quality Learning Project (QLP).

WSDWSD: Major problem in RSA context: de-emphasis of : Major problem in RSA context: de-emphasis of classroom processes of teaching & learning. classroom processes of teaching & learning.

QLPQLP: Major thrust of intervention: training & evaluation : Major thrust of intervention: training & evaluation beginning with district personnel & school officials in beginning with district personnel & school officials in organizational & systems dev., & then educators in curr. organizational & systems dev., & then educators in curr. mgt, content knowledge, use of learner support materials & mgt, content knowledge, use of learner support materials & learner assessment.learner assessment.Also has an evaluation component: to assess extent to which Also has an evaluation component: to assess extent to which the above-mentioned training leads to improvement in the above-mentioned training leads to improvement in learner performance.learner performance.

School Improvement Research School Improvement Research (SI): Critique(SI): Critique

Shares some history with SER: relies largely on developing Shares some history with SER: relies largely on developing ““listslists” of characteristics of schools or teachers that define ” of characteristics of schools or teachers that define the outcomes of the proposed intervention.the outcomes of the proposed intervention.

SIR studiesSIR studies suffer from their reluctance to study & develop suffer from their reluctance to study & develop detailed analytic case studies of schools constructing their detailed analytic case studies of schools constructing their conditions & defining their capacities for teaching & conditions & defining their capacities for teaching & learning as a basis for engagement in improvement.learning as a basis for engagement in improvement.

The pre-specification of the “effectiveness” factors towards The pre-specification of the “effectiveness” factors towards which a school improvement intervention is geared, cannot which a school improvement intervention is geared, cannot adequately account for the interactions & relationships in adequately account for the interactions & relationships in the local conditions.the local conditions.This fails to account for two most important factors about This fails to account for two most important factors about capacity: capacity: multidimensionalitymultidimensionality & the fact that it is & the fact that it is dynamicdynamic..

Improving Educational Quality (IEQ) Improving Educational Quality (IEQ) ProjectsProjects

IEQ: significant improvement from its predecessors:IEQ: significant improvement from its predecessors:did not import a specific research project. did not import a specific research project.

Issues to be addressed, the Issues to be addressed, the designdesign, , instrumentationinstrumentation, , data collectiondata collection, , analysisanalysis and and reportingreporting were a were a

collaborative activitycollaborative activity between IEQ core staff and host between IEQ core staff and host country research team memberscountry research team members.. In-depthIn-depth focus on generating knowledge about the focus on generating knowledge about the school and classroom experiences of educators and school and classroom experiences of educators and students (a focus on the “students (a focus on the “processesprocesses” & “” & “contextcontext”)”)..

Improving Educational Quality (IEQ) Improving Educational Quality (IEQ) Projects: CritiqueProjects: Critique

Its Its scopescope and and time-frametime-frame: too short to foster a : too short to foster a sustained reflection and discourse of the kind that sustained reflection and discourse of the kind that would lead to redefinition of capacity would lead to redefinition of capacity (e.g., RSA component of the IEQ was for 1994 & (e.g., RSA component of the IEQ was for 1994 & 1995).1995).

Instructional capacityInstructional capacity as a framework for as a framework for bringing together, in a dynamic way, the bringing together, in a dynamic way, the investigations of investigations of classroom processesclassroom processes & & school school widewide organizational resourcesorganizational resources & & arrangements arrangements that promote quality instruction and learningthat promote quality instruction and learning. .

CConception of capacity as something much more onception of capacity as something much more than just the power or ability of an individual or than just the power or ability of an individual or an organization to do some particular thing.an organization to do some particular thing.

A new Conception of ‘Capacity A new Conception of ‘Capacity For Instruction’For Instruction’

Conception of capacity as the “Conception of capacity as the “maximum or optimum maximum or optimum amount of productionamount of production” of worthwhile learning:” of worthwhile learning:

IIssue of results (student learning and/or achievement)ssue of results (student learning and/or achievement)

Issue of efficiency (amount of production from a Issue of efficiency (amount of production from a given set of resources and organizational given set of resources and organizational

arrangements).arrangements). Studying instructional capacity of schools from this Studying instructional capacity of schools from this

perspective enables our research to focus on perspective enables our research to focus on any any schoolschool type (high or low achieving) as having some capacity in type (high or low achieving) as having some capacity in termsterms of of the the quality quality of its instruction (i.eof its instruction (i.e the the organizationorganization and and utilizationutilization of of resourcesresources))..

Corcoran and Goertz (1995)Corcoran and Goertz (1995)

Linking capacity with classroom instruction.Linking capacity with classroom instruction.Central ThesisCentral Thesis: Instruction begins with & involves interactions : Instruction begins with & involves interactions

among 3 components: among 3 components: teacherteacher, , studentsstudents & & materialsmaterials (both (both physical & intellectual) = physical & intellectual) = instructional unitinstructional unit (see next slide).(see next slide).

If quality instruction requires all 3 components, then instructional If quality instruction requires all 3 components, then instructional capacity – the capacity to produce worthwhile learning - must capacity – the capacity to produce worthwhile learning - must also be a function of the interactions among these 3 elements, not also be a function of the interactions among these 3 elements, not one, such as teachers’ knowledge and skill or the curriculumone, such as teachers’ knowledge and skill or the curriculum..

Capacity to deliver high quality instruction depends not only on Capacity to deliver high quality instruction depends not only on the individual teachers’ intellectual & personal resources but also the individual teachers’ intellectual & personal resources but also on their interaction with, on their interaction with, inter aliainter alia, specific groups of students, , specific groups of students, colleagues at school, subject area committees, the curriculum & colleagues at school, subject area committees, the curriculum & materials developed by others, & the broader social norms & materials developed by others, & the broader social norms & conventions at the school & in the society about teaching & conventions at the school & in the society about teaching & learning. learning.

Cohen and Ball (1996; 1999)Cohen and Ball (1996; 1999)

INSTRUCTIONAL UNITINSTRUCTIONAL UNIT

Teacher

Materials

Learners

Instructional Capacity FrameworkInstructional Capacity Framework

Instructional Capacity(Multidimensional / Dynamic)

Individual Organizational

Classroom ProcessesSchool-wide Resources

& Arrangements

Materials

Teachers Learners

Leadership

Institutional Culture

Curriculum& PhysicalResources

Parent Community

Research Questions…Research Questions…Research QuestionResearch Question Data SourceData Source Sub-QuestionSub-Question

1. How is the capacity for 1. How is the capacity for instruction defined & instruction defined & constructed at this School constructed at this School X? X?

Teachers & Teachers & TeachingTeaching

Who are the teachers & what resources do they Who are the teachers & what resources do they bring into the school’s construction of capacity? bring into the school’s construction of capacity? What kinds of teaching practices define this What kinds of teaching practices define this school X’s capacity for instruction in (Maths)? school X’s capacity for instruction in (Maths)? And WhyAnd Why??

Learners & Learners & LearningLearning

Who are the learners & what resources do they Who are the learners & what resources do they bring into the school’s construction of capacity? bring into the school’s construction of capacity? How do the students at this school X learn How do the students at this school X learn (Maths)?(Maths)?

Curriculum & Curriculum & PhysicalPhysical

ResourcesResources

What does the enacted curriculum look like? What does the enacted curriculum look like? And Why? How is (Maths) defined in this And Why? How is (Maths) defined in this school X and/or in the various classrooms of school X and/or in the various classrooms of this school? By the this school? By the teachers/learners/instructional leaders/other teachers/learners/instructional leaders/other stakeholders of importance to the school. What stakeholders of importance to the school. What kinds of material/physical resources exist for kinds of material/physical resources exist for (Maths) teaching and learning? How are they (Maths) teaching and learning? How are they used to develop the schools’ capacity for used to develop the schools’ capacity for instruction? And Why?instruction? And Why?

Research QuestionsResearch QuestionsResearch Questions…Research Questions…Research QuestionResearch Question Data SourceData Source Sub-QuestionSub-Question

Organization & Organization & Leadership for Leadership for InstructionInstruction

Who are the leaders around (Maths) at this Who are the leaders around (Maths) at this school X? What kinds of leadership activities school X? What kinds of leadership activities are they involved in with respect to (Maths)? are they involved in with respect to (Maths)? What are the organizational structures and What are the organizational structures and patterns for (Maths) at this school X? patterns for (Maths) at this school X? How are How are they constructed and configured to develop the they constructed and configured to develop the capacity of the school around (Maths)?capacity of the school around (Maths)?

Institutional CultureInstitutional Culture What is the school’s culture(s) with respect to What is the school’s culture(s) with respect to (Maths)?(Maths)?

2. How does the 2. How does the construction and construction and definition of capacity for definition of capacity for instruction in (Maths) instruction in (Maths) vary over timevary over time? i.e. ? i.e. How is this capacity How is this capacity maintained, replenished maintained, replenished and/or lost over time?and/or lost over time?

Research Questions…Research Questions…

Research QuestionResearch Question Data SourceData Source Sub-QuestionSub-Question

3. What are the3. What are the variations in this variations in this capacity by subject area capacity by subject area (English versus Maths)?(English versus Maths)? and by school and by school (high, (high, medium and low medium and low performing)?performing)?

4. What factors affect the school’s 4. What factors affect the school’s ability to ability to organize and organize and utilizeutilize its capacity for its capacity for instruction in (Maths)?instruction in (Maths)?

5. What policy responses would 5. What policy responses would maximize the development maximize the development and utilization of and utilization of instructional capacity in the instructional capacity in the various subject areas various subject areas (English & Maths) & (English & Maths) & schools?schools?

Longitudinal Qualitative Study (3-year period) Longitudinal Qualitative Study (3-year period) Selection of School Sites:Selection of School Sites:

6-8 schools 6-8 schools Groups of 2 per area (different in terms of Groups of 2 per area (different in terms of

performance and/or quality of instruction).performance and/or quality of instruction). Sample CharacteristicsSample Characteristics: mix of s: mix of schools chools originally designed to serve the different originally designed to serve the different population groups in RSA population groups in RSA Sample, at least, one pair of rural schools.Sample, at least, one pair of rural schools.

Study DesignStudy Design

Phase 1 (2005/2006):Phase 1 (2005/2006):

Phase 2 (2006/2007):Phase 2 (2006/2007):

Phase 3 (2007):Phase 3 (2007):

• Pilot phasePilot phase (2 schools): (2 schools): development and development and refinement of the instruments & techniques & refinement of the instruments & techniques & preliminary data analysis approachespreliminary data analysis approaches..

• Thorough discourse, training & development of Thorough discourse, training & development of instruments, collaborators & research studentsinstruments, collaborators & research students..

• Full StudyFull Study (additional 6 schools) (additional 6 schools)• Focus of Investigation: Research Question 1, 2 Focus of Investigation: Research Question 1, 2

(limited extent), 3; 4 & 5.(limited extent), 3; 4 & 5.

• Continue exploration of longitudinal aspect (how Continue exploration of longitudinal aspect (how capacity for instruction changes over time).capacity for instruction changes over time).

• Data analysis (continued)Data analysis (continued)• Report writing & compilationReport writing & compilation• Dissemination (seminars; national conference; Dissemination (seminars; national conference;

policy briefs: Ministry of Education; journal policy briefs: Ministry of Education; journal articles)articles)

Study Design…Study Design…Organizational Structure:Organizational Structure:

Multiple Case StudyMultiple Case Study Approach Approach (in-depth analysis of (in-depth analysis of complex issues involved in the construction of schools’ complex issues involved in the construction of schools’ capacity).capacity).

Although our Although our unit of analysisunit of analysis: : schoolsschools, the research is , the research is designed to capture the designed to capture the multi-dimensionalitymulti-dimensionality of the of the concept of capacity. concept of capacity.

Data Collection Data Collection Techniques: Techniques: Mixed MethodMixed Method (interviews—individual & focus groups, observations, (interviews—individual & focus groups, observations, etc.).etc.).

Sample:Sample: Two neighboring Primary Schools in one Two neighboring Primary Schools in one Province of South Africa.Province of South Africa.

Phase 1 (Pilot) Data CollectionPhase 1 (Pilot) Data Collection

Phase 1 (Pilot) Data Collection…Phase 1 (Pilot) Data Collection…Data SourcesData Sources Areas of FocusAreas of Focus Research TechniquesResearch Techniques

TeachersTeachers Teachers’ knowledge & skills; their dispositions Teachers’ knowledge & skills; their dispositions to content, to the learners & towards innovation to content, to the learners & towards innovation in general; & their sense of self as teachers & as in general; & their sense of self as teachers & as lifelong learners of (Maths). lifelong learners of (Maths).

Interviews (individual & Interviews (individual & focus group) & focus group) & observations.observations.

LearnersLearners Their dispositions to the subject matter, to the Their dispositions to the subject matter, to the teaching & learning processes; their engagement teaching & learning processes; their engagement with teaching & learning, & their sense of self with teaching & learning, & their sense of self as learners of (Maths).as learners of (Maths).

Interviews (individual & Interviews (individual & focus group) & focus group) & observations—in & outside observations—in & outside of the classroom.of the classroom.

Materials Materials (physical (physical resources in a resources in a particular particular subject)subject)

How these are organized & used to construct a How these are organized & used to construct a school’s capacity is the more crucial issue we school’s capacity is the more crucial issue we want to understand with this component. want to understand with this component.

Document analysis & Document analysis & observations & interviews observations & interviews (teachers, principal).(teachers, principal).

Materials Materials (intellectual)(intellectual)

The tasks, problems & discourses tThe tasks, problems & discourses throughhrough which which content is represented in a particular classroom. content is represented in a particular classroom. The notion of what (Maths) mean in the particular The notion of what (Maths) mean in the particular classrooms & schools & how that adds or subtracts classrooms & schools & how that adds or subtracts to each school’s construction of capacity for to each school’s construction of capacity for quality instruction. quality instruction.

Observations, document Observations, document analysis (including samples analysis (including samples of students’ work), & of students’ work), & interviews (teachers, interviews (teachers, principal).principal).

Launching Activities and the Dialogue…Launching Activities and the Dialogue…ActivitiesActivities Goals and/or OutcomesGoals and/or Outcomes AudienceAudience

Launching at the Launching at the ICET ICET

ConferenceConference

14 July 200514 July 2005

Launch the research project among groups of Launch the research project among groups of scholars and academics.scholars and academics.

Expression of interest - Expression of interest - ICET Exec. DirectorICET Exec. Director

International group of International group of academics from aver 15 academics from aver 15 different countries in he different countries in he world.world.

Launching at the Launching at the CASTME CASTME WorkshopWorkshop

16 July200516 July2005

Launch the research project among groups of Launch the research project among groups of scholars and academics from mostly scholars and academics from mostly commonwealth African countries.commonwealth African countries.

Expression of interest - Expression of interest - Nigerian collaboratorsNigerian collaborators..

Science and Technology Science and Technology Academics from 7 different Academics from 7 different African countries.African countries.

School’s LaunchSchool’s Launch

September 2005September 2005

Introduce the Research Project to a group of Introduce the Research Project to a group of Principals and Education Officials (Expectation)Principals and Education Officials (Expectation)

Introduction of Introduction of “Peer-Review Mechanism”“Peer-Review Mechanism”

Formation of a Formation of a Principal’s Reference GroupPrincipal’s Reference Group..

Self-nomination of the Self-nomination of the Pilot SchoolsPilot Schools..

Principals and/or Deputy Principals and/or Deputy Principals.Principals.

Research Research MeetingsMeetings

[Ongoing][Ongoing]

Build research team; Develop and Workshop the Build research team; Develop and Workshop the instruments; Read and Discuss Literature.instruments; Read and Discuss Literature.

5 Staff members + 5 M-5 Staff members + 5 M-students + 1D-student.students + 1D-student.

1.1. Teachers:Teachers: knowledge, skills, and dispositions (and how it is used in knowledge, skills, and dispositions (and how it is used in curriculum, pedagogy, and assessment.curriculum, pedagogy, and assessment.

2.2. Professional Community:Professional Community: social organization of instruction (culture, as social organization of instruction (culture, as defined by collaborations, collective goals, etc.).defined by collaborations, collective goals, etc.).

3.3. Instructional Programme:Instructional Programme: Coordination & focus within school. Coordination & focus within school.

4.4. Instructional) leadership:Instructional) leadership: guidance and authority on curriculum and guidance and authority on curriculum and instructional matters.instructional matters.

5.5. Material/Physical Resources:Material/Physical Resources: Quality and Quantity of resources e.g. Quality and Quantity of resources e.g. staffing levels, instructional time, class sizes, special rooms and staffing levels, instructional time, class sizes, special rooms and equipment, etc.equipment, etc.

A Recap On theA Recap On theDimensions of Instructional CapacityDimensions of Instructional Capacity

Coding and Making sense of the DataCoding and Making sense of the Data

• All teachers hold required qualification. Few All teachers hold required qualification. Few teachers certified to teach at secondary level.teachers certified to teach at secondary level.

• Majority of teachers are well experienced Majority of teachers are well experienced (five years +). All senior phase each have 15 (five years +). All senior phase each have 15 years+. Collectively, senior phase teachers years+. Collectively, senior phase teachers have about 100 years of teaching experience.have about 100 years of teaching experience.

• Few teachers demonstrated exceptional Few teachers demonstrated exceptional intellectual command of their subject areas.intellectual command of their subject areas.

• Self-definition of the teachers is unusual…as Self-definition of the teachers is unusual…as science/mathematics teachers. Positively science/mathematics teachers. Positively disposed to subject area and the learners.disposed to subject area and the learners.

Findings…Findings…

Teachers’ Knowledge, Skills Teachers’ Knowledge, Skills and Dispositionsand Dispositions

• School is active in setting up & nurturing School is active in setting up & nurturing professional communities for its teachers and professional communities for its teachers and neighboring schools. 2 teachers are cluster neighboring schools. 2 teachers are cluster leaders (Maths/English). School as center for leaders (Maths/English). School as center for Teacher Development in lesson study.Teacher Development in lesson study.

• Teachers engaged in setting up discussion Teachers engaged in setting up discussion groups on new curriculum. All teachers groups on new curriculum. All teachers attended regional/provincial training.attended regional/provincial training.

• School is part of network of schools that have School is part of network of schools that have set up relationship with local university for set up relationship with local university for professional development in M/S.professional development in M/S.

Findings…Findings…

Strength of Professional Strength of Professional CommunityCommunity

• School programme is coordinated and School programme is coordinated and focused around national/provincial curricula focused around national/provincial curricula (teachers’ fully trained on new curriculum).(teachers’ fully trained on new curriculum).

• School has appointed a curriculum School has appointed a curriculum coordinator (not paid) to attend all curricula coordinator (not paid) to attend all curricula workshops. Each level of education has an workshops. Each level of education has an HOD who is responsible for programme HOD who is responsible for programme coherence and focus.coherence and focus.

• School timetable is structured around the School timetable is structured around the key learning areas such as language and key learning areas such as language and mathematics (more time is allocated on the mathematics (more time is allocated on the timetable for these subjects).timetable for these subjects).

Findings…Findings…

Programme Coherence and Programme Coherence and FocusFocus

• Little data collection on these two issues (Use Little data collection on these two issues (Use of general school information instrument and of general school information instrument and general teacher interview).general teacher interview).

• Clear structure of formal and informal Clear structure of formal and informal leadership at the school. For most part there leadership at the school. For most part there is congruence between formal and informal is congruence between formal and informal leaders, sometimes though divergence (to leaders, sometimes though divergence (to follow up closely during data collection).follow up closely during data collection).

• No exceptional resources for teaching and No exceptional resources for teaching and learning science (no laboratories, learning science (no laboratories, manipulatives, etc.) . How are material manipulatives, etc.) . How are material resources identified, activated and resources identified, activated and organized? organized?

Findings…Findings…

School leadership and School leadership and Physical/Material ResourcesPhysical/Material Resources

The study promises to contribute a broader understanding of The study promises to contribute a broader understanding of what what makesmakes a school effective & a school effective & allows it t offerallows it t offer quality quality learning in learning in science and/or mathematics.science and/or mathematics.

Findings will present Findings will present characterizations of capacitycharacterizations of capacity in various in various schools & the factors affecting its development & use.schools & the factors affecting its development & use.

School practitioners & policy-makers will be presented with School practitioners & policy-makers will be presented with several several modelsmodels of how capacity of how capacity isis constructed & utilized (for constructed & utilized (for better or worse) in the different case study schools, thereby better or worse) in the different case study schools, thereby encouraging informed debate & encouraging informed debate & choiceschoices in the service of in the service of school development and reform.school development and reform.

Developing a “Peer Review Mechanism” for School QualityDeveloping a “Peer Review Mechanism” for School Quality

Policy Impact: A Link with Self-Reliance Policy Impact: A Link with Self-Reliance & Sustainability Approaches & Sustainability Approaches

MoE is the missing link in the study?MoE is the missing link in the study?

Major Policy Issues: Major Policy Issues: What is a school?What is a school? Quality Quality AssuranceAssurance Mechanism for (Secondary) Schools? Mechanism for (Secondary) Schools?

[Clarification of the concepts; Development of the [Clarification of the concepts; Development of the Instruments and Protocols; and Implementation Instruments and Protocols; and Implementation Plan] Plan]

Dialogue with the Ministry of Education Dialogue with the Ministry of Education