School report cards are school-level information systems meant to increase accountability and transparency. The purpose of this paper is to present the various types of school report cards and information systems currently being used and establish a typology for understanding the range of audiences and purposes for such systems, as well as the continuum of cost and sophistication involved.
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Namibia
School Report Cards: Some Recent Experiences
Type: Research
Year of Publishing: 2006
Keywords: School Report Cards: Some Recent Experiences, Education Data, Information, Learning Outcomes, Uganda, Namibia, Ghana, Brazil, India, United States, Nigeria, Guinea, El Salvador, Guatemala, Nicaragua
From Policy to Practice: The Teacher's Role in Policy Implementation in Namibia
Type: Research
Year of Publishing: 2006
Keywords: From Policy to Practice: The Teacher's Role in Policy Implementation in Namibia, Decentralization in Education Systems, Decentralization, Namibia
Traditional top-down teacher training methods in new pedagogical approaches have proven ineffective at moving reform from rhetoric to classroom practice. Namibia’s Ministry of Education has implemented a strategy of decentralized, bottom-up teacher development. The experience in Namibia provides lessons that can be applied elsewhere for effective, decentralized teacher development.
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From Policy to Practice: The Teacher's Role in Policy Implementation in Namibia
Type: Research
Year of Publishing: 2006
Keywords: From Policy to Practice: The Teacher's Role in Policy Implementation in Namibia, Decentralization in Education Systems, Decentralization, Namibia
Traditional top-down teacher training methods in new pedagogical approaches have proven ineffective at moving reform from rhetoric to classroom practice. Namibia’s Ministry of Education has implemented a strategy of decentralized, bottom-up teacher development. The experience in Namibia provides lessons that can be applied elsewhere for effective, decentralized teacher development.
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Towards Effective, Decentralized Classroom Reform
Type: Research
Year of Publishing: 2006
Keywords: Towards Effective Decentralized Classroom Reform, Decentralization in Education Systems, Decentralization, Namibia
In order to be effective, project implementers must incorporate bottom-up development strategies that involve schools and teachers in the design, implementation, and assessment of reforms. One notable strategy, implemented successfully in Namibia, introduces a system of teacher self-assessment to inform policy change and effect reform at the school level.
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Primary Completion Rates
Type: Research
Year of Publishing: 2005
Keywords: Household survey, administrative data, completion rate, universal primary education
This technical paper utilizes data from the DHS conducted in 15 countries and administrative data from three countries to improve our understanding of the completion rate as an effective indicator of country's progress towards universal primary education.
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Strengthening Accountability and Participation: School Self-Assessment in Namibia
Type: Research
Year of Publishing: 2004
Keywords: Strengthening Accountability and Participation: School Self-Assessment in Namibia, Decentralization in Education Systems, Decentralization, Namibia
The school self-assessment (SSA) system in Namibia was developed to respond to the Ministry of Education’s need to monitor and evaluate education results despite its chronic lack of funds. The SSA system is a core tool that helps communities and parents contribute constructively to educational improvement.
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