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Toward high-quality education in Peru : standards, accountability, and capacity building.
This book has three main recommendations. First, it is necessary to generate basic standards, quality goals, and quality measurement systems. Second, once quality can be measured, a clear system of accountability should be implemented based on these standards and quality goals. The clients will play...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor Corporativo: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Washington, D.C. :
World Bank,
©2007.
|
| Colección: | World Bank country study.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Toward high-quality education in Peru : |b standards, accountability, and capacity building. |
| 260 | |a Washington, D.C. : |b World Bank, |c ©2007. | ||
| 300 | |a 1 online resource (xvii, 147 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 347 | |a data file |2 rda | ||
| 490 | 1 | |a A World Bank country study | |
| 504 | |a Includes bibliographical references (pages 141-147). | ||
| 505 | 0 | |a Foreword; Acknowledgments; Acronyms and Abbreviations; Executive Summary; 1. Overview of Current Indicators; List of Tables; List of Figures; 2. Educational Diagnostics and Recommendations; 3. The Accountability-Triangle Approach; 4. Education Finance; 5. Why Don't Some Peruvian Children Finish High School?; 6. Reading in the Early Grades: A Case Study in the Use of Standards; 7. School Management Issues; 8. Progress and Paralysis on Intercultural and Bilingual Education: A Special Problem with Standards; 9. Participation and Decentralization: Little Effect, Some Potential. | |
| 520 | |a This book has three main recommendations. First, it is necessary to generate basic standards, quality goals, and quality measurement systems. Second, once quality can be measured, a clear system of accountability should be implemented based on these standards and quality goals. The clients will play a central role in these systems by demanding their rights to quality services; this will only become possible once there are standards and goals that clarify clients' rights. Third, once there are standards and systems of accountability, investment is needed to strengthen the institutional capacity. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Education |z Peru. | |
| 650 | 0 | |a Educational indicators |z Peru. | |
| 650 | 6 | |a Indicateurs éducationnels |z Pérou. | |
| 650 | 7 | |a EDUCATION |x History. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Comparative. |2 bisacsh | |
| 650 | 7 | |a Education |2 fast | |
| 650 | 7 | |a Educational indicators |2 fast | |
| 651 | 7 | |a Peru |2 fast |1 https://id.oclc.org/worldcat/entity/E39QbtfRwXyDPBcQmWxb7mRpGB | |
| 650 | 7 | |a Utbildning |z Peru. |2 sao | |
| 710 | 2 | |a World Bank. | |
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