School Based Indicators of Effectiveness in APEC Members: Experiences and Practices

This report provides a brief synthesis of the issues, experiences, and challenges identified by Asia-Pacific Economic Cooperation members with respect to the School-Based Indicators of effectiveness. It is based on reports provided by APEC members following a jointly developed, common research framework

School Based Indicators of Effectiveness: Brunei Experience

The education policy of Brunei Darussalam in its present form aims to establish an effective, efficient, and equitable system of education that is consonent with the national philosophy of a Malay Islamic Monarchy. The Brunei Ministry of Education is compact in structure and reflects a system that is highly centralized. This article presents that issues and challenges toward educational quality and school performance encountered in Brunei, and provides an overview of the MOE's strategies to address these challenges.

School Based Indicators of Effectiveness: Canadian Report

This paper begins with a brief description of the education systems in Canada and proceeds to discuss school effectiveness initiatives in Canada at the national and provincial level, including the effective schools movement in Canada, related challenges and policy issues, and reecnt projects and case studies. The paper concludes with observations, challenges, and lessons that can be learned from Canadian experiences regarding school effectiveness.

School Based Indicators of Effectiveness: Perspectives from P.R. China

This report it broken up into seven key components. The introduction provides an overview of the need for educational reform in China that stems from the growing need for quality primary and secondary schools to meet increasing social demands. The background of research introducing the schooling systems of primary and secondary education, the external and internal administrative structures, a description of the attitudes toward school effectiveness since 1985, an analysis of the features of indicator systems in use, the approaches to evaluation, and the impact of evaluation indicators are discussed.

Developing School Based Indicators: Hong Kong Experience

The rapid development and tansformation of Hong Kong society has raised many questions abotu educational reform in the areas of school management and educational policy making. Some of these questions include how good are the existing schools, how to improve them, and how to address the view that primary schools in Hong Kong are "black boxes" as compared to secondary schools. An overview of the education project that began in 1991 to address these questions is presented in this article.

The Effectiveness of New Zealand Schools

This report was prepared by the New Zealand Ministry of Education. It provides an account of how the performance or effectiveness of schools in raising student achievement is monitored within New Zealand. In order to ensure the effectiveness of schools, a range of components such as central prescription or regulation of key requirements, local management of schools by a board of elected representatives, provision of professional development to support schools in meeting performance, and monitoring of school performance by an external agency are involved.

Characteristics of Effective Schools: Singapore Report

This article, submitted by the Ministry of Education (MOE), Singapore, discusses the educational context of Singapore's public schools, the governance and decision making, and the structure of the educational system. A detailed overview of educational quality and school performance is provided. Education in Singapore aims to "develop the potential of children to the fullest to inculcate in children sound moral values, and equip them with knowledge and skills to earn a living and contribute to society." In order to fulfill this objective, the curriculum is broad-based and places emphasis on high academic standards.

School Based Indicators of Effectiveness: An Experience of Chinese Taipei

This article provides an overview of education systems in Chinese Taipei, the challenges of educational quality and school performance, how educational systems respond to these challenges, and defines school effectiveness within the context of the generally accepted research frameworks of school effectiveness. The article also presents a suggested school based indicator of school effectiveness.

Indicators and Programs for School Effectiveness: An Experiences of ONPEC, Thailand

The Office of the National Primary Education Commission, ONPEC, was established in 1980. ONPEC is primarily responsible for the management and administration of state primary schools throughout Thailand, which accounts for over 90% of the total number of state primary schools in Thailand. ONPEC's current scope of responsibility has been vastly expanded to include the provision of pre-primary education and lower-secondary education as well as its main-stream provision of compulsary primary education in state schools throughout the country.

A Conceptual Framework for Standards-Driven Continuous Improvement

This paper is intended to stimulate a dialogue that will add to the understanding of what it means to practice Standards-Driven Continuous Improvement. The paper should be regarded as a work in progress. It is intended to be provocative, to challenge existing norms and assumptions, to unify multiple perspectives, and to suggest a framework for educators and educational organizations that connects the concept of standards-driven reform with the processes of continuous improvement to help all students meet challenging academic expectations.

Monitoring School Effectiveness: Conceptual and Practical Possibilities and Dilemmas in Developing a Framework

Among the reform activities, how to monitor and enhance school effectiveness for improving education quality has always been the core issue. The aim of this paper is to illustrate the existing conceptual and practical possibilities in developing a framework for monitoring school effectiveness. It is hoped that the discussion and implications can contribute to enhancement of school effectiveness and implementation of educational reforms.

A Framework of Indicators of Education Quality in Hong Kong Primary Schools: Development and Application

The rapid development and tansformation of Hong Kong society has raised many questions abotu educational reform in the areas of school management and educational policy making. Some of these questions include how good are the existing schools, how to improve them, and how to address the view that primary schools in Hong Kong are "black boxes" as compared to secondary schools. An overview of the education project that began in 1991 to address these questions is presented in this article.

Developing Indicators on the Performance of Education Systems in an International Context: The OECD Education Indicators

The objectives of this paper are to provide a brief overview of the objectives and policy context of OECD's work on the development of an international set of indicators on the performance of educational systems, to provide a more detailed picture of OECD's work on indicators on school performance, and to give an indication of future directions of OECD's work in this area which aims to address the challenge of connecting information on the school organization, the instructional context, and the learning environment with measures of student achievement.