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Content and Performance Standards in Developing Countries

In a number of projects across the developing world, AIR has contributed, in collaboration with Ministries of Education, to the definition of three types of educational standards.

• Learning standards are designed to inform stakeholders in education of specific grade-by-grade learning objectives in a particular subject area.
• Professional standards facilitate the development of a licensing system to ensure that teachers are appropriately trained, to guide trainers in determining the content of pre-service and in-service training programs, and to provide a means by which other practitioners in education can be held accountable.
• School standards allow schools to offer the appropriate range of services to students, teachers, and parents to ensure that effective learning takes place; such standards can be used as the basis for the design of an accreditation system.

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Recent Reports

• Comparing Mathematics Content in the National Assessment of Educational Progress (NAEP), Trends in International Mathematics and Science Study (TIMSS), and Program for International Student Assessment (PISA) 2003 Assessments

  This report compares three mathematics assessments conducted in 2003, and aims to provide information useful for interpreting and comparing results from the three assessments, based on an in-depth look at the content of the frameworks and items.

Recent Projects

• Mejorando el Impacto al Desempeño Estudiantil de Honduras (MIDEH-Honduras)

  

  To support the implementation of a new curriculum classrooms throughout Honduras, the AIR project, Mejorando el Impacto al Desempeño Estudiantil de Honduras, has developed a national testing system based on content standards in Math and Spanish.

• EQUIP2: Namibia Basic Education Support (BES III) Technical Support to DNEA

  

  Namibia’s Education and Training Sector Improvement Programme (ETSIP) has called for the development of national standardized achievement tests. Currently, learners in Namibia take nationwide, formal examinations at three points in their schooling—at the end of grades 7, 10, and 12—yet almost no information is collected from learners in primary school.

• Programme Haitien d’Appui à la Réforme de l’Education (PHARE) – ABE/LINK

  

  The Programme Haitien d’Appui à la Réforme de l’Education (PHARE) in Haiti is a USAID-funded, deliverables-based contract with AIR. PHARE is USAID’s response to the Government of Haiti’s effort to restore, sustain, and expand education and health services. PHARE’s main objective is to reinforce the capacity of the Ministry of Education and Professional Training (MENFP) to plan, deliver, monitor, and evaluate educational services in public and non-public schools.