Quality of education in Colombia - Achievements and challenges ahead : analysis of the results of TIMSS 1995-2007

الناشر

World Bank

مواضيع أخرى

Computer at home; National assessments; Science knowledge; Quality education; Primary repetition rates; Rural schools; Low-income students; College admissions; Cost of education; Homework; Education models; Educational policy; Performance of students; Education system; Human capital development; Class size; Education policies; Teacher evaluation; Cognitive skills; Repetition; Education programs; Primary school education; Secondary students; Opportunities for teachers; Young people; Average test scores; Educational system; Educational quality; Lower secondary; Student population; Completion rates; Early childhood development; Student learning outcomes; Achievements; Student enrollment; Cognitive development; Level of education; School readiness; Student access; Education planning; Eighth-grade; School quality; Academic infrastructure; Preferential access; Education reforms; Access to schooling; Education outcomes; Teacher; Tertiary education; Enrollment rates; Repetition rates; Innovative education; Decentralization of education; Parental support; Education levels; Primary school; Life skills; International education; School performance; Education level; Average enrollment; Educational attainment; Cognitive domains; Science study; Science achievement; Vouchers; Secondary schooling; Exams; Peer group; Student outcomes; Math scores; Knowledge base; International student assessment; International studies; Student learning; Disadvantaged populations; School activities; Educational access; Enrollment increases; Access to education; Science concepts; Educational assessment; Eighth-graders; Communication technologies; Students in mathematics; Technical assistance; Certification process; Math achievement; Child labor; School autonomy; Professional development; Math teacher; Books at home; Education minister; Education assessment; Quality of education; Educational achievement; Teacher expectations; Student populations; Technical expertise; Literacy development; Upper secondary; Eighth grade students; School system; Human development; Graduation rate; Curricula; Classroom teaching; Learning resources; Assessment system; Teacher quality; Parental participation; School improvement; Educational outcomes; Girls; Student characteristics; Learning achievements; Grade levels; Pedagogical tools; National assessment; Achievement tests; Class time; Student achievement; Career; Primary level; Education quality; Private institutions; Basic competencies; Primary school completion; Grade math score; Research literature; Ministry of education; Primary schooling; Public schools; Subject matter; Intake rates; Learning outcomes; Competencies; School feeding programs; Instruction; High achievement; Reading; Rural education; Mathematics education; Private schools; Higher education institutions; Call; School level; School location; Student selection; Educational innovation; Pedagogy; Student performance; Quality of teaching; Academic achievement; Absenteeism; Reasoning; Dropout rates; Disadvantaged students; Private schooling; Learning materials; Achievement data; Labor markets; School day; Secondary school; Classroom; Test scores; Secondary enrollment; Designing interventions; Interventions; School climate; Textbooks; Academic assessments; Aptitude; Math proficiency; Eighth-grade students; Certified teachers; Primary enrollment; School directors; Education policy

الترخيص

http://hdl.handle.net/10986/2916http://creativecommons.org/licenses/by/3.0/World BankCreative Commons Attribution CC BY 3.0