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

出版者

World Bank

其它主题

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

许可

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