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Integrating the findings from the National Assessment of Student Achievement into the policy process: an experience from Nepal
Abstract:
Attaining nearly universal school enrolment of primary-school aged children, Nepal’s priority is to ensure that all children complete their education having achieved desirable levels of learning outcomes. National assessments to measure achievement have been used to gain an understanding of whether students are achieving desirable learning outcomes. In 2010 the Ministry of Education (MOE) instituted the Education Review Office (ERO) – an assessment agency – with a mandate of carrying out the National Assessment of Student Achievement (NASA) periodically to inform policy processes about the status of the quality of learning and equity in education. The ERO has, so far, accomplished four large-scale national assessments, in 2011 and 2013 at Grade 8, and in 2012 and 2015 at Grades 3 and 5. These covered two rounds in each of Grades 3, 5 and 8. Mathematics and Nepali were assessed each time, and Science was also assessed at Grade 8. In addition, English at Grade 5 in 2012, and Social Studies at Grade 8 in 2011 were assessed. After completing each of these assessments, the ERO published reports outlining the main results. Before making the report public, the ERO disseminated and shared the results with policymaking officials at the MOE, including department heads. Reports were also disseminated to development partners (DPs), educational journalists and the media to inform public opinion on the areas to improve. This paper presents the experiences from Nepal on how the findings from the National Assessment of Student Achievement have been integrated into policy processes. The purpose of this brief paper is twofold: to give an overview of the process of the National Assessment of Student Achievement, and to describe how the results were disseminated to different stakeholders to incorporate the findings into the design of policy processes. In doing so, the case study highlights how the assessment findings have been used to design and implement policies and programs in education. #Nationalassessmentofstudentachievement #policyprocess #UNESCO
Publisher: UNESCO/ Australian Council for Educational Research Type / Script:
Publication  in  English
Keywords:
DECISION-MAKING, POLICY SCIENCES, DOMESTIC POLICY-MAKING,ACCESSIBILITY, APPROPRIATE TECHNOLOGY, DIGITAL DIVIDE, INFORMATION NEEDS, INFORMATION POLICY, INFORMATION, TECHNOLOGY, FREEDOM OF INFORMATION, RIGHT TO THE TRUTH
Thematic Group:
UNESCO, (2018)
Thesaurus:
02.04.00 - Development
PDF | File Size: 1.05 MB   Download
Feeder: PRATIBHA DAWADI@GMAIL COM, Editor: , Auditor:
...
Integrating the findings from the National Assessment of Student Achievement into the policy process: an experience from Nepal
Abstract:
Attaining nearly universal school enrolment of primary-school aged children, Nepal’s priority is to ensure that all children complete their education having achieved desirable levels of learning outcomes. National assessments to measure achievement have been used to gain an understanding of whether students are achieving desirable learning outcomes. In 2010 the Ministry of Education (MOE) instituted the Education Review Office (ERO) – an assessment agency – with a mandate of carrying out the National Assessment of Student Achievement (NASA) periodically to inform policy processes about the status of the quality of learning and equity in education. The ERO has, so far, accomplished four large-scale national assessments, in 2011 and 2013 at Grade 8, and in 2012 and 2015 at Grades 3 and 5. These covered two rounds in each of Grades 3, 5 and 8. Mathematics and Nepali were assessed each time, and Science was also assessed at Grade 8. In addition, English at Grade 5 in 2012, and Social Studies at Grade 8 in 2011 were assessed. After completing each of these assessments, the ERO published reports outlining the main results. Before making the report public, the ERO disseminated and shared the results with policymaking officials at the MOE, including department heads. Reports were also disseminated to development partners (DPs), educational journalists and the media to inform public opinion on the areas to improve. This paper presents the experiences from Nepal on how the findings from the National Assessment of Student Achievement have been integrated into policy processes. The purpose of this brief paper is twofold: to give an overview of the process of the National Assessment of Student Achievement, and to describe how the results were disseminated to different stakeholders to incorporate the findings into the design of policy processes. In doing so, the case study highlights how the assessment findings have been used to design and implement policies and programs in education. #Nationalassessmentofstudentachievement #policyprocess #UNESCO
Publisher: UNESCO/ Australian Council for Educational Research Type / Script:
Publication  in  English
Keywords:
DECISION-MAKING, POLICY SCIENCES, DOMESTIC POLICY-MAKING,ACCESSIBILITY, APPROPRIATE TECHNOLOGY, DIGITAL DIVIDE, INFORMATION NEEDS, INFORMATION POLICY, INFORMATION, TECHNOLOGY, FREEDOM OF INFORMATION, RIGHT TO THE TRUTH
Thematic Group:
UNESCO, (2018)
Thesaurus:
02.04.00 - Development
PDF | File Size: 1.05 MB   Download
Feeder: PRATIBHA DAWADI@GMAIL COM, Editor: , Auditor:
...