Gaby Hostens presentation abstract

Quality and Equity

1. Quality of Education
In Effective Monitoring of the Quality of Education Frans J.MA. Rameckers identifies three main components of quality of education :
- Accessibility :  access, enrolment
- Effectiveness : teacher quality, instructional materials, learning environment, supervision, relevance
- Efficiency : school management, appropriate mix of input, allocation and use of physical and teaching facilities, supply services, use of new technology

2. Equity
Equity is frequently used as a synonym for 'equality' but it can be viewed as a less compelling, as a more open concept and hence politically more acceptable. The concept of equity also includes notions such as the spirit of justice, fairness : an ethical dimension.
In an analysis of PISA 2000 performances the authors focus on equity in educational performances of students with different background characteristics. Students’ socio-economic background and gender are used as the main categories to analyse equity in educational performance.
Equitable policies ('Governance for equity') focus on raising the performances of all students by overcoming barriers of socio-economic background, gender, geographic conditions.

3. Core responsibilities for educational authorities
Even in a context of great autonomy for schoolteams and schoolboards central (or regional) authorities must deliver in their critical responsibilities : quality, equity, relevance, effetcive use of resources, democratic and efficient management, lifelong learning.
Facilitating high quality and relevant schooling and learning opportunities for all during the lifecycle  is critical for personal development, sustainable economic growth and social cohesion.

4. Teachers and schoolleaders
A high quality teaching staff is the most important resource to achieve high quality and equitable learning outcomes. Effective schoolleaders are critical to facilitate high quality teaching and learning. Their selection, training and professional development must be high on the political agenda.

5. The experience of the flemish community (Belgium)
Average performances of flemish 15-year old students on the PISA 2000 and 2003 tests were excellent in reading and mathematical literacy, and good in scientific literacy. A sizeable percentage of students performed at the levels 5 and 6 for mathematical literacy. At the same time the impact of socio-economic background of students and the socio-economic composition of schools is very strong. This factor explains the large gap between high and low performers in the system, hence the large spread in performances in the flemish system.
The overarching policy objective of the minister of education is to dramatically raise the performances of students with a low socio-economic status,mainly immigrant students, and at the same time have a high percentage of excellent performers. According to him the true quality of an education and training system reveals itself in the achievements and performances of the weakest students, especially those with a low socio-economic background.