objectives and questions to be addressed
are and have been international surveys of educational achievement,
but in developing systems with preoccupations about infrastructure,
training and where UPE is perhaps an elusive target, insufficient
attention seems to have been paid to assessing educational progress
in the basics.
over-arching objective is to explore the possibility of describing
sequences of progression in educational achievement in primary
pupils in the areas of numeracy and literacy. The extent to which
it is possible to describe sequences having transferable currency
in the geographical region which is our focus will be investigated.
Such sequences may include criterion-referenced benchmarks likely
to have broad applicability (perhaps even universal generalisability)
across education systems. Equally, these sequences may be norm-referenced
in terms of expectations of attainment and standards of achievement.
practical value of the research findings
proposal is to conduct
educational research. Providing
teachers with the wherewithal to assess the accomplishments of
the pupils they are teaching against sequences of educational
achievement enables those teachers to target their teaching more
effectively, to the benefit of the learning outcomes of those
pupils. Communities are more likely to offer support for their
childrenıs school attendance and motivation when there is transparency
and understanding of what it is that schools are attempting to
enable pupils to accomplish. Education administrators are in a
better position to identify problems and distribute resources
equitably when they have reliable information about the systemıs
outputs, e.g. with respect to socio-economic, gender or regional
discrepancies in performance.