The New Perspective Of Quality For Education For All

This paper is consisted by introduction, body and conclusion. The main body is formed by three chapters.Chapter I outlines the concept of Education for All (EFA), its background, development process and its significance of implementation. It focuses on describing the new perspective of quality about education. According to the framework of quality, the author analyses learners, teachers, social background, the medium of instruction, inputs, the results of the study and measurement of its international and national levels from her own perspective. The new perspective of quality is paid on attention, and its background, significance and the value of its existence. Education For All. The Quality Imperative EFA Global Monitoring Report 2005 refers to: if not to improve the quality of education, it will be impossible to achieve the goal of EFA.Chapter II analyses the international stage of basic education about student assessment (PISA and TIMSS). This paper analyses two main purposes of its evaluation and appraisal methods, and taking Finland and South Korea for examples, because both of them obtained outstanding achievements in PISA.Chapter III introduces the EFA in the course of development in our country, and how to take measures to improve the quality of EFA. From the implementation of quality-oriented education and a balanced development of compulsory education, Chinese government takes measures to improve the quality of education. This chapter mainly describes the main measures taken as well as the reflection on the quality of education. In China, the quality-oriented education is to deal with the shortcomings of the exam-oriented education, but in reality the quality-oriented education is not implemented well. Firstly, the implementation of quality-oriented education in the social environment and atmosphere has not been realized; "knowledge-based" on education and teaching values has not to been changed radically; there is existing some serious misleading among some social forces; evaluation of the traditional mode of education and other reasons, all of this makes quality-oriented education difficult to go. There are two main factors about non-balanced development: firstly, compulsory education has not been able for all aged children, particularly the failures who are in the remote areas and poor rural areas and school age children of migrant workers and migrant workers for their children. They don't have the chances to enjoy basic rights. Secondly, the public education resource gap among regional, urban and rural areas, schools and is still very evident.The conclusion of this paper is also the part of the innovation. Learning from UNESCO's useful experiences, the author reflects the quality of China's basic education: first, focusing on the learner, paying attention to the development of learner's cognitive skills and survival skills, and the core subjects to monitor; second, to establish a monitoring mechanism for protection; third, it should be inclusive and fair to protect the vulnerable groups to have the right to education. From the Republic of Korea, Finland's experience, the author proposes out to regard the investment in basic education; and strengthen the flow of the teaching profession; to eliminate obstacles about the selecting school system, to ensure that education equity. Learning from the useful experiences of the international survey, to embody China's concept of lifelong education, we should establish the dynamic monitoring programmes, and should reflect the idea of EFA.