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Defining and measuring the quality of education

Strategic_seminar1.jpg.

what is quality education ppt

What is the quality of education? What are the most important aspects of quality and how can they be measured?

These questions have been raised for a long time and are still widely debated. The current understanding of education quality has considerably benefitted from the conceptual work undertaken through national and international initiatives to assess learning achievement. These provide valuable feedback to policy-makers on the competencies mastered by pupils and youths, and the factors which explain these. But there is also a growing awareness of the importance of values and behaviours, although these are more difficult to measure.  

To address these concerns, IIEP organized (on 15 December 2011) a Strategic Debate on “Defining and measuring the quality of education: Is there an emerging consensus?” The topic was approached from the point of view of two cross-national surveys: the OECD Programme for International Student Assessment (PISA) and the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)*.

Assessing the creativity of students

“Students’ capacity to extrapolate from what they know and apply this creatively in novel situations is more important than what the students know”, said Andreas Schleicher, Head of the Indicators and Analysis Division at the Directorate for Education, OECD, and in charge of PISA. This concept is reflected in current developments taking place in workplaces in many countries, which increasingly require non-routine interactive skills. When comparing the results obtained in different countries, PISA’s experience has shown that “education systems can creatively combine the equity and quality agenda in education”, Schleicher said. Contrary to conventional wisdom, countries can be both high-average performers in PISA while demonstrating low individual and institutional variance in students’ achievement. Finally, Schleicher emphasized that investment in education is not the only determining factor for quality, since good and consistent implementation of educational policy is also very important.

The importance of cross-national cooperation

When reviewing the experience of SACMEQ, Mioko Saito, Head a.i of the IIEP Equity, Access and Quality Unit (technically supporting the SACMEQ implementation in collaboration with SACMEQ Coordinating Centre), explained how the notion of educational quality has significantly evolved in the southern and eastern African region and became a priority over the past decades. Since 1995, SACMEQ has, on a regular basis, initiated cross-national assessments on the quality of education, and each member country has benefited considerably from this cooperation. It helped them embracing new assessment areas (such as HIV and AIDS knowledge) and units of analysis (teachers, as well as pupils) to produce evidence on what pupils and teachers know and master, said Saito. She concluded by stressing that SACMEQ also has a major capacity development mission and is concerned with having research results bear on policy decisions.  

The debate following the presentations focused on the crucial role of the media in stimulating public debate on the results of cross-national tests such as PISA and SACMEQ. It was also emphasized that more collaboration among the different cross-national mechanisms for the assessment of learner achievement would be beneficial. If more items were shared among the networks, more light could be shed on the international comparability of educational outcomes.

* PISA assesses the acquisition of key competencies for adult life of 15-year-olds in mathematics, reading, and science in OECD countries. SACMEQ focuses on achievements of Grade 6 pupils. Created in 1995, SACMEQ is a network of 15 southern and eastern African ministries of education: Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (Mainland), Tanzania (Zanzibar), Uganda, Zambia, and Zimbabwe

  • UNESCO’s Innovative Approaches to Women Empowerment at CSW68 22 March 2024
  • 10 key steps for integrating technology into educational planning 19 March 2024
  • Webinar: Local-level dialogue for effective use of learning data 18 March 2024
  • PISA Website
  • Andreas Schleicher's presentation pdf, 2.3 Mo
  • Mioko Saito's presentation pdf, 1.6 Mo

Michaela Martin

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  • Sustainable Development Goals - Resources for educators

SDG Resources for Educators - Quality Education

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what is quality education ppt

Education is the process of facilitating learning or the acquisition of knowledge, skills, values, beliefs and habits. Quality education specifically entails issues such as appropriate skills development, gender parity, provision of relevant school infrastructure, equipment, educational materials and resources, scholarships or teaching force.

Enrolment in primary education in developing countries has reached 91% , but 57 million children still remain out of school. More than half of children who are not enrolled in school live in sub-Saharan Africa. An estimated 50% of out-of-school children of primary school age live in conflict-affected areas. 103 million youth worldwide are still illiterate, and more than 60% of them are women. 

Why Education is crucial to achieving SDG-4

Education is at the root of this SDG, which aims to ensure education for all, starting from basic education. Specific objectives include providing more opportunities for technical and vocational training to youth and adults so they can get better jobs; ending inequality in educational opportunities between men and women; providing the right education for children with disabilities, indigenous people and victims of conflict; improving school facilities to provide a safe and positive environment for everyone; increasing the number of trained and qualified teachers and promoting education for sustainable development. ( Access  to Learning objectives for SDG-4 )

Early Childhood Care and Education

  • At this stage, stimulating learning spaces and environments contribute to unleash the learners’ potential in creative representation, through drawing, painting, role play or modelling activities. They learn to initiate social relations while making plans and taking decisions, solving problems encountered in play activities, expressing feelings and being sensitive to others. ( Access Educational materials here )

Primary Education

  • At this level, learners are introduced to the SDGs as a set of targets with the aim of ending extreme poverty for everyone and of tackling problems related to climate change. They adopt a critical and engaged approach towards learning, thereby valuing quality education for all. ( Access Educational materials here )

Secondary Education

  • At this level, learners learn about sustainable development and sustainable lifestyles. They are capable of analyzing, evaluating and synthesizing complex issues and of applying learning in new contexts. At the same time, they appreciate the advantages of co-operating to pursue a common goal. ( Access Educational materials here )

what is quality education ppt

Pedagogical Resources

  • Advocacy Kit For Promoting Multilingual Education – Including The Excluded  - This kit advocates making education systems more responsive to cultural diversity. It provides important insights into the value of mother tongue-based multilingual education, which respects the rights of children.
  • Early Childhood Care And Education (ECCE) - These UNESCO technical Notes are meant to serve as practical information on each topic.
  • Myths And Misconceptions About The Convention On The Rights Of The Child - This booklet breaks down some of the common myths and misconceptions about children’s rights which UNICEF has come across in our work with teachers, parents and school communities through the Rights Respecting Schools Award.

Ideas for Classroom Activities

  • Children On The Move - This resource aims to build an understanding of what life is like for people forced to flee their homes, and to understand that migration has and continues to affect everyone.

Multimedia Educational Resources

  • Come Celebrate SDG 4 Quality Education With Patsy Peace & Eco Boys And Girls - Poster
  • Maths Garden - Video of students converting their school open area into a learning space

Get Inspired

  • Cambodia- Supporting Maternal and Child Health Improvement and Building Literate Environment (SMILE) - Page 51 - This programme works with women and children. It has strong links in the communities in which it operates. It aims to promote self-sufficiency and self-reliance in Cambodian communities and to advance women’s economic and social rights. The objectives are to improve women’s conditions with regard to education and health, to build a literate environment at home and in the community, and to improve the health of mothers and children.

what is quality education ppt

  • Philosophy For Children Teachers Guide - This resource facilitates philosophical and critical thinking and discussion. Children generate discussions about poverty and suffering and become critical thinkers about the development process.
  • Chakra The Invincible - A comic adventure to support Sustainable Development Goal 4.
  • Pesach And Children’s Rights - This pack aims to provide pupils with an opportunity to explore the links between the Pesach theme of liberation, and the importance of human and children’s rights. Pupils further explore the values that underpin these rights.
  • Why Are So Many Children Still Not In School - This resource aims to: Explore issues about the lives of children that cannot go to school; Empathise with the circumstances of other children; Learn about the barriers to education that some children face.
  • A Multilingual Treasure Hunt - This resource aims to help students to experience a situation where they cannot find their way because they are unable to speak the language and empathise with refugees.
  • 2 Girls 2 Lives – 1 Goal Education For All - This film tells the story of 2 girls born on the same day in Johannesburg. One had the opportunity to go to school, the other did not.
  • Explore A Malawian School - A group of children from a primary school in Malawi was given a 360 camera so that they could show you around their school. Click on the video to see different directions – what similarities and differences from your school can you spot?
  • SDG 4 - 57 Million Children Out Of School - This video explains the relevance of data to get all children in school and learning by 2030.
  • New York City Department of Education 2013–2014 Sustainability Report - In light of NYC’s groundbreaking efforts through PlaNYC 2030 and the DOE’s strong commitment to sustainability practices in school buildings, the research team is exploring which schools are more likely to engage with teaching and learning of environmental issues through a partner programme, such as global climate change, community gardening, etc. The DOE and the research team at Teachers College believe that ensuring all schools, regardless of social background, have the opportunity to engage their students with ESE programmes is not only important, but also in line with the inspiring idea of a sustainable future in our city and schools.

what is quality education ppt

  • UNESCO Roadmap For Implementing The Global Action Programme On Education For Sustainable Development - The Global Action Programme and its Roadmap are aimed at governments, civil society organizations, the private sector, media, the academic and research community, and all other that facilitate and support learning and training.
  • Quality Education: Why It Matters - Technical Note presenting SDG 4, why education matters, how it enables people to get better jobs and lives, progress on education over the last years and where people are struggling the most to have access to education.
  • Education Can Transform The World - This resource aims to: Understand the power of education for transforming lives; Know that not everyone has the same access to education; Practice persuasive writing techniques; Advocate for equal access to education for everyone.
  • A Multilingual Treasure Hunt - This resource aims to help students to experience a situation where they cannot find their way because they are unable to speak the language and empathise with situations that other find themselves in.
  • SDG 4 Quality Education For The World We Want - Video about the importance of quality education, for the world we want.
  • SDG 4 Sustainable Development Begins With Education - This video presents the need for citizenship to ensure quality education for all.
  • Educating The Next Generation Of A Madagascar Family - One million are out of school in Madagascar. However, Lantonirina, 11, is focused on finishing school and dreams of becoming a teacher. Her mother and sister married young and had to leave school, so she is determined to break the cycle.
  • Reaching out to the less fortunate- Athlone High School (public secondary) - Page 19 - At the foundation of sustainable development lies solidarity, taking an interest in others and sharing knowledge, resources, and affection. In order to sensitize students to the needs of others and encourage them to lend support, visits were made to three places in the community: an orphanage (the Christine Revell Home), a camp of squatters and a home for the elderly. In each place students demonstrated empathy and solidarity. Under the slogan “Think BIG/ACT small”, they brought toiletry items for children in the orphanage, they interviewed squatters and listened to their needs and they entertained the elderly with songs and talks. The entire school collected items to be donated. Research was undertaken and comparative charts were produced showing persisting inequalities with regard to gender and social levels.

what is quality education ppt

UNICEF Data : Monitoring the situation of children and women

what is quality education ppt

GOAL 4: QUALITY EDUCATION

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Goal 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.  This goal supports the reduction of disparities and inequities in education, both in terms of access and quality. It recognizes the need to provide quality education for all, and most especially vulnerable populations, including poor children, children living in rural areas, persons with disabilities, indigenous people and refugee children.

This goal is of critical importance because of its transformative effects on the other SDGs. Sustainable development hinges on every child receiving a quality education. When children are offered the tools to develop to their full potential, they become productive adults ready to give back to their communities and break the cycle of poverty. Education enables upward socioeconomic mobility.

Significant progress was achieved during the last decade in increasing access to education and school enrolment rates at all levels, particularly for girls. Despite these gains, about 260 million children were out of school in 2018, nearly one fifth of the global population in that age group. Furthermore, more than half of all children and adolescents worldwide are failing to meet minimum proficiency standards in reading and mathematics.

UNICEF’s contribution towards reaching this goal centres on equity and inclusion to provide all children with quality learning opportunities and skills development programmes, from early childhood through adolescence. UNICEF works with governments worldwide to raise the quality and inclusiveness of schools.  

UNICEF is custodian for global monitoring of Indicator 4.2.1 Percentage of children (aged 24–59 months) developmentally on track in at least 3 of the 4 following domains: literacy-numeracy, physical, socio-emotional and learning.

Child-related SDG indicators

Target 4.1 by 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

  • Indicator definition
  • Computation method
  • Comments & limitations

Explore the data

The indicator aims to measure the percentage of children and young people who have achieved the minimum learning outcomes in reading and mathematics during or at the end of the relevant stages of education.

The higher the figure, the higher the proportion of children and/or young people reaching at least minimum proficiency in the respective domain (reading or mathematic) with the limitations indicated under the “Comments and limitations” section.

The indicator is also a direct measure of the learning outcomes achieved in the two subject areas at the end of the relevant stages of education. The three measurement points will have their own established minimum standard. There is only one threshold that divides students into above and below minimum:

Below minimum refers to the proportion or percentage of students who do not achieve a minimum standard as set up by countries according to the globally-defined minimum competencies.

Above minimum refers to the proportion or percentage of students who have achieved the minimum standards. Due to heterogeneity of performance levels set by national and cross-national assessments, these performance levels will have to be mapped to the globally-defined minimum performance levels. Once the performance levels are mapped, the global education community will be able to identify for each country the proportion or percentage of children who achieved minimum standards.

(a) Minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. In September 2018, an agreement was reached on a verbal definition of the global minimum proficiency level of reference for each of the areas and domains of Indicator 4.1.1 as described in the document entitled: Minimum Proficiency Levels (MPLs): Outcomes of the consensus building meeting ( http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2019/02/MPLs_revised_doc_20190204.docx ).

Minimum proficiency levels (MPLs) defined by each learning assessment to ensure comparability across learning assessments; a verbal definition of MPL for each domain and levels between cross-national assessments (CNAs) were established by conducting an analysis of the performance level descriptors, the descriptions of the performance levels to express the knowledge and skills required to achieve each performance level by domain, of cross-national, regional and community-led tests in reading and mathematics. The analysis was led and completed by the UIS and a consensus among experts on the proposed methodology was deemed adequate and pragmatic.

The global MPL definitions for the domains of reading and mathematics are presented here (insert link)

The Programme for International Student Assessment (PISA) reading test has six proficiency levels, of which Level 2 is described as the minimum proficiency level. In Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS), there are four proficiency levels: Low, Intermediate, High and Advanced. Students reaching the Intermediate benchmark are able to apply basic knowledge in a variety of situations, similar to the idea of minimum proficiency. Currently, there are no common standards validated by the international community or countries. The indicator shows data published by each of the agencies and organizations specialised in cross-national learning assessments.

Minimum proficiency levels defined by each learning assessment

(a) The number of children and/or young people at the relevant stage of education n in year t achieving at least the pre-defined proficiency level in subject s expressed as a percentage of the number of children and/or young people at stage of education n, in year t, in any proficiency level in subjects.

Harmonize various data sources To address the challenges posed by the limited capacity of some countries to implement cross- national, regional and national assessments, actions have been taken by the UIS and its partners. The strategies are used according to its level of precision and following a reporting protocol ( http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2019/05/GAML6-WD-2-Protocol-for-reporting-4.1.1_v1.pdf ) that includes the national assessments under specific circumstances.

Out-of-school children In 2016, 263 million children, adolescents and youth were out of school, representing nearly one-fifth of the global population of this age group. 63 million, or 24% of the total, are children of primary school age (typically 6 to 11 years old); 61 million, or 23% of the total, are adolescents of lower secondary school age (typically 12 to 14 years old); and 139 million, or 53% of the total, are youth of upper secondary school age (about 15 to 17 years old). Not all these kids will be permanently outside school, some will re-join the educational system and, eventually, complete late, while some of them will enter late. The quantity varies per country and region and demands some adjustment in the estimate of Indicator 4.1.1. There is currently a discussion on how to implement these adjustments to reflect all the population. In 2017, the UIS proposed to make adjustments using the out-of-school children and the completion rates.( http://uis.unesco.org/en/blog/helping-countries-improve-their-data-out-school-children ) and the completion rates.

Minimum proficiency formula

Learning outcomes from cross-national learning assessment are directly comparable for all countries which participated in the same cross-national learning assessments. However, these outcomes are not comparable across different cross-national learning assessments or with national learning assessments. A level of comparability of learning outcomes across assessments could be achieved by using different methodologies, each with varying standard errors. The period of 2020-2021 will shed light on the standard errors’ size for these methodologies.

The comparability of learning outcomes over time has additional complications, which require, ideally, to design and implement a set of comparable items as anchors in advance. Methodological developments are underway to address comparability of assessments outcomes over time.

While data from many national assessments are available now, every country sets its own standards so the performance levels might not be comparable. One option is to link existing regional assessments based on a common framework. Furthermore, assessments are typically administered within school systems, the current indicators cover only those in school and the proportion of in-school target populations might vary from country to country due to varied out-of-school children populations. Assessing competencies of children and young people who are out of school would require household-based surveys. Assessing children in households is under consideration but may be very costly and difficult to administer and unlikely to be available on the scale needed within the next 3-5 years. Finally, the calculation of this indicator requires specific information on the ages of children participating in assessments to create globally-comparable data. The ages of children reported by the head of the household might not be consistent and reliable so the calculation of the indicator may be even more challenging. Due to the complication in assessing out-of-school children and the main focus on improving education system, the UIS is taking a stepping stone approach. It will concentrate on assessing children in school in the medium term, where much data are available, then develop more coherent implementation plan to assess out-of-school children in the longer term.

Click on the button below to explore the data behind this indicator.

Completion rate (primary education, lower secondary education, upper secondary education)

A completion rate of 100% indicates that all children and adolescents have completed a level of education by the time they are 3 to 5 years older than the official age of entry into the last grade of that level of education. A low completion rate indicates low or delayed entry into a given level of education, high drop-out, high repetition, late completion, or a combination of these factors.

Percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of each level of education who have completed that grade.

The intended age for the last grade of each level of education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade.

For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate.

The number of persons in the relevant age group who have completed the last grade of a given level of education is divided by the total population (in the survey sample) of the same age group.

Completion rate computation method

The age group 3-5 years above the official age of entry into the last grade for a given level of education was selected for the calculation of the completion rate to allow for some delayed entry or repetition. In countries where entry can occur very late or where repetition is common, some children or adolescents in the age group examined may still attend school and the eventual rate of completion may therefore be underestimated.

The indicator is calculated from household survey data and is subject to time lag in the availability of data. When multiple surveys are available, they may provide conflicting information due to the possible presence of sampling and non-sampling errors in survey data. The Technical Cooperation Group on the Indicators for SDG 4 – Education 2030 (TCG) has requested a refinement of the methodology to model completion rate estimates, following an approach similar to that used for the estimation of child mortality rates. The model would ensure that common challenges with household survey data, such as timeliness and sampling or non-sampling errors are addressed to provide up-to-date and more robust data.

TARGET 4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

Proportion of children aged 24-59 months of age who are developmentally on track in health, learning and psychosocial well-being, by sex.

Early childhood development (ECD) sets the stage for life-long thriving. Investing in ECD is one of the most critical and cost-effective investments a country can make to improve adult health, education and productivity in order to build human capital and promote sustainable development. ECD is equity from the start and provides a good indication of national development. Efforts to improve ECD can bring about human, social and economic improvements for both individuals and societies.

The recommended measure for SDG 4.2.1 is the Early Childhood Development Index 2030 (ECDI2030) which is a 20-item instrument to measure developmental outcomes among children aged 24 to 59 months in population-based surveys. The indicator derived from the ECDI2030 is the proportion of children aged 24 to 59 months who have achieved the minimum number of milestones expected for their age group, defined as follows:

– Children age 24 to 29 months are classified as developmentally on-track if they have achieved at least 7 milestones – Children age 30 to 35 months are classified as developmentally on-track if they have achieved at least 9 milestones – Children age 36 to 41 months are classified as developmentally on-track if they have achieved at least 11 milestones – Children age 42 to 47 months are classified as developmentally on-track if they have achieved at least 13 milestones – Children age 48 to 59 months are classified as developmentally on-track if they have achieved at least 15 milestones

SDG indicator 4.2.1 is intended to capture the multidimensional and holistic nature of early childhood development. For this reason, the indicator is not intended to be disaggregated by domains since development in all areas (health, learning and psychosocial wellbeing) are interconnected and overlapping, particularly among young children. The indicator is intended to produce a single summary score to indicate the proportion of children considered to be developmentally on track.

The domains included in the indicator for SDG indicator 4.2.1 include the following concepts:

Health: gross motor development, fine motor development and self-care Learning: expressive language, literacy, numeracy, pre-writing, and executive functioning Psychosocial well-being: emotional skills, social skills, internalizing behavior, and externalizing behavior

The number of children aged 24 to 59 months who are developmentally on track in health, learning and psychosocial well-being divided by the total number of children aged 24 to 59 months in the population multiplied by 100.

SDG 4.2.1 was initially classified as Tier 3 and was upgraded to Tier 2 in 2019; additionally, changes to the indicator were made during the 2020 comprehensive review. In light of this and given that the ECDI2030 was officially released in March 2020, it will take some time for country uptake and implementation of the new measure and for data to become available from a sufficiently large enough number of countries. Therefore, in the meantime, a proxy indicator (children aged 36-59 months who are developmentally ontrack in at least three of the following four domains: literacy-numeracy, physical, social-emotional and learning) will be used to report on 4.2.1, when relevant. This proxy indicator has been used for global SDG reporting since 2015 but is not fully aligned with the definition and age group covered by the SDG indicator formulation. When the proxy indicator is used for SDG reporting on 4.2.1 for a country, it will be footnoted as such in the global SDG database.

Click on the button below to explore the data behind this indicator’s proxy; Children aged 36-59 months who are developmentally ontrack in at least three of the following four domains: literacy-numeracy, physical, social-emotional and learning . For more information about this proxy indicator, please see “Comments and Limitations”

Adjusted net attendance rate, one year before the official primary entry age

The indicator measures children’s exposure to organized learning activities in the year prior to the official age to start of primary school as a representation of access to quality early childhood care and pre-primary education. One year prior to the start of primary school is selected for international comparison. A high value of the indicator shows a high degree of participation in organized learning immediately before the official entrance age to primary education.

The participation rate in organized learning (one year before the official primary entry age), by sex as defined as the percentage of children in the given age range who participate in one or more organized learning programme, including programmes which offer a combination of education and care. Participation in early childhood and in primary education are both included. The age range will vary by country depending on the official age for entry to primary education.

An organized learning programme is one which consists of a coherent set or sequence of educational activities designed with the intention of achieving pre-determined learning outcomes or the accomplishment of a specific set of educational tasks. Early childhood and primary education programmes are examples of organized learning programmes.

Early childhood and primary education are defined in the 2011 revision of the International Standard Classification of Education (ISCED 2011). Early childhood education is typically designed with a holistic approach to support children’s early cognitive, physical, social and emotional development and to introduce young children to organized instruction outside the family context. Primary education offers learning and educational activities designed to provide students with fundamental skills in reading, writing and mathematics and establish a solid foundation for learning and understanding core areas of knowledge and personal development. It focuses on learning at a basic level of complexity with little, if any, specialisation.

The official primary entry age is the age at which children are obliged to start primary education according to national legislation or policies. Where more than one age is specified, for example, in different parts of a country, the most common official entry age (i.e. the age at which most children in the country are expected to start primary) is used for the calculation of this indicator at the global level.

The number of children in the relevant age group who participate in an organized learning programme is expressed as a percentage of the total population in the same age range. From household surveys, both enrolments and population are collected at the same time.

4.2.2 computation method formula

Participation in learning programmes in the early years is not full time for many children, meaning that exposure to learning environments outside of the home will vary in intensity. The indicator measures the percentage of children who are exposed to organized learning but not the intensity of the programme, which limits the ability to draw conclusions on the extent to which this target is being achieved. More work is needed to ensure that the definition of learning programmes is consistent across various surveys and defined in a manner that is easily understood by survey respondents, ideally with complementary information collected on the amount of time children spend in learning programmes.

TARGET 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

Proportion of schools offering basic services, by type of service.

This indicator measures the presence of basic services and facilities in school that are necessary to ensure a safe and effective learning environment for all students. A high value indicates that schools have good access to the relevant services and facilities. Ideally each school should have access to all these services and facilities.

The percentage of schools by level of education (primary education) with access to the given facility or service

Electricity: Regularly and readily available sources of power (e.g. grid/mains connection, wind, water, solar and fuel-powered generator, etc.) that enable the adequate and sustainable use of ICT infrastructure for educational purposes.

Internet for pedagogical purposes: Internet that is available for enhancing teaching and learning and is accessible by pupils. Internet is defined as a worldwide interconnected computer network, which provides pupils access to a number of communication services including the World Wide Web and carries e-mail, news, entertainment and data files, irrespective of the device used (i.e. not assumed to be only via a computer) and thus can also be accessed by mobile telephone, tablet, PDA, games machine, digital TV etc.). Access can be via a fixed narrowband, fixed broadband, or via mobile network.

Computers for pedagogical use: Use of computers to support course delivery or independent teaching and learning needs. This may include activities using computers or the Internet to meet information needs for research purposes; develop presentations; perform hands-on exercises and experiments; share information; and participate in online discussion forums for educational purposes. A computer is a programmable electronic device that can store, retrieve and process data, as well as share information in a highly-structured manner. It performs high-speed mathematical or logical operations according to a set of instructions or algorithms.

Computers include the following types: -A desktop computer usually remains fixed in one place; normally the user is placed in front of it, behind the keyboard; – A laptop computer is small enough to carry and usually enables the same tasks as a desktop computer; it includes notebooks and netbooks but does not include tablets and similar handheld devices; and – A tablet (or similar handheld computer) is a computer that is integrated into a flat touch screen, operated by touching the screen rather than using a physical keyboard.

Adapted infrastructure is defined as any built environment related to education facilities that are accessible to all users, including those with different types of disability, to be able to gain access to use and exit from them. Accessibility includes ease of independent approach, entry, evacuation and/or use of a building and its services and facilities (such as water and sanitation), by all of the building’s potential users with an assurance of individual health, safety and welfare during the course of those activities.

Adapted materials include learning materials and assistive products that enable students and teachers with disabilities/functioning limitations to access learning and to participate fully in the school environment.

Accessible learning materials include textbooks, instructional materials, assessments and other materials that are available and provided in appropriate formats such as audio, braille, sign language and simplified formats that can be used by students and teachers with disabilities/functioning limitations.

Basic drinking water is defined as a functional drinking water source (MDG ‘improved’ categories) on or near the premises and water points accessible to all users during school hours.

Basic sanitation facilities are defined as functional sanitation facilities (MDG ‘improved’ categories) separated for males and females on or near the premises.

Basic handwashing facilities are defined as functional handwashing facilities, with soap and water available to all girls and boys.

The number of schools in a given level of education with access to the relevant facilities is expressed as a percentage of all schools at that level of education.

4.a.1 indicator formula

The indicator measures the existence in schools of the given service or facility but not its quality or operational state.

For every child to learn, UNICEF has eight key asks of governments:

  • A demonstration of how the SDG 4 global ambitions are being nationalized into plans, policies, budgets, data collection efforts and reports.
  • A renewed commitment to education to recover learning losses and manage impacts of COVID-19.
  • The implementation and scaling of digital learning solutions and innovations to reimagine education.
  • Attention to skills development should be a core component to education.
  • Focus to provide quality education to the most vulnerable – including girls, children affected by conflict and crisis, children with disabilities, refugees and displaced children.
  • A continued commitment to improving access to pre-primary, primary and secondary education for all, including for children from minority groups and those with disabilities.
  • A renewed focus on learning outcomes and their enablers, including learning in safe and adequate environments, support by well-trained teachers and structured content.
  • The implementation of SDG-focused learning throughout schools to raise awareness and inspire positive action.

Learn more about  UNICEF’s key asks for implementing Goal 4

See more Sustainable Development Goals

ZERO HUNGER

GOOD HEALTH AND WELL-BEING

QUALITY EDUCATION

GENDER EQUALITY

CLEAN WATER AND SANITATION

AFFORDABLE AND CLEAN ENERGY

DECENT WORK AND ECONOMIC GROWTH

REDUCED INEQUALITIES

CLIMATE ACTION

PEACE, JUSTICE AND STRONG INSTITUTIONS

PARTNERSHIPS FOR THE GOALS

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What does Quality Education mean?

Breaking down Sustainable Development Goal #4

Aug 31, 2023

Mariatu Conteh (10) during a Class 6 lesson at the Muslim Brotherhood School in Masakong. (Photo: Conor O'Donovan / Concern Worldwide)

Education is essential for ending poverty . Actually, let's rephrase that: quality education is essential for ending poverty.

The word “quality” carries a lot of meanings—and even baggage. Especially in the US, where school rankings can be a stressful topic for both parents and students. In our work, however, quality means something very different, and very specific. This is especially true in countries where education is most under threat, and why Quality Education is one of the UN’s top Sustainable Development Goals . Read on to learn more. 

The UN defines its fourth Sustainable Development Goal (SDG) is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” 

Education is important, and many areas of the world lack access to free pre-primary, primary, and secondary education — not to mention affordable options for technical, vocational, and university studies. But it’s not enough for education to be accessible. It also has to add value to the lives of the children and young adults attending school. School enrollment in Niger had gone up for primary students pre-pandemic. However, many of these students were graduating school without mastering basic skills like literacy and numeracy.

Stay in the know on our work in education

Why quality education matters.

Education can help young people break an intergenerational cycle of poverty . But this is only possible if education is approached in a meaningful way. In 2012, the UN’s former Secretary-General Ban Ki-moon said:

“Education is about more than literacy and numeracy — it is also about citizenry. Education must fully assume its central role in helping people to forge more just, peaceful and tolerant societies.” 

This is what we mean by “quality” education: We need a standard to measure how effective an education is in order to set students up for success in the rest of their lives. 

Girls reading on a tablet outside of a school in Bangladesh as part of Concern Worldwide's CRAAIN (Collective Responsibility, Action and Accountability for Improved Nutrition) program

How we measure Quality Education

The UN has outlined several targets within their larger education-related SDG that help us to set a standard of quality. 

1. Building relevant skills for financial success

Participants listen during a Life Skills session as part of the IAPF integrated program in Sierra Leone

Extreme poverty is a lack of assets or a lack of return on those assets. One of these assets are skills, including technical and vocational skills. The more relevant these skills are in the 21st Century, the more likely they are to generate a return. This not only means understanding how relevant skills have changed against the digital revolution and automation, but also against climate change, shifting societal norms, and political realities. 

2. Eliminating discrimination in education

Aminata (15) attneds Benevolent Islamic PRI School in Yele Town, Sierra Leone

Education is a fundamental human right. However, there are 244 million children around the world who aren’t in the classroom. Many of them are excluded due to some form of discrimination. Girls’ education is particularly under threat here, with over 129 million girls missing out on a basic human right. Quality Education means equality in education — at all levels. 

3. Universal literacy and numeracy

Amida Tuyishimire (14), daughter of Violette Bukeyeneza with her school books and pens for the education she is now able to receive because of the Graduation Program at her home in Bukinanyana, Cibitoke, Burundi

According to UNESCO, if all adults had just literacy and numeracy skills, an estimated 171 million people could escape extreme poverty . However, UNESCO also estimates that  there are 781 million illiterate adults around the globe. Many of these adults have completed several years of education but remain unable to read or count due to different barriers.

what is quality education ppt

6 Benefits of literacy in the fight against poverty

"The future starts with the alphabet." Here are 6 benefits of literacy as a tool for breaking the cycle of poverty.

4. Inclusive and safe schools

High school student actors of theater pieces promoting GBV awareness and prevention at the Lycée de Bossembélé, Central African Republic

Environment is crucial to fostering a quality education. This means building and upgrading schools that are child-friendly, disability- and gender-sensitive, and provide safe, nonviolent, and inclusive spaces for kids to learn — and to enjoy being kids. Unfortunately, both physical and psychological aggression and gender biases are still prevalent in far too many schools. 

5. Qualified teachers

Mahamadou Assoumane (right) is an educational counselor in Bambaye, Niger, who works with Concern on an innovative video coaching approach to improve teaching practices and teacher training, particularly in hard-to-reach areas.

One of the UN’s other main goals around education is to increase the number of qualified teachers — especially in low-income countries and remote areas around the world. While many teachers receive some form of training, it’s not always in line with the best education models, nor is it always tailored to teaching in fragile contexts. 

How Concern supports Quality Education

Concern’s work in primary education is grounded in the belief that all children have a right to learn. We believe that education is one of the best routes out of poverty and integrate it into both our development and emergency work to give children living in extreme poverty more opportunities in life and an overall sense of well-being. 

Supporting Syrian students and teachers in Lebanon and Türkiye

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We’ve worked with displaced Syrian teachers, as well as local teachers in Turkish and Lebanese host communities, to develop formal and informal learning programs that support children who have been traumatized by war and displacement. We’ve also worked with Syrian adults to build relevant income-generating skills that they can use in their host communities as well as, eventually, when they return home to a country that will need help rebuilding its infrastructure, economy, and communities.

Helping girls succeed in Kenya and Malawi

what is quality education ppt

Project Profile

Right to Learn

An example of finding the right partners to go even further, this education program in Malawi improved gender equality in the classroom.

In an effort to build gender equality in educational systems around the world, we’ve created programs that support retention rates from primary to secondary schools for girls in Kenya and Malawi . In Malawi, we’ve also supported community groups to prevent harmful traditions like child marriage from interrupting education (for boys and girls). Community groups like a local Village Savings and Loan Association in Kenya’s Chalbi Desert have also taken it upon themselves to financially support local girls through their primary and secondary schooling. 

Breaking language barriers in Haiti and Niger

what is quality education ppt

Language barriers in the classroom: From mother tongue to national language

Learn more about how Concern programs have helped students overcome language barriers in classrooms in Haiti and Kenya.

We’ve addressed language barriers in the classroom in countries like Kenya, Niger and Haiti , where local communities often speak languages other than the national tongues (which, in and of themselves, are holdovers of colonial rule). This method is in line with UNESCO’s recommendation for early teaching in the mother tongue and gradually transitioning. 

Creating safe learning environments in Sierra Leone

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Concern is working to address school-related gender-based violence (SRGBV) to align quality with equality. In Sierra Leone, our Irish Aid-funded, multi-million-dollar, five-year learning program, the Safe Learning Model, developed a holistic approach to education in the Tonkolili District, addressing SRGBV in the larger community context and creating a model that can be adapted for other countries and settings. 

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British Council

Quality education for all children.

what is quality education ppt

" When someone takes away your pens, you realise quite how important education is ." Malala Yousafzai

Why do we go to school? What is the point of education? And why is it that some children in the world can’t go to school? We examine these questions and issues in the Quality Education for all Children teaching resource.

We also look at what we can do to improve the situation. In the last few lessons, you will work with your class creating a plan to enable and empower your students to take action.

With templates, powerpoint slides and learning outcomes to inform and support your teaching, the pack covers a range of relatable topics including:

•Why some children can’t go to school

•How Malala Yousafzai became a symbol of children’s right to education.

•The challenges faced by refugee children to get an education

The activities connect to a variety of curriculum areas including English, social studies, geography, languages or art and design.

With 10 lessons of activities, the Quality Education for all Children programme helps you to develop your pupils' core skills around the areas of collaboration, communication, citizenship and leadership.

The pack is designed to be used with or without an overseas partner and was inspired by the UN’s Sustainable Development Goal 4 which aims to ‘ ensure inclusive and equitable quality education and promote lifelong opportunities for all .’ 

what is quality education ppt

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  • Northern Ireland
  • Occupied Palestinian Territories
  • Philippines
  • Saudi Arabia
  • Sierra Leone
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  • Education /

What is Quality Education?

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  • Dec 13, 2023

what is quality education ppt

Whatever progress our society has made over the centuries is because of education. Being the foundation stone of society, education brings reforms, helps in progress and paves the way for innovation. The importance of quality education cannot be undermined in a society, which is why great personalities have extensively written about their needs in a civilized society. It is because of education, that humans have been able to explore the vastness of the universe and the mystery of its existence in atoms. Concepts like gravity, cognitive dissonance, laser-guided surgical procedures and millions more would not exist if education were not there to unleash our potential. In the 21st century, some countries are lagging in the race for quality education . 

This Blog Includes:

United nations on quality education, why is it important, statistics around quality education, how this goal can be achieved, the targets of quality education, how can you promote quality education, dimensions of a quality education, quality education systems around the world, quality of a good teacher, understanding quality education.

Education International (EI), a Belgium-based organization, defines quality education as one that focuses on the social, emotional, mental, physical, and cognitive development of each student regardless of gender, race, ethnicity, socioeconomic status, or geographic location. It prepares the child for life and not just for testing. In 2012, the United Nations for the first time included ‘Quality Education’ in their Sustainable Development Goals (SDG). Further, education in modern times is highly influenced and dependent on Information and Communication Technology which has paved the way for students to attain school or higher-level education. Quality education not only prepares a student for a job but also develops the overall personality of an individual. In the case of children, it aims at their complete upbringing where morals and ethics are taught as part of the curriculum to help them live a healthy lifestyle. 

Also read: Importance of Education in Life

The United Nations understand the supremacy of education for a brighter and prosperous future and is therefore of the consensus that quality education and not merely education should be a reality for all. In its Sustainable Development Goals , the UN has identified quality education as a major goal to ensure the ‘transformation of the world’ by 2030 . By quality education, the UN implies equitable and standard education for all that will promote lifelong learning and the urge to gather knowledge. Inclusivity and equitability are the foundations to be upheld in quality education and not a greater literacy rate . This is a revolutionary approach to understanding education and making it the means of changing the world.

Education must fully assume its central role in helping people to forge more just, peaceful and tolerant societies. – Ban Ki-Moon, Secretary-General of the United Nations

Also Read: Learning Outcomes in Teaching: Types, Benefits and Characteristics

Related Reads:

We all are aware of how technology changing the face of education . Not only has the mode of receiving education changed but the methods of teaching students have also evolved. Earlier, education was more of a monologue, but nowadays, teachers encourage students to maintain a two-way flow of information in classrooms. United Nations has identified a multitude of problems at the global level that if not addressed can lead to serious problems. To tackle such issues, the need for leaders and experienced professionals who are adept in their respective fields has grown. To encourage leadership and power to influence the students, it has become imperative to employ a refined way of teaching practices. In the age of technology, information can be accessed from anywhere in the world.

Even though providing quality education demands great efforts to shape the personality of a student, with the advent of new technologies, a student is just a click away from requisite resources. While sitting hundreds of miles away from an educational institute, the students can take online classes from the institution, avail benefits of online career counselling , and access a great volume of resources from free online libraries . 

Read More: Importance of Education in Life

COVID Response Towards Quality Education

In 2020, Covid-19 hit the world and education was one of the most important factors that were adversely affected. A majority of countries announced the temporary closure of schools impacting more than 91% of students in the world. 

As per the UN, by April 2020, approximately 1.6 billion students were out of school and nearly 369 million children depended upon school meals. To ensure that education doesn’t stop at this time, UNESCO has created the following aims:

  • Help countries mobilize resources and implement new and context-appropriate solutions to offer remote education by leveraging hi-tech, low-tech and no-tech methods
  • Seek equitable solutions and universal access
  • Make sure that there are coordinated responses that avoid overlapping efforts
  • Facilitate the return of students to school when they reopen to avoid an increase in dropout rates

Here are some of the details about quality education that you must learn:

  • Before the pandemic, projections showed that more than 200 million students would  be out of school and only 60% of young people would reach upper secondary education in 2030
  • More than half of the students that have not enrolled in school live in Sub-Saharan Africa
  • 617 million youth worldwide lack basic mathematics and literacy skills
  • In 10 low and middle-income countries, children with disabilities were 19% less likely to achieve minimum proficiency in reading

Also read: Australian Education System

The increasing number of crimes, wars, disease outbreaks, drastic economic downfalls, climate change, and many other factors have led to unexpected changes in societies around the globe. Due to this, educationists and developmental organizations around the world emphasize the need for quality education and are stressing the need and unite people towards achieving the goal. From educating a smaller group of people within their community to spreading awareness about rising global issues, educated people can work in an array of ways to achieve goals. Besides formulating new methods, traditional methods like employing drama and art in education can also yield optimum results and help enrich the educational process.  

Also Read: Modern Education: Meaning, Purpose, Benefits, in India

Everyone can participate in their ways to provide quality education around the world. Here are some of the targets that the UN has set for 2030 in this section:

  • By 2030, ensure that there is free primary and secondary education for girls and boys for effective learning outcomes
  • By 2030, ensure that both girls and boys have access to quality early development and pre-primary education
  • Ensure equal access to affordable and quality technical, vocational and tertiary education
  • Increase the number of people, both youth and adults who have relevant skills for employment, jobs and entrepreneurship
  • Eliminate all discrimination in education
  • Ensure universal literacy and numeracy
  • Ensure education for sustainable development and global citizenship
  • Ensure the building and upgrading of inclusive and safe schools
  • Expand higher education scholarships for developing countries
  • Increase the supply of qualified teachers in developing countries

Here is how you can promote quality education around the world:

  • Find a charity that works for quality education, donate or get involved in other ways
  • Donate the books that you have used to those who need it
  • Promote and take free online courses
  • Visit local schools, see what school supplies they need and start a drive to provide it to them
  • Mentor young children and help them with their homework or projects

Here are some of the important dimensions of quality education that every organization should meet:

  • Sustainability
  • Contextualisation and Relevance
  • Balanced Approach
  • Child-friendly Teaching and Learning
  • Learning Outcomes

How AI Can Help in Education: Role and Challenges

Every country has a unique education system but some of them are so interesting and well-run that they are much closer to the Quality Education in the world. Here are some of the top countries with the best quality education systems:

  • United States
  • United Kingdom

Also read: South Korean Education System

A good teacher should have several qualities and some of them are:

  • A good teacher should be a good communicator and must know not only how to communicate with the students but also with the other teachers and school authorities especially when it comes to sharing the problems of the students as well.
  • A good teacher is a good listener and must know to listen to the students and know their needs
  • Adaptability is a crucial value of a good teacher, especially in these times as schools are moving online
  • Good teachers are empathetic and patient with their students and understand what they are feeling and need.

Explore more in Education below!

Learners who are healthy, well-nourished, and eager to participate and learn, with their families and communities supporting them in their learning;… Outcomes that include knowledge, skills, and attitudes, and are related to national goals for education and good participation in society.

Quality education is supported by three main pillars: availability to qualified teachers, the utilisation of quality learning resources and professional development, and the creation of safe and supportive learning environments.

Quality education lays the groundwork for societal fairness. One of the most basic public services is high-quality education. It not only informs but also empowers residents, allowing them to participate as much as possible in their communities’ social and economic growth.

Education is a key to escaping poverty and enabling upward socioeconomic mobility. Education aids in the reduction of inequities and the attainment of gender equality, as well as the promotion of tolerance and a more peaceful society.

Here are the three things that are required to provide high-quality education: 1. Study the content at your leisure at home, according to your learning needs. 2. Regroup in the classroom for hands-on workshops and conversations. Students are mentored by teachers. 3. With all of the insights from their class/group conversations, you may expand your knowledge at home.

Teachers are not the only ones who are responsible for providing high-quality education. A public obligation must exist to ensure that all citizens have access to high-quality education.

Curriculum, instruction, and assessment are the three pillars of education. 

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World Bank Blogs

Facing the Challenges of Girls’ Education in Pakistan

Juan d. barón.

Girl in a classroom

Girls’ education is smart economics , and Pakistan has committed to guaranteeing the right of both girls and boys to access quality education ( SDG 4 ).

In fact, Pakistan has dramatically expanded enrollment for girls and boys in the last 14 years. Net enrollment for both has increased by roughly 10 percentage points (Figure 1). With a school-aged population of around 50 million children, there have been substantial gains in the number of children enrolled in school. However, the country faces a number of challenges in ensuring a quality education for all children: 75 percent of 10-year-olds in Pakistan cannot read a simple text, and that rate may have increased to 79 percent due to COVID-19 and the 2022 floods .

Despite progress, girls in Pakistan face more challenges in accessing quality education and their education outcomes lag boys. Bringing more girls and boys to school will require using data to target interventions to specific challenges. At the current pace (which already incorporates strong assumptions on progress), it will take Pakistan at least 50 years to enroll all girls and 31 years to enroll all boys. Below, we present potential solutions to challenges facing girls access to education.

Figure 1. Net enrollment rates by sex (%)

Figure 1. Net enrollment rates by sex (%)

Challenge 1: 12 million girls out of school

About 2 million more girls than boys are out of school in Pakistan–or about 12 million girls in total—and account for most of the out-of-school population in Pakistan. Estimates of the number of out-of-school children in Pakistan range from 20.3 to 22.1 million children.

Solutions. One solution includes using available data and targeting specific programs to specific types of out-of-school children. For example, bringing back young kids who may have dropped out of primary school is a targeted intervention for young kids who were in school, but not for teenage children who may have left the system years ago. A literacy, numeracy, and life skill programs would be a more targeted approach for this group.

Another solution is increasing school supply: Punjab has done it successfully in primary education with public-private partnerships (PPPs). Expanding PPPs to other levels of education and enhancing regulations can deliver big returns. Expanding and better managing public schools in rural areas is another solution, like the SELECT project in the Sindh Province.

Challenge 2: Girls are more likely to have never been to school

In 2018, 26 percent of girls and 19 percent of boys had never been to school, a 7-percentage point difference (Figure 2). Pakistan has made progress compared to 2004, when the difference was 13 percentage points. The effort, however, has left girls in the same position as before relative to boys. Figure 2 shows that in 2018, the number of girls who have never attended school was the same as the number of boys who never attended school in 2004 (14 years earlier).

Solutions . Expanding conditional cash transfers to incentivize parents to send children to school, with a premium on girls, could be effective to enhance early enrollment and reduce gender gaps. Enrollment drives focused on first grades and pre-K enrollment can also be effective.

Figure 2. Children who have never attended school by sex (%)

Figure 2. Children who have never attended school by sex (%)

Challenge 3: Girls in poor families are less likely to attend school

Poverty is a major challenge for girls’ education. Girls in poor families are 22 percentage points less likely to attend school than boys (Figure 3). This gender gap gets narrower with better-off families, ending with no gap for families in the wealthiest quintile, where enrollment is around 87 percent, for both sexes.

Figure 3. School enrollment by sex and household wealth (%)

Figure 3. School enrollment by sex and household wealth (%)

Moreover, girls in poor families are 52 percentage points less likely to attend school than girls in well-off households (Figure 3). This highlights what families express as the biggest constraint to sending girls to primary school: the cost of education. Girls in rural areas, who are more likely to be in poor households, are also less likely to be enrolled than any other group, including girls in urban areas and boys in both rural and urban areas (Figure 4). Girls in rural areas are the most disadvantaged group.

Solutions. Pakistan has recently expanded the conditional cash transfer program to all districts in the country and has had girls’ stipend programs with positive outcomes. Expanding and consolidating this financial support to families—differentiating by gender and rural areas—could help in closing these gaps. These financial conditionalities will only work if there are enough schools available, which is not the case in many rural areas of Pakistan. For example, there are nearly 130,000 primary schools in rural Pakistan, but only 33,000 middle schools, leaving many middle school-aged students in rural areas without education options after primary school.

Figure 4. In all provinces, girls of all ages in rural areas are less likely to be in school than boys

Figure 4. In all provinces, girls of all ages in rural areas are less likely to be in school than boys

Challenge 4: Security of girls and women at school

Girls face harassment in school and on the way to school. They face challenges to their security in public spaces, transportation, and near schools. Girls express anguish at all types of harassment in these spaces, the Center for Gender and Policy Studies reports. Given this, parents in Pakistan either delay girls’ education or prevent them from attending school altogether. The second most important reason parents give for not sending girls to school is the distance to schools, which is a factor that exacerbates parents’ security concerns: the more distant the school, the more risk for girls.

Solutions . Improving transport services for girls and female teachers, as has been done in KP Province , and making school safe for students (for example, building boundary walls in schools).

What’s next?

Pakistan has shown that increased enrollment for girls is possible even in a context of high population growth. To accelerate progress, programs could be based on cost-effectiveness, potential for scale, and new research. For example, countries can advance girls’ education through un-targeted programs as effectively as targeted programs, as outlined in research by Evans & Yuan . This is true in some domains, but targeted interventions would work best for specific constraints faced by girls. The above potential solutions reflect both.

Solutions, however, require adequate and well-executed funding. Pakistan spends 2.5 percent of its GDP on education, far from the 4 percent international average. Reducing gaps and ensuring that all children, in particular girls, have access to quality education would require at least 4.5 percent of GDP, the World Bank estimates.

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Senior Economist, Education Global Practice, World Bank Group

May Bend

Senior Consultant

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Ghana’s free high school policy is getting more girls to complete secondary education – study

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Lecturer, Maastricht University (UNU-MERIT), United Nations University

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Assistant Professor, Utrecht University

Disclosure statement

The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

United Nations University provides funding as a member of The Conversation UK.

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A group of girls in yellow marching

Education drives economic growth and individual well-being. Secondary education, in particular, plays a crucial role. In recent decades, this recognition has encouraged several African countries to make secondary education free . One example is Ghana’s Free Public Senior High School ( FreeSHS ) policy, initiated in 2017.

The policy aimed to remove cost barriers to secondary education, including fees, textbooks, boarding and meals.

As scholars of public policy, we conducted research into the impact of the policy, particularly its effect on the number of girls completing secondary school. We emphasised the educational outcomes of girls because they are at a disadvantage when accessing higher education in Ghana. The enrolment and retention of girls in school decrease with each educational level .

Socio-culturally, if a family has limited resources, they tend to spend more on boys’ education than on girls’ education and this is reinforced by the belief that girls’ labour around the house is more valuable.

The results highlighted that the state’s absorption of education costs had served as a critical incentive for students to complete secondary education – and more so for girls.

Our paper is the first to quantitatively evaluate the policy’s impact on education outcomes. Also, by focusing on the policy’s impact on schoolgirls, our findings show how removing cost barriers to education significantly enhances the chances of girls in completing secondary education. This is important because aside from female education having individual benefits, “to educate girls is to reduce poverty”, as former UN secretary-general Kofi Annan said.

Our findings contribute to the call for greater schooling access for girls.

Weighing up the pros and cons

Ghana’s Free Public Senior High School policy arose from an election campaign promise made by President Nana Akufo-Addo during campaign trails in 2008, 2012 and 2016 .

Between 2017 and 2021 the government spent GH¢5.12 billion (US$392 million) on implementing the policy.

There has been controversy. Critics have questioned the policy’s financial sustainability and raised concerns about deteriorating education quality , given the rising enrolment rates since the policy’s inception.

Still, public opinion remains largely favourable. According to the Afrobarometer survey in 2020 , 23.5% agreed and 63.1% strongly agreed that it had created opportunities for those who otherwise would not have been able to afford secondary education.

What we found

Our study set out to estimate the impact of the policy on education attainment. We emphasised how it had affected, in particular, the completion rate of girls. We did this by estimating the change in secondary school completion rates without the policy (2013 to 2016) and with it (2017 to 2020).

These rates will have been influenced by a number of factors, not just free education. But they were the starting point of our nuanced analysis.

Because all students benefited from the policy from 2017 we couldn’t simply estimate its impact by looking at the completion rate of those who benefited and those who had not.

So we compared districts where more students took advantage of the policy. That is, where more students had previously been unable to afford schooling to districts where fewer did so. This helped us see if the change in completion rates between these groups was bigger after the policy started. Basically, it’s like comparing two gardens. Both get extra water (free schooling) and experience an increase in growth. However, one garden grew more than the other.

That difference in “gardens” (school districts) allowed us to estimate the impact of the “water” (the policy) on education completion.

We found that the policy positively affected the educational attainment of both girls and boys. For girls and boys together, the policy increased the completion of senior high school by 14.9 percentage points.

There was a 14 percentage point increase in the rate of girls completing senior high school after the new policy. We did not estimate the increase for boys but the combined rate shows it will be higher than 14 percentage points.

We also found that after the policy was in place, girls enrolled in secondary high school at rates equal to or exceeding those of boys across all regions. However, this has not yet translated into full gender parity in completion rates.

The short-term impact suggests that the policy alone does not erase all gendered constraints to education (for example, social and cultural), but it has contributed to reducing them.

We did not find evidence that the policy improved the quality of education. However, we found that quality was statistically insignificant in driving completion rates.

Reports of inadequate infrastructure and overcrowding hint at an unchanged and even declining quality of schooling .

Policy implications

Our findings have four policy implications. To maximise the benefits of increased enrolment and completion rates, Ghana must:

Address education quality concerns : An increase in secondary high school completion rates should not be mistaken for quality. Quality must be enhanced to improve labour market competitiveness and long-term gains.

Implement complementary policies : Increasing enrolment and completion rates will lead to a larger pool of educated youth. Labour market and tertiary education opportunities must be boosted to match the new demand.

Develop interventions to address specific needs of deprived districts : Some regions, for instance, the northern and western regions, had among the lowest uptake rates for the free senior high school policy. There are underlying barriers to education in these regions other than fees. Lessons from Uganda have shown that, despite universal fee-free secondary education, the probability of enrolling in secondary education was reduced by greater distance to the nearest school, especially in rural compared to urban areas.

Make FreeSHS a targeted intervention rather than universal : The government must do more to systematically identify those who cannot pay and make secondary education free for them. The policy can also be used to provide incentives for the uptake of technical and vocational education and training. This can yield savings, generate resources for quality education investments and increase employment opportunities.

This article and the research it is based upon was led by Alicia Stenzel (Education Policy Advisor at GIZ).

  • Public policy
  • Secondary education
  • School outcomes
  • Women and girls
  • Poverty reduction

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Quality in Education

Oct 21, 2014

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Quality in Education. Shelley O’Grady, M.S. Assistant Professor Biotechnology Department, Austin Community College [email protected]. Acknowledgements. This work was sponsored by South-Central Region of Bio-link Developing a quality system is a *team* effort Contributors: Bio-link

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Quality in Education Shelley O’Grady, M.S. Assistant Professor Biotechnology Department, Austin Community College [email protected]

Acknowledgements • This work was sponsored by South-Central Region of Bio-link • Developing a quality system is a *team* effort Contributors: • Bio-link • Linnea Fletcher • Trish Phelps • Evelyn Goss • Steven Spurlock • Coe Vander Zee • Students of BITC1402 Spring 2010

Teaching Quality It is the mission of the Biotechnology Department to disseminate quality processes throughout the department in a systematic and conscientious program of ‘Leading by Example’

Teaching Quality: Austin Community College, Biotechnology Department Quality Course: Quality Assurance for the Biosciences • The Biotechnology Department offers a distance-learning course covering quality assurance principles and applications which is required of all Biotechnology degree plans • This class can also be taken as a Continuing Education course

Quality Assurance Course • The learning objectives in this course include: • Defining quality • Regulations, Rules and Agencies as They Pertain to Biotechnology • Quality documentation and Quality Systems in the Laboratory • International Organization for Standardization (ISO9000) system of quality • FDA regulations to the biotechnology, biopharmaceutical, & biomedical device industries

Teaching Quality: Quality in the classroom • Quality procedures built into the program: • Quality manual • Student & Faculty Handbooks: departmental-specific policies & procedures • SOPs booklet – laboratory procedures • QA/QC lab exercises in every course: • Maintaining Notebook, logbook • Properly follow written protocols, & SOPs • Filling out forms • Creating SOPs, procedures, forms • Equipment validation

Quality: Lead by Example Why bother with developing a quality system? • We’re already doing everything right! • If it ain’t broke… • Costs resources! • employee time, computers, money to pay for auditors, standards and guidances

Quality: Benefits the student! • Teach students about quality systems by immersing them in a quality system • Learn by example • Learn by doing • Added value for the student • Increased student satisfaction

Quality: Benefits educator! • Build a better program • Organize, standardize program • Improve responsiveness to technology change • Demonstrate effective teaching • Assure greater consistency in curricula • Produce higher quality graduates • Improve cooperation between teachers and administrators • Help with educational audits: • Texas Skills Standards Board, Southern Association of Colleges & Schools

Quality Management Systems

Quality Management Systems • Quality does not happen by accident • A quality management system requires: • Resources • Planning • Commitment Seidman & Moore, 2009

Quality systems are customer-oriented -Who is the educator’s customer? Customer: Student (the learner) Product: Education service Interested party: • Governing bodies (TSSB, SACS) • Local biotech community • Tax payers – local and federal • Parents • College staff IWA 2:2007

Quality Management Systems • Many different types of systems • Depends on type of product • Depends on workplace • Different consequences for a poor product! • For example, pharmaceutical products follow cGMP regulations • Bad product can result in death • Government enforced • Voluntary systems, such as ISO9000 series Seidman & Moore, 2009

International Organization for Standardization • Why did we choose ISO to model our QMS? • Tried and tested method, effective results • Local biotech community is ISO 9001 certified • We teach ISO standards in the classroom • Want to immerse the student in an ISO environment • We currently use process systems • Flexibility in system

ISO:International Organization for Standardization • ISO9000 family of quality standards represents an international consensus on good quality management practices. • ISO standards are general and therefore applicable to any company that makes a product or service • Voluntary • Certification is not a compulsory requirement http://www.iso.org/

ISO: Quality Management Principles • Customer focus • Visionary Leadership • Involvement of people • Process approach • Systems approach to management • Continual improvement • Factual approach to decision making • Collaboration with partners IWA 2:2007

Additional Principles to sustain success • Creating learner value • Satisfaction measures • Focusing on social value • How learners feel about ethics, safety, environmental conservation • Agility • Address ever-changing education environment • Autonomy • Self-analysis

ISO 9001 There are five sections in the standard that specify activities that need to be considered when implementing the system: • Overall requirements for the quality management system • Management responsibility, focus, policy, planning and objectives • Resource management • Product realization & process management • Monitoring, analysis and improvement http://www.iso.org/

http://www.iso.org/

ISO 9001:2008 • Provides a set of standardized requirements for a quality management system • Provides a tried & tested framework for taking a systematic approach to managing the organizations processes so that they consistently turn out product that satisfies the customers needs • Lays down what requirements your quality system must meet, but does not dictate how they should be met

ISO in Education • IWA 2:2007 provides guidelines for a quality management system in educational organizations based on ISO 9001:2000 http://www.iso.org/

International Workshop Agreement • In order to respond to urgent market requirements, ISO prepares documents through a workshop mechanism, external to its normal committee processes • Documents are published by ISO as International Workshop Agreements

Process Approach for Management Systems

Process Approach for Management Systems • The purpose of this approach is to enhance an organization’s effectiveness and efficiency in achieving its defined objectives • Enhancing customer satisfaction by meeting customer requirements! http://www.iso.org/

What is a process? “Set of interrelated or interacting activities which transforms inputs into outputs” • Inputs and outputs may be tangible or intangible • Each process has customers and other interested parties who define the required outputs of the process • A system should be used to gather data, provide information about process performance then analyzed to determine corrective action or improvement http://www.iso.org/

Typical Processes • Processes for management of organization • Strategic planning, establishing policies, setting objectives, ensuring resources • Processes for managing resources • Provide resources for quality objectives and desired outcomes • Realization Processes • All processes that provide desired outcome • Measurement, analysis & improvement • Measuring, monitoring, auditing, improvement http://www.iso.org/

Examples of process in education • Accrediting and certifying programs • Acquiring materials and other resources • Assessing performance • Allocating teaching load • Evaluating current curriculum • Developing course material • Ensuring ISO 9001 requirements are known, implemented & maintained

Process Approach for Management Systems Benefits to the process approach: • Integration & alignment of processes • Focus effort on effectiveness & efficiency • Transparency of operations • Lower costs through effective use of resources • Improved, consistent and predictable results • Focused and prioritized improvement initiatives • Encouragement of the involvement of people • The clarification of responsibilities http://www.iso.org/

Process Guidelines • All processes should be aligned with the objectives & scope of the organization and should be designed to add value • Process effectiveness & efficiency is assessed through internal and external review processes http://www.iso.org/

ISO 9001:2008 Standard on processes “The organization shall establish, document, implement and maintain a quality management system and continually improve its effectiveness” • Determine processes needed • Determine sequence & interaction of processes • Determine criteria needed to keep operation & control of process effective • Ensure the availability of resources & information needed to support operation & monitoring of processes • Monitor, measure & analyze processes • Implement action to achieve planned results & continual improvement of processes http://www.iso.org/

Documentation • ISO 9001:2008 allows an organization flexibility in the way it chooses to document its quality management system http://www.iso.org/

Documentation Seidman & Moore, 2009

Objective of Documentation • Cornerstone of a quality system • Written records that guide activities, substantiate and prove what occurred “If it isn’t written down, it wasn’t done” “Say what you do, do what you say, be able to prove it, and improve it” Seidman & Moore, 2009

"Prove it" “Improve it” Continuous Improvement Innovation "Unable to prove" Why? "Corrective and Preventive Actions" "Do what you say" "Say what you do" Objective of Documentation If it is not documented, it was not done! http://interactive.snm.org/

Documentation: ISO 9001:2008 Quality Management System shall include: • Documented statements of a quality policy & objectives • A Quality Manual • Documented procedures required by standard • Documents needed to ensure effective planning, operation & control of processes • Records required by the standard http://www.iso.org/

Quality Policy & Objectives • Quality Policy communicates the commitment to quality both internally & externally • Understood, maintained & implemented at all levels • Quality Objectives communicates how you will meet the commitment in the quality policy • Should be measurable & relevant http://www.iso.org/

Quality Manual • Describes the scope of the organization’s quality management system and interaction of its educational and support processes • It should contain or reference all applicable documented procedures and other criteria upon which the quality management system is based: • Quality policy & objectives • description of the processes • Interaction of processes • Procedures • Instructions • Other documents (drafts, forms, records) ISO: IWA 2

Other related QMS documents • A few Biotechnology Education Related examples: • Department-specific Faculty Handbook • Department-specific Student Handbook • Standard Operating Procedures • Forms

Faculty & Student Handbook • The most important reason to provide a handbook is to alleviate confusion on policies and procedures K.L. Summerville, 2007

Important applications of a handbook • A reference to departmental-specific policies and procedures • A guideline to be used during orientation • Create a positive learning climate • Policies and procedures that are clearly explained may prevent contentious issues from arising • Encourage consistency of procedures and prevent confusion over important department policies • Provide a document of the department expectations • Allow eager faculty & students to grow professionally and to become successful K.L. Summerville, 2007

Faculty & Student Handbooks • Be clear, concise, and consistent • Set a positive tone in the introduction and follow through with positivity throughout the manual • Let it serve as a *positive* tool for encouraging growth, improving morale, and aligning behavior with goals K.L. Summerville, 2007

Standard Operating Procedures • Instruct personnel how to perform a task • Importance: • Provide consistency in the process • Ensure task was performed correctly • Help training in performing task • Reduce possibility of error Seidman & Moore, 2009

Sample SOP: Cleaning Glassware

Data Collection: Forms • Sometimes associated with SOPs • Provide evidence a process was performed and performed correctly • Can monitor the process as it is being performed • Reminds personnel to record important required information Seidman & Moore, 2009

Sample Form: Media Preparation Form

Developing your QMS • Where to start? • This is a long-term process that should be realized in stages http://www.iso.org/

Quality Management at your College • Decide to implement a QMS • Secure resources • Establish a Quality representative or team • Preliminary audit • Define quality plan - processes • Realize processes • Internal audit • External audit (optional) • Certification (optional) • Improvement activities

Quality Systems in EducationExample ISO 9001:2008 certified: http://www.hollandcollege.com/quality/

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A generative AI reset: Rewiring to turn potential into value in 2024

It’s time for a generative AI (gen AI) reset. The initial enthusiasm and flurry of activity in 2023 is giving way to second thoughts and recalibrations as companies realize that capturing gen AI’s enormous potential value is harder than expected .

With 2024 shaping up to be the year for gen AI to prove its value, companies should keep in mind the hard lessons learned with digital and AI transformations: competitive advantage comes from building organizational and technological capabilities to broadly innovate, deploy, and improve solutions at scale—in effect, rewiring the business  for distributed digital and AI innovation.

About QuantumBlack, AI by McKinsey

QuantumBlack, McKinsey’s AI arm, helps companies transform using the power of technology, technical expertise, and industry experts. With thousands of practitioners at QuantumBlack (data engineers, data scientists, product managers, designers, and software engineers) and McKinsey (industry and domain experts), we are working to solve the world’s most important AI challenges. QuantumBlack Labs is our center of technology development and client innovation, which has been driving cutting-edge advancements and developments in AI through locations across the globe.

Companies looking to score early wins with gen AI should move quickly. But those hoping that gen AI offers a shortcut past the tough—and necessary—organizational surgery are likely to meet with disappointing results. Launching pilots is (relatively) easy; getting pilots to scale and create meaningful value is hard because they require a broad set of changes to the way work actually gets done.

Let’s briefly look at what this has meant for one Pacific region telecommunications company. The company hired a chief data and AI officer with a mandate to “enable the organization to create value with data and AI.” The chief data and AI officer worked with the business to develop the strategic vision and implement the road map for the use cases. After a scan of domains (that is, customer journeys or functions) and use case opportunities across the enterprise, leadership prioritized the home-servicing/maintenance domain to pilot and then scale as part of a larger sequencing of initiatives. They targeted, in particular, the development of a gen AI tool to help dispatchers and service operators better predict the types of calls and parts needed when servicing homes.

Leadership put in place cross-functional product teams with shared objectives and incentives to build the gen AI tool. As part of an effort to upskill the entire enterprise to better work with data and gen AI tools, they also set up a data and AI academy, which the dispatchers and service operators enrolled in as part of their training. To provide the technology and data underpinnings for gen AI, the chief data and AI officer also selected a large language model (LLM) and cloud provider that could meet the needs of the domain as well as serve other parts of the enterprise. The chief data and AI officer also oversaw the implementation of a data architecture so that the clean and reliable data (including service histories and inventory databases) needed to build the gen AI tool could be delivered quickly and responsibly.

Never just tech

Creating value beyond the hype

Let’s deliver on the promise of technology from strategy to scale.

Our book Rewired: The McKinsey Guide to Outcompeting in the Age of Digital and AI (Wiley, June 2023) provides a detailed manual on the six capabilities needed to deliver the kind of broad change that harnesses digital and AI technology. In this article, we will explore how to extend each of those capabilities to implement a successful gen AI program at scale. While recognizing that these are still early days and that there is much more to learn, our experience has shown that breaking open the gen AI opportunity requires companies to rewire how they work in the following ways.

Figure out where gen AI copilots can give you a real competitive advantage

The broad excitement around gen AI and its relative ease of use has led to a burst of experimentation across organizations. Most of these initiatives, however, won’t generate a competitive advantage. One bank, for example, bought tens of thousands of GitHub Copilot licenses, but since it didn’t have a clear sense of how to work with the technology, progress was slow. Another unfocused effort we often see is when companies move to incorporate gen AI into their customer service capabilities. Customer service is a commodity capability, not part of the core business, for most companies. While gen AI might help with productivity in such cases, it won’t create a competitive advantage.

To create competitive advantage, companies should first understand the difference between being a “taker” (a user of available tools, often via APIs and subscription services), a “shaper” (an integrator of available models with proprietary data), and a “maker” (a builder of LLMs). For now, the maker approach is too expensive for most companies, so the sweet spot for businesses is implementing a taker model for productivity improvements while building shaper applications for competitive advantage.

Much of gen AI’s near-term value is closely tied to its ability to help people do their current jobs better. In this way, gen AI tools act as copilots that work side by side with an employee, creating an initial block of code that a developer can adapt, for example, or drafting a requisition order for a new part that a maintenance worker in the field can review and submit (see sidebar “Copilot examples across three generative AI archetypes”). This means companies should be focusing on where copilot technology can have the biggest impact on their priority programs.

Copilot examples across three generative AI archetypes

  • “Taker” copilots help real estate customers sift through property options and find the most promising one, write code for a developer, and summarize investor transcripts.
  • “Shaper” copilots provide recommendations to sales reps for upselling customers by connecting generative AI tools to customer relationship management systems, financial systems, and customer behavior histories; create virtual assistants to personalize treatments for patients; and recommend solutions for maintenance workers based on historical data.
  • “Maker” copilots are foundation models that lab scientists at pharmaceutical companies can use to find and test new and better drugs more quickly.

Some industrial companies, for example, have identified maintenance as a critical domain for their business. Reviewing maintenance reports and spending time with workers on the front lines can help determine where a gen AI copilot could make a big difference, such as in identifying issues with equipment failures quickly and early on. A gen AI copilot can also help identify root causes of truck breakdowns and recommend resolutions much more quickly than usual, as well as act as an ongoing source for best practices or standard operating procedures.

The challenge with copilots is figuring out how to generate revenue from increased productivity. In the case of customer service centers, for example, companies can stop recruiting new agents and use attrition to potentially achieve real financial gains. Defining the plans for how to generate revenue from the increased productivity up front, therefore, is crucial to capturing the value.

Jessica Lamb and Gayatri Shenai

McKinsey Live Event: Unlocking the full value of gen AI

Join our colleagues Jessica Lamb and Gayatri Shenai on April 8, as they discuss how companies can navigate the ever-changing world of gen AI.

Upskill the talent you have but be clear about the gen-AI-specific skills you need

By now, most companies have a decent understanding of the technical gen AI skills they need, such as model fine-tuning, vector database administration, prompt engineering, and context engineering. In many cases, these are skills that you can train your existing workforce to develop. Those with existing AI and machine learning (ML) capabilities have a strong head start. Data engineers, for example, can learn multimodal processing and vector database management, MLOps (ML operations) engineers can extend their skills to LLMOps (LLM operations), and data scientists can develop prompt engineering, bias detection, and fine-tuning skills.

A sample of new generative AI skills needed

The following are examples of new skills needed for the successful deployment of generative AI tools:

  • data scientist:
  • prompt engineering
  • in-context learning
  • bias detection
  • pattern identification
  • reinforcement learning from human feedback
  • hyperparameter/large language model fine-tuning; transfer learning
  • data engineer:
  • data wrangling and data warehousing
  • data pipeline construction
  • multimodal processing
  • vector database management

The learning process can take two to three months to get to a decent level of competence because of the complexities in learning what various LLMs can and can’t do and how best to use them. The coders need to gain experience building software, testing, and validating answers, for example. It took one financial-services company three months to train its best data scientists to a high level of competence. While courses and documentation are available—many LLM providers have boot camps for developers—we have found that the most effective way to build capabilities at scale is through apprenticeship, training people to then train others, and building communities of practitioners. Rotating experts through teams to train others, scheduling regular sessions for people to share learnings, and hosting biweekly documentation review sessions are practices that have proven successful in building communities of practitioners (see sidebar “A sample of new generative AI skills needed”).

It’s important to bear in mind that successful gen AI skills are about more than coding proficiency. Our experience in developing our own gen AI platform, Lilli , showed us that the best gen AI technical talent has design skills to uncover where to focus solutions, contextual understanding to ensure the most relevant and high-quality answers are generated, collaboration skills to work well with knowledge experts (to test and validate answers and develop an appropriate curation approach), strong forensic skills to figure out causes of breakdowns (is the issue the data, the interpretation of the user’s intent, the quality of metadata on embeddings, or something else?), and anticipation skills to conceive of and plan for possible outcomes and to put the right kind of tracking into their code. A pure coder who doesn’t intrinsically have these skills may not be as useful a team member.

While current upskilling is largely based on a “learn on the job” approach, we see a rapid market emerging for people who have learned these skills over the past year. That skill growth is moving quickly. GitHub reported that developers were working on gen AI projects “in big numbers,” and that 65,000 public gen AI projects were created on its platform in 2023—a jump of almost 250 percent over the previous year. If your company is just starting its gen AI journey, you could consider hiring two or three senior engineers who have built a gen AI shaper product for their companies. This could greatly accelerate your efforts.

Form a centralized team to establish standards that enable responsible scaling

To ensure that all parts of the business can scale gen AI capabilities, centralizing competencies is a natural first move. The critical focus for this central team will be to develop and put in place protocols and standards to support scale, ensuring that teams can access models while also minimizing risk and containing costs. The team’s work could include, for example, procuring models and prescribing ways to access them, developing standards for data readiness, setting up approved prompt libraries, and allocating resources.

While developing Lilli, our team had its mind on scale when it created an open plug-in architecture and setting standards for how APIs should function and be built.  They developed standardized tooling and infrastructure where teams could securely experiment and access a GPT LLM , a gateway with preapproved APIs that teams could access, and a self-serve developer portal. Our goal is that this approach, over time, can help shift “Lilli as a product” (that a handful of teams use to build specific solutions) to “Lilli as a platform” (that teams across the enterprise can access to build other products).

For teams developing gen AI solutions, squad composition will be similar to AI teams but with data engineers and data scientists with gen AI experience and more contributors from risk management, compliance, and legal functions. The general idea of staffing squads with resources that are federated from the different expertise areas will not change, but the skill composition of a gen-AI-intensive squad will.

Set up the technology architecture to scale

Building a gen AI model is often relatively straightforward, but making it fully operational at scale is a different matter entirely. We’ve seen engineers build a basic chatbot in a week, but releasing a stable, accurate, and compliant version that scales can take four months. That’s why, our experience shows, the actual model costs may be less than 10 to 15 percent of the total costs of the solution.

Building for scale doesn’t mean building a new technology architecture. But it does mean focusing on a few core decisions that simplify and speed up processes without breaking the bank. Three such decisions stand out:

  • Focus on reusing your technology. Reusing code can increase the development speed of gen AI use cases by 30 to 50 percent. One good approach is simply creating a source for approved tools, code, and components. A financial-services company, for example, created a library of production-grade tools, which had been approved by both the security and legal teams, and made them available in a library for teams to use. More important is taking the time to identify and build those capabilities that are common across the most priority use cases. The same financial-services company, for example, identified three components that could be reused for more than 100 identified use cases. By building those first, they were able to generate a significant portion of the code base for all the identified use cases—essentially giving every application a big head start.
  • Focus the architecture on enabling efficient connections between gen AI models and internal systems. For gen AI models to work effectively in the shaper archetype, they need access to a business’s data and applications. Advances in integration and orchestration frameworks have significantly reduced the effort required to make those connections. But laying out what those integrations are and how to enable them is critical to ensure these models work efficiently and to avoid the complexity that creates technical debt  (the “tax” a company pays in terms of time and resources needed to redress existing technology issues). Chief information officers and chief technology officers can define reference architectures and integration standards for their organizations. Key elements should include a model hub, which contains trained and approved models that can be provisioned on demand; standard APIs that act as bridges connecting gen AI models to applications or data; and context management and caching, which speed up processing by providing models with relevant information from enterprise data sources.
  • Build up your testing and quality assurance capabilities. Our own experience building Lilli taught us to prioritize testing over development. Our team invested in not only developing testing protocols for each stage of development but also aligning the entire team so that, for example, it was clear who specifically needed to sign off on each stage of the process. This slowed down initial development but sped up the overall delivery pace and quality by cutting back on errors and the time needed to fix mistakes.

Ensure data quality and focus on unstructured data to fuel your models

The ability of a business to generate and scale value from gen AI models will depend on how well it takes advantage of its own data. As with technology, targeted upgrades to existing data architecture  are needed to maximize the future strategic benefits of gen AI:

  • Be targeted in ramping up your data quality and data augmentation efforts. While data quality has always been an important issue, the scale and scope of data that gen AI models can use—especially unstructured data—has made this issue much more consequential. For this reason, it’s critical to get the data foundations right, from clarifying decision rights to defining clear data processes to establishing taxonomies so models can access the data they need. The companies that do this well tie their data quality and augmentation efforts to the specific AI/gen AI application and use case—you don’t need this data foundation to extend to every corner of the enterprise. This could mean, for example, developing a new data repository for all equipment specifications and reported issues to better support maintenance copilot applications.
  • Understand what value is locked into your unstructured data. Most organizations have traditionally focused their data efforts on structured data (values that can be organized in tables, such as prices and features). But the real value from LLMs comes from their ability to work with unstructured data (for example, PowerPoint slides, videos, and text). Companies can map out which unstructured data sources are most valuable and establish metadata tagging standards so models can process the data and teams can find what they need (tagging is particularly important to help companies remove data from models as well, if necessary). Be creative in thinking about data opportunities. Some companies, for example, are interviewing senior employees as they retire and feeding that captured institutional knowledge into an LLM to help improve their copilot performance.
  • Optimize to lower costs at scale. There is often as much as a tenfold difference between what companies pay for data and what they could be paying if they optimized their data infrastructure and underlying costs. This issue often stems from companies scaling their proofs of concept without optimizing their data approach. Two costs generally stand out. One is storage costs arising from companies uploading terabytes of data into the cloud and wanting that data available 24/7. In practice, companies rarely need more than 10 percent of their data to have that level of availability, and accessing the rest over a 24- or 48-hour period is a much cheaper option. The other costs relate to computation with models that require on-call access to thousands of processors to run. This is especially the case when companies are building their own models (the maker archetype) but also when they are using pretrained models and running them with their own data and use cases (the shaper archetype). Companies could take a close look at how they can optimize computation costs on cloud platforms—for instance, putting some models in a queue to run when processors aren’t being used (such as when Americans go to bed and consumption of computing services like Netflix decreases) is a much cheaper option.

Build trust and reusability to drive adoption and scale

Because many people have concerns about gen AI, the bar on explaining how these tools work is much higher than for most solutions. People who use the tools want to know how they work, not just what they do. So it’s important to invest extra time and money to build trust by ensuring model accuracy and making it easy to check answers.

One insurance company, for example, created a gen AI tool to help manage claims. As part of the tool, it listed all the guardrails that had been put in place, and for each answer provided a link to the sentence or page of the relevant policy documents. The company also used an LLM to generate many variations of the same question to ensure answer consistency. These steps, among others, were critical to helping end users build trust in the tool.

Part of the training for maintenance teams using a gen AI tool should be to help them understand the limitations of models and how best to get the right answers. That includes teaching workers strategies to get to the best answer as fast as possible by starting with broad questions then narrowing them down. This provides the model with more context, and it also helps remove any bias of the people who might think they know the answer already. Having model interfaces that look and feel the same as existing tools also helps users feel less pressured to learn something new each time a new application is introduced.

Getting to scale means that businesses will need to stop building one-off solutions that are hard to use for other similar use cases. One global energy and materials company, for example, has established ease of reuse as a key requirement for all gen AI models, and has found in early iterations that 50 to 60 percent of its components can be reused. This means setting standards for developing gen AI assets (for example, prompts and context) that can be easily reused for other cases.

While many of the risk issues relating to gen AI are evolutions of discussions that were already brewing—for instance, data privacy, security, bias risk, job displacement, and intellectual property protection—gen AI has greatly expanded that risk landscape. Just 21 percent of companies reporting AI adoption say they have established policies governing employees’ use of gen AI technologies.

Similarly, a set of tests for AI/gen AI solutions should be established to demonstrate that data privacy, debiasing, and intellectual property protection are respected. Some organizations, in fact, are proposing to release models accompanied with documentation that details their performance characteristics. Documenting your decisions and rationales can be particularly helpful in conversations with regulators.

In some ways, this article is premature—so much is changing that we’ll likely have a profoundly different understanding of gen AI and its capabilities in a year’s time. But the core truths of finding value and driving change will still apply. How well companies have learned those lessons may largely determine how successful they’ll be in capturing that value.

Eric Lamarre

The authors wish to thank Michael Chui, Juan Couto, Ben Ellencweig, Josh Gartner, Bryce Hall, Holger Harreis, Phil Hudelson, Suzana Iacob, Sid Kamath, Neerav Kingsland, Kitti Lakner, Robert Levin, Matej Macak, Lapo Mori, Alex Peluffo, Aldo Rosales, Erik Roth, Abdul Wahab Shaikh, and Stephen Xu for their contributions to this article.

This article was edited by Barr Seitz, an editorial director in the New York office.

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