The Education System in Post-conflict Syria – Examining PIRLS as an International Assessment Measure to Ensure the Quality of Students Achievements-Reference-Cited by-同舟云学术

The Education System in Post-conflict Syria – Examining PIRLS as an International Assessment Measure to Ensure the Quality of Students Achievements

Published:2023 Issue: Volume: Page:107-115
ISSN:2366-2557
Container-title:Lecture Notes in Civil Engineering
language:
Short-container-title:

Author:

Ibrahim Yaser Abdulrahman

Abstract

AbstractThis paper provides a general contextualisation of assessment and learning criteria and processes within the framework of leadership and management perspective in post-conflict and war affected countries, with Syria as an example. Through this paper the researcher provided an overview of the related academic literature done on the subject as well as evaluating the importance of applying one of the International Assessment Measures (IAMs) as a solution for educational reformation. The paper evaluates the adoption of one assessment measure to support the special and emergency requirements of post-conflict countries such as Syria.

Publisher

Springer Nature Switzerland

Link

https://link.springer.com/content/pdf/10.1007/978-3-031-27462-6_10

Reference18 articles.

1. Barakat, S., Connolly, D., Hardman, F., & Sundaram, V. (2013). The role of basic education in post-conflict recovery. Comp. Educ., 49(2), 124–142.

2. Bernbaum, B. & Moore, A. S. (2016). Examining the Role of International Achievement Tests in Education Policy Reform: National Education Reform and Student Learning in Five Countries, A Policy Paper published by USAID, EQUIP2.

3. Clarke, S., & O’Donoghue, T. (2013). The case for studying educational leadership at the individual school level in post-conflict societies. In Clarke, S. & O’Donoghue, T. (Eds.),School level leadership in post-conflict societies: The importance of context (pp. 1–8). London/New York: Routledge.

4. Davies, L. (2004a). Building a civic culture post-conflict. Lond. Rev. Educ., 2(3), 229–244.

5. Davies, L. (2004b).Education and conflict: complexity and chaos. London: Routledge