Study about validity and reliability

A participatory approach for education quality improvement

Today the need for simple and sound instruments to assess education quality is well-recognised. Edukans together with the University of Amsterdam and Utrecht carried out a study on the validity and reliability of the EDU Q-card, a participatory approach for education quality assessment making best use of ICT. The study focused on how it the EDU Q-card was used in two different country contexts: Suriname and Ethiopia. The results illustrate how the tools supports parents, teachers and learners work together to realise improvements.

The following questions were addressed:

  • Does the EDU Q-card assessment support the intended participatory approach?
  • Is the EDU Q-card a valid tool in the cultural contexts of both countries?

‘If we are good enough in implementing this, we can bring the quality we need. It is possible for this country to improve future prospects for our children.’
Primary school teacher in Ethiopia

All the insight gathered in two countries demonstrate that the profoundly valued domains of high-quality education overlap with EDU Q-card’s pillars to a great extent. Active learning, differentiated teaching and qualified teachers, good leadership and cooperation within schools which are addressed in pillar 2 (learning), pillar 3 (teaching), and pillar 4 (school management) respectively, are considered as of the most important domains.

Look into the infographic, listen to the voice-recording (3 minutes) and download the White paper.

Click to expand the infographic


On this page you can read more about about the design, theoretical background and validity of the EDU Q-card.