Approaches for Utilizing External Quality Assessment Results to Reduce Educational Inequality in Child Development Centers in the Northeastern Region
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This study aimed to 1) examine the current and desired conditions of utilizing external quality assessment results to reduce educational inequality in Child Development Centers, 2) analyze and compare needs, and 3) develop approaches for utilizing external quality assessment results. The research was conducted in three phases. In Phase 1, the current utilization of external quality assessment results was investigated among 20 Child Development Centers identified as good governance models in the Northeastern region, selected using simple random sampling. Data was collected through in-depth interviews with 140 stakeholders. In Phase 2, the current conditions, desired conditions, and priority needs were examined among 99 model Child Development Centers and 567 Child Development Centers in the Northeastern region using multistage sampling. Data was collected using questionnaires. In Phase 3, approaches for utilizing external quality assessment results were developed and evaluated by 37 experts and stakeholders using an assessment form. Data were analyzed using statistical methods including means and standard deviations, independent samples t-test, One- way ANOVA, PNI, and generalized entropy index based on the median.
The findings revealed that 1) the current level of utilizing external quality assessment results to reduce educational inequality was lower than the desired level. Child Development Centers under sub-district municipalities demonstrated significantly higher levels of utilization in management, teachers and child caregivers, and early childhood quality than those under sub-district administrative organizations at the .05 level of significance. The highest level of inequality was found in management (GEm = 1.52), followed by teachers and child caregivers (GEm = 1.27), and early childhood quality (GEm = 0.05). (2) The priority need for utilizing external quality assessment results was highest in early childhood quality (PNI = 0.53), followed by management (PNI = 0.52) and teachers and child caregivers (PNI = 0.45). (3) The developed approaches for utilizing external quality assessment results to reduce educational inequality were synthesized from research findings and related literature. The approaches consist of three domains, 17 main approaches, and 144 sub-activities, collectively referred to as the “MEE-R Approaches.” The evaluation of the approaches indicated high levels in all aspects, including accuracy (Mean = 4.81, SD = 0.40), propriety (Mean = 4.80, SD = 0.41), feasibility (Mean = 4.76, SD = 0.45), utility (Mean = 4.80, SD = 0.41), and accountability (Mean = 4.82, SD = 0.40).
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