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The context-input-process-output (CIPO) model is a basic systems model of school functioning, which can be applied to several levels within education, namely system level, school level and classroom level. The model also functions as analytical framework through which the educational quality can be reviewed. The CIPO-model is developed by Jaap Scheerens (1990).

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  • CIPO-model (nl)
  • The CIPO-model (en)
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  • The context-input-process-output (CIPO) model is a basic systems model of school functioning, which can be applied to several levels within education, namely system level, school level and classroom level. The model also functions as analytical framework through which the educational quality can be reviewed. The CIPO-model is developed by Jaap Scheerens (1990). (en)
  • Het context-input-proces-output (CIPO) model is een systeemmodel van het functioneren van onderwijs dat op verschillende niveaus kan worden toegepast, namelijk op systeemniveau, schoolniveau en klasniveau. Het model fungeert daarnaast als analytisch kader van waaruit de kwaliteit van het onderwijs beoordeeld kan worden. Het CIPO-model is ontwikkeld door Jaap Scheerens (1990). (nl)
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  • The context-input-process-output (CIPO) model is a basic systems model of school functioning, which can be applied to several levels within education, namely system level, school level and classroom level. The model also functions as analytical framework through which the educational quality can be reviewed. According to his model, education can be seen as a production process, whereby input by means of a process results in output. Input, process and output are all influenced by context. The context gives input, provides resources for the process and sets requirements to the output. In this way all components of the CIPO-model are interconnected to each other. The CIPO-model is developed by Jaap Scheerens (1990). (en)
  • Het context-input-proces-output (CIPO) model is een systeemmodel van het functioneren van onderwijs dat op verschillende niveaus kan worden toegepast, namelijk op systeemniveau, schoolniveau en klasniveau. Het model fungeert daarnaast als analytisch kader van waaruit de kwaliteit van het onderwijs beoordeeld kan worden. Volgens dit model kan het onderwijs worden opgevat als een productieproces, waarbij input middels een proces resulteert in bepaalde output. Zowel input, proces als output worden hierbij beïnvloed door de context. De context levert input, is een basis voor hulpbronnen die nodig zijn voor het proces en stelt tevens eisen aan de output. Op die manier hangen de componenten van het CIPO-model onderling met elkaar samen. Het CIPO-model is ontwikkeld door Jaap Scheerens (1990). (nl)
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