IDEB (Basic Education Quality Indicators) regards that schools should be evaluated not only by their teaching and management processes or by the resources available to them, but also by the success of their students on learning the basic skills as well as their schooling trajectories. The first objective of this article, achieved by describing IDEB's algorithms, is to present the concepts of quality and equity of schools, latent in IDEB's definition. This allows the identification of the direct and indirect effects of IDEB's use in schools that reorient their policies and practices, seeking their maximization. Then it is shown that some choices made in its design have undesirable pedagogical consequences. Lastly, this paper presents suggestions on how to make IDEB more pedagogically relevant, along with proposals for improving its dissemination and use.
Ideb; Basic Education; Educational indicators
