How Should Quality of Education Be Re-Defined for Education Achievements in Tanzania? What Are Stakeholders' Opinions?

Autor/in	Telli, Godfrey
Titel	How Should Quality of Education Be Re-Defined for Education Achievements in Tanzania? What Are Stakeholders' Opinions?
Quelle	In: Journal of International Education and Leadership, 3 (2013) 1, (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-7252
Schlagwörter	Stakeholders; Opinions; Foreign Countries; Educational Quality; Access to Education; Academic Achievement; Outcomes of Education; Qualitative Research; Statistical Analysis; Elementary School Teachers; Secondary School Teachers; Educational Policy; Advocacy; Policy Formation; Parents; Activism; Tanzania + Suchen Sie Ihr Suchwort? Lehrmeinung; Ausland; Quality of education; Bildungsqualität; Education; Access; Bildung; Zugang; Bildungszugang; Schulleistung; Lernleistung; Schulerfolg; Qualitative Forschung; Statistische Analyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Sozialanwaltschaft; Politische Betätigung; Eltern; Aktivismus; Politischer Protest; Tansania
Abstract	Quality of education is a complex concept. Numerous studies attribute quality of education as an inclusive term that contains access and input on the one hand and process, output or outcome on the other. Others regard access and input of education as separate but equally important concepts of quality of education. For the latter, quality of education includes process and outcome of education but excludes access and inputs of education. They, however, understand these quantitative aspects as important components of education achievement. Through the use of qualitative data this study contributes to, and provides new insights into the ongoing debate on the quality of education definition and concept. The study was conducted in Tanzania between November 2011 and March 2012. The total of 27 education stakeholders (13 female and 14 male) in five districts across Tanzania participated in the interviews. The study found out that definition of quality of education is broad and inclusive. The new definition that entails several aspects of quality of education was recognized. These aspects are access, inputs, process and output or outcome of education. Each group of stakeholders put their emphases on different aspects of quality that they feel are more important to them than others. Despite their differences in opinions, all of them agree that all aspects of quality are important for education achievement in the Tanzanian education system. (As Provided).
Anmerkungen	Journal of International Education and Leadership. 432 Rittiman Road, San Antonio, Texas 78209. Tel: 210-519-9870; e-mail: editor@jielusa.org; Web site: http://www.jielusa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01