Quality of Primary Education Inputs in Urban Schools: Evidence from Nairobi

Autor/inn/en	Ngware, Moses W.; Oketch, Moses; Ezeh, Alex C.
Titel	Quality of Primary Education Inputs in Urban Schools: Evidence from Nairobi
Quelle	In: Education and Urban Society, 43 (2011) 1, S.91-116 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124510379131
Schlagwörter	Foreign Countries; Primary Education; Educational Quality; Educational Change; Urban Schools; Urban Education; School Size; Class Size; Textbooks; Teacher Qualifications; School Surveys; Private Schools; Public Schools; Comparative Analysis; Sanitary Facilities; Kenya; Kenya (Nairobi) + Suchen Sie Ihr Suchwort? Ausland; Primarbereich; Quality of education; Bildungsqualität; Bildungsreform; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Stadtteilbezogenes Lernen; Klassengröße; Textbook; Text book; Schulbuch; Lehrbuch; Lehrqualifikation; Private school; Privatschule; Public school; Öffentliche Schule; Sanitäre Einrichtung; Kenia
Abstract	This article examines the quality of primary school inputs in urban settlements with a view to understand how it sheds light on benchmarks of education quality indicators in Kenya. Data from a school survey that involved 83 primary schools collected in 2005 were used. The data set contains information on school quality characteristics of various types of schools in Nairobi. On the basis of the national benchmarks, the quality of education provided in government schools was shown to be "better" with regard to infrastructure, teacher qualifications, and textbook provision than that provided in all the nongovernment-owned schools. However, nongovernment schools have smaller class sizes and lower pupil-teacher ratio (PTR). The bad news is that government schools have large class sizes and higher PTR and hence low levels of teacher-pupil interaction. Nongovernment schools had poor classroom structures and a higher pupil-textbook ratio, particularly private individually owned schools and community-owned schools. It also emerges that although in the government schools, student learning space is constrained by the class size, the student learning space in nongovernment schools is constrained by the classroom size. Meeting quality benchmarks in primary schooling, therefore, remains a challenge among urban populations. (Contains 7 charts and 3 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10