All That Glitters Is Not Gold: The Quality of Low-Fee Private Schools in Dhaka, Bangladesh

Autor/in	Richardson, Emily Elisabeth
Titel	All That Glitters Is Not Gold: The Quality of Low-Fee Private Schools in Dhaka, Bangladesh
Quelle	(2017), (298 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Teachers College, Columbia University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3550-8614-0
Schlagwörter	Hochschulschrift; Dissertation; Private Schools; Educational Quality; Foreign Countries; Reliability; Institutional Characteristics; Teacher Effectiveness; Academic Achievement; Teaching Methods; Governance; Bangladesh + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Private school; Privatschule; Quality of education; Bildungsqualität; Ausland; Reliabilität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bangladesch
Abstract	Bangladesh, home to one of the world's largest and most diverse education sectors, has witnessed rapid growth in its private education sector in recent decades. The majority of this growth has been within the low-fee private school (LFPS) sector, which now accounts for more than 25 percent of total school enrollment. However, the reliability of data on these schools is questionable due to the significant portion of LFPSs that are unrecognized and unregistered by the government. As a result of such lax regulation, it is likely that the educational data is underestimating the number of LFPSs. Consequently, as LFPSs remain unregistered, unregulated, and unmonitored in Bangladesh, little is known about the quality of these schools and their teachers. There is tremendous diversity in type, size, location, cost, provider, language-of-instruction, curricula, ownership and regulatory status within the low-fee private school sector. Moreover, a quickly expanding variety of providers have entered the private primary school market, which further complicates the ability to register, regulate, and monitor these schools. This dissertation research focuses on the largely under-studied topic of school and teacher quality in low-fee private schools in Dhaka, Bangladesh. First, this mixed-method, multi-level study explores the burgeoning LFPS sector in Bangladesh. As a result of the rapid proliferation in LFPSs, a "de facto" sector has emerged, loosely governed by its own shadow institutional framework. This study then illustrates that the quality of schools, teachers, and subsequently student learning in low-fee private schools is mixed and varies significantly between three different types of LFPSs. While student achievement appears to be higher in LFPSs, the school environment and the quality of the teaching and learning process is inadequate. Findings further suggest that, given the lack of registration, regulation, and monitoring of LFPSs in Bangladesh, stakeholders at all levels have very different perceptions of quality than what is the reality inside of schools and classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01