Literaturnachweis - Detailanzeige
Autor/inn/en | Garira, Elizabeth; Howie, Sarah; Plomp, Tjeerd |
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Titel | An Analysis of Quality of Education and Its Evaluation: A Case of Zimbabwean Primary Schools |
Quelle | In: South African Journal of Education, 39 (2019) 2, Artikel 1644 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Garira, Elizabeth) ORCID (Howie, Sarah) ORCID (Plomp, Tjeerd) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0256-0100 |
Schlagwörter | Educational Assessment; Educational Quality; Foreign Countries; Administrator Attitudes; Teacher Attitudes; Public Officials; Administrators; Self Evaluation (Groups); Educational Policy; Teacher Participation; Rural Schools; Urban Schools; Elementary School Teachers; Zimbabwe Education; assessment; Bewertungssystem; Quality of education; Bildungsqualität; Ausland; Lehrerverhalten; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Politics of education; Bildungspolitik; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Simbabwe |
Abstract | This study sought to analyse quality of education and its evaluation in Zimbabwean primary schools. A qualitative research methodology was adopted. Thirty-five schools, 73 teachers, 15 school administrators and four Education Officials participated in the study. Data were collected through interviews and questionnaires and analysed through thematic content analysis. Findings indicate that a lot still needs to be done for quality of education to be fully realised. Overall, no meaningful school self-evaluation (SSE) of quality of education is taking place and teachers are not involved in the evaluation of quality of education in schools. Moreover, there is no standard instrument used to evaluate quality of education in schools. The study concluded that schools should engage in SSE and recommends the Ministry of Education to develop an SSE framework to be used in schools. It also recommends that teachers, as the main mediators between policy and practice, ought to be actively involved in SSE of education quality for its realisation and improvement. (As Provided). |
Anmerkungen | Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |