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An Analysis of Quality of Education and Its Evaluation: A Case of Zimbabwean Primary Schools

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Title: An Analysis of Quality of Education and Its Evaluation: A Case of Zimbabwean Primary Schools
Language: English
Authors: Garira, Elizabeth (ORCID 0000-0003-0158-6085), Howie, Sarah (ORCID 0000-0003-4602-6794), Plomp, Tjeerd (ORCID 0000-0002-0962-6689)
Source: South African Journal of Education. May 2019 39(2).
Availability: 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
Peer Reviewed: Y
Page Count: 9
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: 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
Geographic Terms: Zimbabwe
ISSN: 0256-0100
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.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1219986
Database: ERIC
FullText Text:
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  Data: An Analysis of Quality of Education and Its Evaluation: A Case of Zimbabwean Primary Schools
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  Data: <searchLink fieldCode="AR" term="%22Garira%2C+Elizabeth%22">Garira, Elizabeth</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0158-6085">0000-0003-0158-6085</externalLink>)<br /><searchLink fieldCode="AR" term="%22Howie%2C+Sarah%22">Howie, Sarah</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4602-6794">0000-0003-4602-6794</externalLink>)<br /><searchLink fieldCode="AR" term="%22Plomp%2C+Tjeerd%22">Plomp, Tjeerd</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0962-6689">0000-0002-0962-6689</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Education%22"><i>South African Journal of Education</i></searchLink>. May 2019 39(2).
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Officials%22">Public Officials</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Groups%29%22">Self Evaluation (Groups)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Participation%22">Teacher Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Zimbabwe%22">Zimbabwe</searchLink>
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  Data: 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.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Educational Assessment
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Public Officials
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      – SubjectFull: Administrators
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      – SubjectFull: Self Evaluation (Groups)
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      – SubjectFull: Educational Policy
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      – SubjectFull: Teacher Participation
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      – SubjectFull: Rural Schools
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      – SubjectFull: Urban Schools
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Zimbabwe
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      – TitleFull: An Analysis of Quality of Education and Its Evaluation: A Case of Zimbabwean Primary Schools
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