Contextualizing the quality of primary education in urban and rural settings : The case of Iringa Region, Tanzania
(2018) In Norsk Geografisk Tidsskrift 72(4). p.234-247- Abstract
The purpose of the article is to discuss the term ‘quality’ in relation to primary education in Tanzania, and to contextualize quality and identify the premises for obtaining quality in primary school education in rural and urban settings. To understand opinions about the quality of education and the current situation in primary schools, the author conducted interviews with teachers and focus group discussions with parents and caregivers in Iringa town and three villages in Iringa Region. The findings indicate a general consensus, regardless of geographical setting, that quality in primary education is primarily measurable through national exams. However, surrounding circumstances such as infrastructure and poverty have a great impact... (More)
The purpose of the article is to discuss the term ‘quality’ in relation to primary education in Tanzania, and to contextualize quality and identify the premises for obtaining quality in primary school education in rural and urban settings. To understand opinions about the quality of education and the current situation in primary schools, the author conducted interviews with teachers and focus group discussions with parents and caregivers in Iringa town and three villages in Iringa Region. The findings indicate a general consensus, regardless of geographical setting, that quality in primary education is primarily measurable through national exams. However, surrounding circumstances such as infrastructure and poverty have a great impact on the quality of education in rural primary schools. Lack of water and electricity, and poor transport networks have consequences for schooling by limiting children’s, parents’, and teachers’ access to school supplies and limiting the ability of officials to carry out monitoring activities. The author concludes that the premises for providing and receiving education vary to a great extent, depending on geographical setting, and favour urban youths with respect to their further education.
(Less)
- author
- Lindsjö, Karin LU
- organization
- publishing date
- 2018-07-16
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- educational quality, Iringa Region, rural–urban conditions, Tanzania, universal primary education
- in
- Norsk Geografisk Tidsskrift
- volume
- 72
- issue
- 4
- pages
- 234 - 247
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:85049988792
- ISSN
- 0029-1951
- DOI
- 10.1080/00291951.2018.1492962
- language
- English
- LU publication?
- yes
- id
- 68005d99-d69c-4c77-ba0b-150d9f182ed7
- date added to LUP
- 2018-08-02 08:08:53
- date last changed
- 2022-04-25 08:34:31
@article{68005d99-d69c-4c77-ba0b-150d9f182ed7, abstract = {{<p>The purpose of the article is to discuss the term ‘quality’ in relation to primary education in Tanzania, and to contextualize quality and identify the premises for obtaining quality in primary school education in rural and urban settings. To understand opinions about the quality of education and the current situation in primary schools, the author conducted interviews with teachers and focus group discussions with parents and caregivers in Iringa town and three villages in Iringa Region. The findings indicate a general consensus, regardless of geographical setting, that quality in primary education is primarily measurable through national exams. However, surrounding circumstances such as infrastructure and poverty have a great impact on the quality of education in rural primary schools. Lack of water and electricity, and poor transport networks have consequences for schooling by limiting children’s, parents’, and teachers’ access to school supplies and limiting the ability of officials to carry out monitoring activities. The author concludes that the premises for providing and receiving education vary to a great extent, depending on geographical setting, and favour urban youths with respect to their further education.</p>}}, author = {{Lindsjö, Karin}}, issn = {{0029-1951}}, keywords = {{educational quality; Iringa Region; rural–urban conditions; Tanzania; universal primary education}}, language = {{eng}}, month = {{07}}, number = {{4}}, pages = {{234--247}}, publisher = {{Taylor & Francis}}, series = {{Norsk Geografisk Tidsskrift}}, title = {{Contextualizing the quality of primary education in urban and rural settings : The case of Iringa Region, Tanzania}}, url = {{http://dx.doi.org/10.1080/00291951.2018.1492962}}, doi = {{10.1080/00291951.2018.1492962}}, volume = {{72}}, year = {{2018}}, }