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Contextualizing the quality of primary education in urban and rural settings : The case of Iringa Region, Tanzania

Lindsjö, Karin LU (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.

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Please use this url to cite or link to this publication:
author
organization
publishing date
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
2021-10-06 01:43:40
@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},
  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},
}