Karin Lindsjö
Utbildningskoordinator
Contextualizing the quality of primary education in urban and rural settings : The case of Iringa Region, Tanzania
Författare
Summary, in English
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.
Avdelning/ar
- Institutionen för kulturgeografi och ekonomisk geografi
Publiceringsår
2018-07-16
Språk
Engelska
Sidor
234-247
Publikation/Tidskrift/Serie
Norsk Geografisk Tidsskrift
Volym
72
Issue
4
Dokumenttyp
Artikel i tidskrift
Förlag
Taylor & Francis
Ämne
- Pedagogy
Nyckelord
- educational quality
- Iringa Region
- rural–urban conditions
- Tanzania
- universal primary education
Aktiv
Published
ISBN/ISSN/Övrigt
- ISSN: 0029-1951