Conceptualising Education Quality in Zambia: A Comparative Analysis across the Local, National and Global Discourses

Autor/inn/en	Lee, Jeongmin; Zuilkowski, Stephanie Simmons
Titel	Conceptualising Education Quality in Zambia: A Comparative Analysis across the Local, National and Global Discourses
Quelle	In: Comparative Education, 53 (2017) 4, S.558-577 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2017.1348020
Schlagwörter	Educational Quality; Comparative Education; Cross Cultural Studies; Foreign Countries; Teacher Surveys; Teacher Attitudes; Sustainable Development; Economic Factors; School Role; Resilience (Psychology); Interviews; Humanism; Discourse Analysis; Educational Change; Elementary Education; Access to Education; Equal Education; Policy Analysis; Zambia + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Ausland; Lehrerverhalten; Nachhaltige Entwicklung; Ökonomischer Faktor; Interviewing; Interviewtechnik; Humanismus; Diskursanalyse; Bildungsreform; Elementarunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Politikfeldanalyse; Sambia
Abstract	Building on the Education for All movement, the 2030 Agenda for Sustainable Development re-emphasises quality education as a discrete goal. Contextualising the discussion surrounding this goal in Zambia, this study examines how education quality is conceptualised by educational stakeholders at local, national, and global levels. Triangulating teacher survey and interview data with policy documents from the government of Zambia and UNESCO, we found simultaneous convergence and divergence regarding the concepts of education quality espoused at each level. Convergence was shown in the critical influence of the economic tradition within education and the perceived role of schools in fostering resilient individuals and communities. Divergence was observed through the varying meanings assigned to similar concepts and the dissimilar influences of the humanistic and organisational management traditions at different levels. We discuss the implications of our findings for fostering collective efforts among key partners toward the achievement of quality education in Zambia. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01