Policy and Practice Disjunctures: Quality Teaching and Learning in Zimbabwean Higher Education

Autor/in	Mukwambo, Patience
Titel	Policy and Practice Disjunctures: Quality Teaching and Learning in Zimbabwean Higher Education
Quelle	In: Studies in Higher Education, 45 (2020) 6, S.1249-1260 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1596075
Schlagwörter	Educational Quality; Educational Policy; Educational Practices; Case Studies; Teaching Methods; Democracy; Higher Education; Outcomes of Education; Foreign Countries; Quality Assurance; Deans; Administrator Attitudes; College Faculty; Teacher Attitudes; College Students; Student Attitudes; Universities; Learning Processes; Zimbabwe + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Politics of education; Bildungspolitik; Bildungspraxis; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Demokratie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Ausland; Qualitätssicherung; Dean; Dekan; Fakultät; Lehrerverhalten; Collegestudent; Schülerverhalten; University; Universität; Learning process; Lernprozess; Simbabwe
Abstract	Although several studies have examined how quality teaching and learning is defined and operationalised in the global North, there is a paucity of such studies in developing country contexts. Using Zimbabwe as a case study, the research applies Sen's idea of deliberative democracy to a multi-stakeholder evaluation of policy formulation and practices in university teaching and learning. The study reveals a disjuncture between policy and practice, which has implications for the learning processes and valued outcomes of higher education. The paper proposes the broadening of the current technical-rational approaches to quality, to incorporate other stakeholder perspectives in informing a contextually relevant understanding of quality and its practices. Thus, beyond skills and knowledge acquisition, teaching and learning would foster other valued capabilities as quality learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01