Quantity Versus Quality in Education: Case Studies in Malawi

Autor/in	Chimombo, Joseph Patrick Godson
Titel	Quantity Versus Quality in Education: Case Studies in Malawi
Quelle	In: International Review of Education, 51 (2005) 2-3, S.155-172 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-005-1842-8
Schlagwörter	Educational Quality; Case Studies; Enrollment; Dropouts; Access to Education; Foreign Countries; Program Effectiveness; Educational Resources; Program Implementation; Malawi + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Case study; Fallstudie; Case Study; Einschulung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Bildungsmittel
Abstract	Free primary education was introduced to Malawi in 1994, and it led to an increase in enrollment of one million pupils. The present contribution gathers case studies of 10 schools which sought information on the general conditions of communities and schools as well as on enrollment, resources, staffing, absenteeism etc. The results highlight the difficulties of implementing Education for All (EFA). Generally speaking, schools have been poorly supplied by the state. Effectively, many pupils have been marshalled into schools not properly equipped in terms of material and human resources. As a result, EFA in Malawi has been undermined by a persistently large number of pupils who drop out before attaining permanent literacy. Yet providing quality education is more than just a question of resources. From the points of view of parents and pupils, quality education requires relevance to local needs; adaptability to local conditions; and flexibility in addressing cultural obstacles. Overall, as is shown here, it appears that increased access to schooling has been achieved at the expense of the quality of education offered. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10