Educational Infrastructure and Resources for Sustainable Access to Schooling and Outcomes: The Case of Early Literacy Development in Southern Tanzania

Autor/inn/en	Ngwaru, Jacob Marriote; Oluga, Mary
Titel	Educational Infrastructure and Resources for Sustainable Access to Schooling and Outcomes: The Case of Early Literacy Development in Southern Tanzania
Quelle	In: Africa Education Review, 12 (2015) 1, S.88-108 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2015.1036570
Schlagwörter	Educational Resources; Educational Facilities; Sustainability; Access to Education; Outcomes of Education; Educational Objectives; Educational Development; Questionnaires; Parent Surveys; Teacher Surveys; Focus Groups; Interviews; Classroom Environment; Educational Environment; Teacher Characteristics; Family Environment; Family School Relationship; Poverty; World Views; Barriers; African Studies; Educational Assessment; Foreign Countries; Case Studies; Observation; Tanzania + Suchen Sie Ihr Suchwort? Bildungsmittel; Bildungsstätte; Nachhaltigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Lernleistung; Schulerfolg; Educational objective; Bildungsziel; Erziehungsziel; Bildungsentwicklung; Fragebogen; Interviewing; Interviewtechnik; Klassenklima; Unterrichtsklima; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Armut; World view; Weltanschauung; assessment; Bewertungssystem; Ausland; Case study; Fallstudie; Case Study; Beobachtung; Tansania
Abstract	Following on the 1990 and 2000 World Conferences on Education for All, African governments increased their focus on access to schooling (but not necessarily on outcomes) by providing more facilities for increased enrolments. The learning outcomes that had been neglected led to a call to focus on more sustainable access--re-examining the quality of some of those facilities against the anticipated quality of educational outcomes. Studies in Southern and Eastern Africa, including the one under discussion here, indicate that the achievement of the Millennium Development Goals (MDGs) will not rely only on school-based factors but also on the careful analysis of wider socioeconomic and cultural factors. This paper, through the results of the case study component of the Early Literacy Development project in the Lindi Rural District of Southern Tanzania, discusses why literacy development has lagged behind in Sub-Saharan Africa. The focus of the study and of this paper is on the relationship between literacy practices, literacy events and early literacy development at home and school in low-resourced communities. The extent to which school infrastructure and ecology including buildings, teaching learning materials and teacher characteristics reinforced literacy practices and events at home and school is also highlighted as being of special interest. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01