Improving the Quality of Education in Developing Countries

1990 ◽  
pp. 101-127 ◽  
Author(s):  
John Oxenham ◽  
Jocelyn DeJong ◽  
Steven Treagust
Keyword(s):  
Developing Countries ◽  
Quality Of Education

The Quality of Education in Developing Countries. C. E. Beeby

1968 ◽  
Vol 12 (2) ◽  
pp. 197-198 ◽  
Author(s):  
William K. Medlin
Keyword(s):  
Developing Countries ◽  
Quality Of Education

scholarly journals The Need for Accountability in Education in Developing Countries

2016 ◽  
Vol 30 (3) ◽  
pp. 109-132 ◽  
Author(s):  
Isaac M. Mbiti
Keyword(s):  
Developing Countries ◽  
Recent Literature ◽  
School Management ◽  
Quality Of Education ◽  
Learning Assessments ◽  
Accountability In Education ◽  
Enrollment Rates ◽  
Low Levels ◽  
Multiple Levels

Despite the rapid growth in enrollment rates across the developing world, there are major concerns about the quality of education that children receive. Across numerous developing countries, recent learning assessments have revealed that children are not able to develop basic numeracy and literary skills. These low levels of learning are the result of a number of interrelated factors, many of which reflect the low levels of accountability across multiple levels of the education system. In this paper, I document the main education challenges facing developing countries, including the lack of accountability among teachers and school management. I also review recent literature that documents the effectiveness of interventions aimed at addressing these accountability issues. Finally, I assess the potential for the market to improve accountability in the education sector in developing countries.

scholarly journals Using design-based research to explore the influence of context in promoting pedagogical reform

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Rhonda Di Biase
Keyword(s):  
Developing Countries ◽  
Best Practice ◽  
Participatory Approach ◽  
Quality Of Education ◽  
Design Based Research ◽  
Local Contexts ◽  
Pedagogical Reform

Many developing countries are seeking to improve the quality of education by promoting the use of learner-centred pedagogy as part of system wide reform.  Yet many studies reveal a gap between what is envisaged in policy and what happens in practice and the inherent limitations of uncritical adoption of 'best practice' from elsewhere into local contexts. Therefore design-based research (DBR), as an interventionist approach, was selected to investigate the conditions under which the innovation of learner-centred education can be implemented in the authentic setting of a Maldivian island school.  The paper elaborates the rationale underpinning this choice and a discussion of the defining features of DBR as they applied in this study: acknowledging the importance of context; facilitating collaboration between researcher and participants; and attending to a theoretical output of the research. The participatory approach which underpinned how DBR was utilised in the study and its implications for enhancing the context-appropriateness of and teachers' engagement with the reforms is also discussed.  In so doing, the paper illustrates the ways in which the defining features of DBR respond to the call for better attention to context as a means for enabling greater success of global reform efforts.

scholarly journals Educational Quality and Labour Market Performance in Developing Countries: Some Evidence from Pakistan

2000 ◽  
Vol 39 (4II) ◽  
pp. 417-439
Author(s):  
Ather H. Akbari ◽  
Naeem Muhammed
Keyword(s):  
Developing Countries ◽  
Labour Market ◽  
Student Teacher ◽  
Educational Quality ◽  
Rapid Expansion ◽  
Educational Institutions ◽  
Quality Of Education ◽  
Lower Priority ◽  
Quality Of Teaching

vSeveral studies have shown that investment in the quality of education has a higher payoff than investment in quantity alone.1 However, in many developing countries, investment in improving educational quality is still accorded a lower priority than investment in educational quantity. Countries which commit more resources towards education are generally observed to expand their enrolment ratios while paying little attention on improving such schooling inputs as student-teacher ratio that contribute towards improvement of educational quality (Table 1).2 There is also a tendency to allocate minimal resources towards upgrading existing schools by improving quality of teaching, facilities, and curricula. Greater emphasis is placed on rapid expansion of the number of educational institutions to reach out a large proportion of population.

The Quality of Education in Developing Countries

1966 ◽  
Vol 50 (8) ◽  
pp. 566
Author(s):  
Carlton E. Beck ◽  
C. E. Beeby
Keyword(s):  
Developing Countries ◽  
Quality Of Education

The Quality of Education in Developing Countries

1967 ◽  
Vol 15 (2) ◽  
pp. 203 ◽  
Author(s):  
Lionel Elvin ◽  
C. E. Beeby ◽  
V. K. R. V. Rao
Keyword(s):  
Developing Countries ◽  
Quality Of Education
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