Research Studies in Some African Countries Relating to Education Quality Various studies have been conducted in parts of Africa in relation...
Research Studies in Some African Countries Relating to Education Quality Various studies have been conducted in parts of Africa in relation to educational quality in various contexts. Ethiopia: In Ethiopia studies in relation to education quality include basic education for school-age children, female education, technical and vocational education and training, efficiency, equity and access, and decentralization. A study on students’ participation, dropout and achievement in primary schools and manpower in the Wereda zone reported in January 1977 found that the lifting of school fees and campaigns carried out to persuade parents had improved participation and enrolment in the zone. Compared to boys, the participation of girls was lower. There were variations in the rate of the school-going population among regions. There had been a slight decline in female participation at primary and junior secondary levels with an increase at senior secondary level. The largest schools are in the urban areas. The pupil/teacher ratio was slightly below 50.1. Growth in enrolment was affected by a shortage of teachers, textbooks and lack of space in existing schools. Dropout was a serious problem and was caused by a preference for trading to attending school.
A difficult rural life, involvement in agricultural activities for boys, and early marriage and fear of abduction of girls, were additional reasons. The quality of education was affected by an inadequate supply of curricular materials and a shortage of classrooms, desks, teachers, etc. There was no significant gender disparity in terms of grade repetition but still boys performed better than girls. Wereda education office staff lacked proper training and suffered from a high turnover (Studies of Education in 28 Ethiopia: An Inventory and Overview of Education Sector Studies in Ethiopia 1994 – 1997, UNESCO Working Group on Education Sector Analysis, 1999). Zimbabwe A number of similar studies have been conducted relating to educational quality. Specific issues relating to quantity and quality such as school facilities, enrolment trends over a period, teacher supply, incremental resource requirements, infrastructure, logistics, internal and external efficiency, cost-effectiveness, learning outcomes, relevance and equity issues were addressed in the studies. From a study titled “Indicators of the Quality of Education: A National Study of Primary Schools in Zimbabwe”, the following findings were made. Mean reading abilities of Grade 6 boys and girls were not statistically different. Teachers considered classroom supplies as the single most important factor to improve their job satisfaction. Personnel in the Ministry of Education needed training in data management and data analysis skills to facilitate their operations. Another study on “Education in Zimbabwe:
Issues of quantity and quality” described contextual and historical statistical information focusing on school facilities, enrolments, teacher supply, incremental resource requirements, infrastructure, logistics, internal and external efficiency, cost-effectiveness, relevance and equity issues. Principal findings made were that Zimbabwean women continue to be under-represented in the modern sector, in high-level jobs and in higher education despite improvements due to such legislations as the Equal Pay Regulation of 1982, the Industrial Conciliation Act and the Labour Relations Act of 1984. In education, the general pattern found was that girls were competing favourably with boys in the lower levels of the system, but were outnumbered at the higher levels. Those girls who survived through the system were generally lower achievers than boys. An evaluation of the effects of the country’s disadvantaged schools rehabilitation project came out with a number of findings. For example, it was found that the rehabilitation project provided essential physical facilities in rural marginalized schools by refurbishing existing facilities and supplying furniture. The various rural communities responded enthusiastically in support of all projects intended for the improvement of the quality of 29 teaching and learning physical environments in their schools. However, the project implementation was constrained by inadequate to poor record keeping and financial accounting, escalating costs of building materials and inadequate supervision of the projects.
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