How we understand education quality is inextricably linked with perspectives on social justice. Questions of inclusion, relevance and democracy in education are increasingly contested, most especially in the global South, and improving the quality of education, particularly for the most disadvantaged, has become a topic of fundamental concern for education policy makers, practitioners and the international development community. The reality experienced by many learners continues to be of inadequately prepared and poorly motivated teachers, struggling to deliver a rapidly changing curriculum without sufficient support, and often using outmoded teaching methods in over-crowded or dilapidated classrooms. Education Quality and Social Justice in the South includes contributions from leading scholars in the field of education and development. The text draws upon state of the art evidence from the five year EdQual research programme, which focuses upon raising achievement in low income countries, and demonstrates how systems of high quality universal education can be sustained. By exploring recent research initiatives to improve education quality, the importance of supporting local policy makers, educators and parents as agents of change, and students as active inquirers is highlighted, and the challenge of taking successful initiatives to scale is explained. The book is divided into three main parts: -Framing Education Quality -Planning and Policies for Quality -Implementing Quality in Schools Education Quality and Social Justice in the South argues that implementing a high quality of education using theories of social justice can inform the understanding of inclusion, relevance and democracy in education. The book should be essential reading for both students and researchers within the fields of international and comparative education, along with educational policy, poverty and development studies.There were 14 government high schools (secondary schools) in the taluka, nine for boys and five for girls. ... All twelve mathematics teachers, four men and eight women, in these three schools participated in the action research. ... A semistructured observation instrument was developed to focus on the process of problem solving as it unfolded in the classroom. ... The topics to be covered in these lessons had been earlier identified in schemes of work provided by the district educationanbsp;...
|Title||:||Education Quality and Social Justice in the Global South|
|Author||:||Leon Tikly, Angeline M. Barrett|
|Publisher||:||Routledge - 2013-06-07|