|
Title
|
|
|
|
Measuring the quality of education at two levels: A case study of primary schools in rural Ethiopia
| |
|
Author
|
|
|
|
| |
|
Abstract
|
|
|
|
| This paper constructs two measures of the quality of education. The first one is a quality measure on the institutional level, it is derived inductively from the answers provided by school directors from rural Ethiopia on several interview questions. A cornerstone in my definition of school "quality" in a resource constraint environment is the degree of responsiveness to household needs. The second one is a measure of the quality of teaching at the individual level based on teaching attitudes and teaching behaviour of teachers. Pearson correlations show that school quality is positively correlated with increased enrolment but also that the quality of teaching is negatively correlated with increased pupil/teacher ratios. Schools in rural Ethiopia thus make a quantity-quality trade-off. Evidence suggests that class size is not the relevant variable in the quality debate, but time allocation of teachers is |
| |
|
Language
|
|
|
|
English
| |
|
Source (journal)
|
|
|
|
International review of education. - Den Haag
| |
|
Publication
|
|
|
|
Den Haag
:
1999
| |
|
ISSN
|
|
|
|
0020-8566
| |
|
Volume/pages
|
|
|
|
45
:2
(1999)
, p. 167-196
| |
|