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A Proposed Unified Conceptual Framework for Quality of Education in Schools

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  • Elizabeth Garira

Abstract

Quality of education in schools requires accurate descriptions of all its components to judge its realization and plan for its improvement. However, it can be difficult to obtain such descriptions in an effective manner. This article aims to propose a unified conceptual framework for quality of education in schools to facilitate an understanding of the quality of education. The conceptual framework proposed here is multi-dimensional in nature and based on operational experience by the authors with studying education systems’ performance in general, and particularly, quality of education in schools. The unified conceptual framework proposed here is informed by systems theory and acknowledges the interdependence among the components of quality of education and levels of the education system. In conclusion, we reiterate the importance of a conceptual framework for quality of education that explicates the relationships among the numerous education components (inputs, processes, and outputs) among the various education levels of the education system (national, tertiary, school, and pre-school) as a primary science for understanding the quality of education in schools as an essential step toward providing a scientific base for the study of education quality in schools.

Suggested Citation

  • Elizabeth Garira, 2020. "A Proposed Unified Conceptual Framework for Quality of Education in Schools," SAGE Open, , vol. 10(1), pages 21582440198, January.
    • Handle: RePEc:sae:sagope:v:10:y:2020:i:1:p:2158244019899445
    DOI: 10.1177/2158244019899445
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    References listed on IDEAS

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    1. Steven G. Rivkin & Jeffrey C. Schiman, 2015. "Instruction Time, Classroom Quality, and Academic Achievement," Economic Journal, Royal Economic Society, vol. 125(588), pages 425-448, November.
    2. Rehaf A. Madani, 2019. "Analysis of Educational Quality, a Goal of Education for All Policy," Higher Education Studies, Canadian Center of Science and Education, vol. 9(1), pages 100-109, March.
    3. Steven G. Rivkin & Jeffrey C. Schiman, 2015. "Instruction Time, Classroom Quality, and Academic Achievement," Economic Journal, Royal Economic Society, vol. 0(588), pages 425-448, November.
    4. Husain Salilul Akareem & Syed Shahadat Hossain, 2012. "Perception of education quality in private universities of Bangladesh: a study from students' perspective," Journal of Marketing for Higher Education, Taylor & Francis Journals, vol. 22(1), pages 11-33, June.
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    Cited by:

    1. Xanthe Hunt & Ashrita Saran & Howard White & Hannah Kuper, 2021. "PROTOCOL: Effectiveness of interventions for improving educational outcomes for people with disabilities in low‐ and middle‐income countries: A systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 17(4), December.
    2. Satumari John Wafudu & Yusri Bin Kamin & Daniel Marcel, 2022. "Validity and reliability of a questionnaire developed to explore quality assurance components for teaching and learning in vocational and technical education," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-10, December.
    3. Davison Machisa & Constance Gutuza & Tichaona Mapolisa, 2023. "Challenges and Mitigations on Quality Education in Emerging Private High Schools: A Case of Mabelreign/Warren Park District, Harare of Zimbabwe," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(8), pages 970-980, August.

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