Educational Leadership
QUALITY OF EDUCATION AND NATIONAL POLICY MANAGEMENT CONTEXT IN TANZANIA.
FADHILI Madaga
E- mail: madagafadhili@yahoo.com
M.E.D. Management and Administration
Department of Management and Life Long Learning
University of Dar es salaam
INTRODUCTION
The concept of quality may mean different things to different individuals and organizations. Apparently, some different medium of instruction may be associated with quality of a school. This is quite incorrect. Quality is an improved state of the structural facilities, i.e. classrooms, teachers, equipment, toilets, laboratories, medium of communication, teaching aids and school space and grounds.
Quality is also an improvement in the educational processes in regard to teaching and learning. The process of quality attributes are usually made possible and effective by an improvement in the structural quality attributes. However, a third dimension of education and training quality is what we call interaction quality. This is relationship among individuals general interactive knowledge-problem-solving situation and relationship.
By interaction, quality improvement is meant how the school system is capable of molding the individual learner to create conducive interactive relationship between teachers and students and various levels of the authoritative hierarchical in a socio-cultural and political complex organizations.
On the other hand, many definitions of quality in education exist, testifying to the complexity and multifaceted nature of the concept. The terms efficiency, effectiveness, equity and quality have often been used synonymously (Adams, 1993). Considerable consensus exists around the basic dimensions of quality education today, however. Quality education According to UNESCO (2000), includes:. Learners who are healthy, well-nourished and ready to participate and learn, and supported in learning by their families and communities;. Environments that are healthy, safe, protective and gender-sensitive,
FADHILI Madaga
E- mail: madagafadhili@yahoo.com
M.E.D. Management and Administration
Department of Management and Life Long Learning
University of Dar es salaam
INTRODUCTION
The concept of quality may mean different things to different individuals and organizations. Apparently, some different medium of instruction may be associated with quality of a school. This is quite incorrect. Quality is an improved state of the structural facilities, i.e. classrooms, teachers, equipment, toilets, laboratories, medium of communication, teaching aids and school space and grounds.
Quality is also an improvement in the educational processes in regard to teaching and learning. The process of quality attributes are usually made possible and effective by an improvement in the structural quality attributes. However, a third dimension of education and training quality is what we call interaction quality. This is relationship among individuals general interactive knowledge-problem-solving situation and relationship.
By interaction, quality improvement is meant how the school system is capable of molding the individual learner to create conducive interactive relationship between teachers and students and various levels of the authoritative hierarchical in a socio-cultural and political complex organizations.
On the other hand, many definitions of quality in education exist, testifying to the complexity and multifaceted nature of the concept. The terms efficiency, effectiveness, equity and quality have often been used synonymously (Adams, 1993). Considerable consensus exists around the basic dimensions of quality education today, however. Quality education According to UNESCO (2000), includes:. Learners who are healthy, well-nourished and ready to participate and learn, and supported in learning by their families and communities;. Environments that are healthy, safe, protective and gender-sensitive,