Journal of Emerging Trends in Educational Research and Policy Studies: Home

Abstract:
Quality education has numerous definitions and connotations, establishing the complexity and multifaceted disposition of the concept. This vague conceptualization depicts quality education as a multifarious system entrenched in a political, cultural and social framework. As such, there isn�t any single best definition of quality education and the very evolving nature of it further complicates the issue. This research intends to expose the salient attributes and associated complexities of quality education. A mixed methods approach using focus group interviews and a survey using a Likert type scale were implemented to get more in-depth information on perceptions, insights, and experiences of practicing teachers regarding quality education. Qualitative data was analyzed using thematic approach while SPSS was used to analyze the quantitative data according to the mixed methods conventions. Results indicate that quality education has several connotations as such any single factor cannot be affirmed to be the exclusive determinant of quality education. Evidently, more awareness of the different attributes of quality education should be created so that complexities are reduced resulting in a better realization and utilization of the concept.

Keywords: quality education, concept, complex, reforms, curriculum, assessment, pedagogy, research, parental participation, digital natives

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