School Professionals Perspectives on Quality in Education A comparative study between Government and Nongovernment schools in slum areas in Dhaka Region

Abstract

Primary education is the prioritized level of education in Bangladesh. A large number of school age children are attending primary education. Along with the government various education professionals support primary education programs to ensure quality in primary education for all. This study focuses on quality perceptions of primary education providers in slum areas. In literature, perspectives on quality and slum education are mentioned. This study has a comparative design with government and nongovernment primary schools as two different cases. The rationale for this comparative aspect is the whole scenario of how various professionals in primary education perceive quality of education under the same umbrella. Therefore, two different schools from the slum area in Dhaka region are mentioned. Quality perspectives of education have been developing under educational reforms. Quality perceptions of the two schools in their context have also been mentioned by finding. It shows that schools in different perspectives have various quality views. Both schools have different understandings about the primary education; however, they are having the same challenges in the practice. The comparison of the study shows that one big difference between two schools of quality understandings is about accessibility and economic development. Quality understandings are relatively similar in both schools. Thus, schools have similar challenges for slum situation and education retention. This study concludes that quality perceptions need to mention a joint understanding for both of the schools. This may lead to understand a common pattern of quality understandings.

Primary education is the prioritized level of education in Bangladesh. A large number of school age children are attending primary education. Along with the government various education professionals support primary education programs to ensure quality in primary education for all. This study focuses on quality perceptions of primary education providers in slum areas. In literature, perspectives on quality and slum education are mentioned. This study has a comparative design with government and nongovernment primary schools as two different cases. The rationale for this comparative aspect is the whole scenario of how various professionals in primary education perceive quality of education under the same umbrella. Therefore, two different schools from the slum area in Dhaka region are mentioned. Quality perspectives of education have been developing under educational reforms. Quality perceptions of the two schools in their context have also been mentioned by finding. It shows that schools in different perspectives have various quality views. Both schools have different understandings about the primary education; however, they are having the same challenges in the practice. The comparison of the study shows that one big difference between two schools of quality understandings is about accessibility and economic development. Quality understandings are relatively similar in both schools. Thus, schools have similar challenges for slum situation and education retention. This study concludes that quality perceptions need to mention a joint understanding for both of the schools. This may lead to understand a common pattern of quality understandings.