Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/11424
Title: Bhutanese stakeholders' perceptions about multi-grade teaching as a strategy for achieving quality universal primary education
Contributor(s): Kucita, Pawan (author); Kivunja, Charles (author); Maxwell, Thomas W (author); Kuyini-Abubakar, Ahmed (author)
Publication Date: 2013
DOI: 10.1016/j.ijedudev.2012.05.009
Handle Link: https://hdl.handle.net/1959.11/11424
Abstract: This study employed document analysis and qualitative interviews to explore the perceptions of different Bhutanese stakeholders about multi-grade teaching, which the Bhutanese Government identified as a strategy for achieving quality Universal Primary Education. The data from Ministry officials, teachers and student teachers were analyzed using Leximancer software and the results showed that all stakeholders saw some benefits of multigrade in rural and remote communities in terms of children's access to education. However, future teachers expressed preferred not to teach in multi-grade schools due to challenges such as inadequate resources, difficulties with timely adjustment to the aligned curriculum and limited capacity building among teachers.
Publication Type: Journal Article
Source of Publication: International Journal of Educational Development, 33(2), p. 206-212
Publisher: Pergamon
Place of Publication: United Kingdom
ISSN: 0738-0593
1873-4871
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management)
130202 Curriculum and Pedagogy Theory and Development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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