Bhutanese stakeholders' perceptions about multi-grade teaching as a strategy for achieving quality universal primary education

Title
Bhutanese stakeholders' perceptions about multi-grade teaching as a strategy for achieving quality universal primary education
Publication Date
2013
Author(s)
Kucita, Pawan
Kivunja, Charles
( author )
OrcID: https://orcid.org/0000-0002-3520-0745
Email: ckivunja@une.edu.au
UNE Id une-id:ckivunja
Maxwell, Thomas W
Kuyini-Abubakar, Ahmed
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Elsevier Ltd
Place of publication
United Kingdom
DOI
10.1016/j.ijedudev.2012.05.009
UNE publication id
une:11623
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.
Link
Citation
International Journal of Educational Development, 33(2), p. 206-212
ISSN
1873-4871
0738-0593
Start page
206
End page
212

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