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Barriers and challenges affecting quality education (sustainable development goal #4) in sub-saharan africa by 2030.

1. Introduction

2. materials and methods, 3.1. funding constraints, 3.2. access and inclusion, 3.2.1. students with disabilities, 3.2.2. gender disparities, 3.2.3. physical barriers, 3.2.4. inadequate curriculum, 3.3. teacher education, 4. discussion, 4.1. addressing funding constraints, 4.2. increasing access and inclusion, 4.3. addressing teacher education.

…efforts to foster effectiveness would be more productive if a teacher’s awareness and reflection was used as the starting point of training efforts. Teachers should be the originators of and active participants in the design and implementation of teacher training activities. [ 111 ] (p. 157)

4.4. Limitations and Implications

5. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Zickafoose, A.; Ilesanmi, O.; Diaz-Manrique, M.; Adeyemi, A.E.; Walumbe, B.; Strong, R.; Wingenbach, G.; Rodriguez, M.T.; Dooley, K. Barriers and Challenges Affecting Quality Education (Sustainable Development Goal #4) in Sub-Saharan Africa by 2030. Sustainability 2024 , 16 , 2657. https://doi.org/10.3390/su16072657

Zickafoose A, Ilesanmi O, Diaz-Manrique M, Adeyemi AE, Walumbe B, Strong R, Wingenbach G, Rodriguez MT, Dooley K. Barriers and Challenges Affecting Quality Education (Sustainable Development Goal #4) in Sub-Saharan Africa by 2030. Sustainability . 2024; 16(7):2657. https://doi.org/10.3390/su16072657

Zickafoose, Alexis, Olawunmi Ilesanmi, Miguel Diaz-Manrique, Anjorin E. Adeyemi, Benard Walumbe, Robert Strong, Gary Wingenbach, Mary T. Rodriguez, and Kim Dooley. 2024. "Barriers and Challenges Affecting Quality Education (Sustainable Development Goal #4) in Sub-Saharan Africa by 2030" Sustainability 16, no. 7: 2657. https://doi.org/10.3390/su16072657

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Quality in Education—Concept, Origin, and Approaches

• First Online: 27 September 2017

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• Charu Jain 3 &
• Narayan Prasad 4  

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Being instrumental in bringing about the economic development of a country, education and is one of the basic services offered by government and stakeholders to society. However, as mere quantitative expansion would not generate the desired results unless a particular standard of quality is maintained, it is essential that policies shift their focus from increasing enrolments to quality improvement in all spheres—beginning from making school facilities available to students, developing their learning skills which is not just limited to curriculum knowledge, and initiating efficient teaching practices. The concept of quality in the field of education is not new; therefore, it is even important to understand how the quality debate has evolved over the years and how it has come to be linked with the provision of education. This chapter describes the theoretical aspect of quality concept, its historical origin in the field of education, various related models and approaches. It is being argued that the concept of quality in education is multifaceted; it does not possess any specific definition; different scholars have interpreted the concept differently. The differences lie not only in the way this concept is defined, but is also reflected in the manner in which quality is measured. Although, worldwide, research initiatives has been undertaken to identify the quality indicators, measuring the educational outcomes, in the Indian context, little evidence is available, particularly in case of secondary education.

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Jain, C., Prasad, N. (2018). Quality in Education—Concept, Origin, and Approaches. In: Quality of Secondary Education in India. Springer, Singapore. https://doi.org/10.1007/978-981-10-4929-3_2

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