Analysis Of Swanson Stakeholders View On Quality Education

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Perhaps, not strange when imagining children in rural in school without the essentials for teaching and learning, while at the same time, sitting in poor overcrowded classrooms. Several of these schools lack suitable sanitation and infrastructure. Several students walk long hours to rich school. When at school, sometimes would be no teachers for them, and when back home not enough food, compelled to sustain their hunger. In addition, they encounter shortages of books for reading, notepads, or pen for writing. Walking back home from school, no light, they could switch on, and complete their homework, or read at night (Hartwig, 2013). The cost of kerosene, or candles pose another challenge for them to complete their homework at home. Swanson …show more content…
They definitely, promote quality education based on accessibility, and availability of tools for teaching and learning. They value teachers, teaching procedures, and curriculum reform as an imperative feature of quality education. In addition, they underline the teaching and learning, focusing specifically, “from content-based to competence-based” learning. Likewise, promotes children’s ability to navigate from exam failures (Telli, 2013, p. …show more content…
Actually, quality education for them denotes the “welfare of both students and teachers at home.” They maintained that, “the definition of quality of education should include physical and mental” [happiness, for example], “quality nutrition, quality sleep, social environment at the family level in general for both teachers and students. They, furthermore, endorse that children come from rough environment, where an ordinary family live on less than a $1.00 per day, and hence cannot afford “a simple breakfast for children.” Teachers, sturdily claim that in such a situation, no one can expect a child to improve performance in learning, and above all teachers “efforts in the classroom to change anything” (Telli, 2013, p. 2). These views of teachers without doubt, supports my arguments that poverty excludes children from the quality of education. Referring to Tell (2013), teachers consequently; argue that advanced education in private school results from an improved environment for teaching and learning, including the cutting-edge leadership that enhances the quality of learning. Addition to that, children in private school come from worthy economic backgrounds compared to children in public schools. Consequently, teachers hold that education would not improve, if teachers

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