The qualitative and quantitative measurements of quality education for-and-against standards and indicators of high, medium and low performing primary schools in Oromia Regional State, Ethiopia

Abstract

ABSTRACT Creating high quality primary schools associated with the existing contextual, socio-cultural, economic and political factors is important in Ethiopia. With this, the study examined qualitative and quantitative measurements of quality education for-and-against standards and indicators of high, medium and low performing primary schools in Oromia Regional State. The study employed mixed method with embedded mixed design. The primary data were collected from 687 participants using different data collection tools and analyzed using descriptive and inferential statistics. The quality and quantity of human, material and social capital were below standards of quality education in primary schools. Although the twenty-first century classroom requires competent teachers to address diverse needs of children, the standards and indicators of quality were deteriorated in terms of inputs, process and outputs. The schools should foster children's learning potential through school improvement and teacher professional development program standards, indicators, and facilitate school feeding program for children under starvation.