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Quality in Education and Academic Performances

In all aspects of the school and its surrounding education community, the rights
of the whole child, and all children, to survival, protection, development and participation
are at the centre. This means that the focus is on learning which strengthens the
capacities of children to act progressively on their own behalf through the acquisition of
relevant knowledge, useful skills and appropriate attitudes; and which creates for
children, and helps them create for themselves and others, places of safety, security
and healthy interaction. (Bernard, 1999)

What does quality mean in the context of education? Many definitions of quality
in education exist, testifying to the complexity and multifaceted nature of the concept.
The terms efficiency, effectiveness, equity and quality have often been used
synonymously (Adams, 1993).

Learners who are healthy, well-nourished and ready to participate and learn, and
supported in learning by their families and communities; „ Environments that are
healthy, safe, protective and gender-sensitive, and provide adequate resources and
facilities; „ Content that is reflected in relevant curricula and materials for the acquisition
of basic skills, especially in the areas of literacy, numeracy and skills for life, and
knowledge in such areas as gender, health, nutrition, HIV/AIDS prevention and peace; „
Processes through which trained teachers use child-centred teaching approaches in
well-managed classrooms and schools and skilful assessment to facilitate learning and
reduce disparities; „ Outcomes that encompass knowledge, skills and attitudes, and are
linked to national goals for education and positive participation in society.

This definition allows for an understanding of education as a complex system

embedded in a political, cultural and economic context. This paper will examine
research related to these dimensions. It is important to keep in mind education’s
systemic nature, however; these dimensions are interdependent, influencing each other
in ways that are sometimes unforeseeable. This definition also takes into account the
global and international influences that propel the discussion of educational quality
(Motala, 2000; Pipho, 2000), while ensuring that 5 national and local educational
contexts contribute to definitions of quality in varying countries (Adams, 1993).
Establishing a contextualized understanding of quality means including relevant
stakeholders. Key stakeholders often hold different views and meanings of educational
quality (Motala, 2000; Benoliel, O’Gara & Miske, 1999). Indeed, each of us judges the
school system in terms of the final goals we set for our children our community, our
country and ourselves (Beeby, 1966).
Everyone has the right for education. One has the right to acquire knowledge and
achieve high academic competence. Expert Mechanism advises that learning about
human right is the first step towards respecting, promoting and defending the right of
individual and people. It is true that education is one of the necessities in life. Thus,
there is a need o upgrade teaching effectiveness in life among educators as well as
learning efficiency among learners.

Every learner has his own way of learning and distinct study habits to assure
academic success. Studying efficiently and effectively is important; for they bring good
performance in attaining academic success. However, academic success throughout
the years paves the way for the future. There are great number of studies conducted
regarding biological sex and its academic performance. But how o we determine that
students really attaining academic success?

Study habits are significant variable which determines the academic performance
of pupils. It includes note tacking, concentration, time, management test strategies,
information processing and selecting main ideas to enhance and develop thinking skills.
It also the summary of several factors that includes planning of work, note taking and
habits of concentration on the subject matter and preparation for examinations (Patel,
1976). Moreover, it is the mental effort that is not only for acquiring knowledge and
ideas but also a skill in studying (Learners Dictionary). Indeed, good study habits are
good assets of learners (Azikiwe, 1998).

A correlation was only observed between dimension of study habits and students
gender. The memory was more used by female students during the study. Ossai (2002)
found that female students are better in study habits such as time scheduling,
concentration, listening, note taking and reading. However, gender type doesn’t always
academic success. Sometimes both masculine and feminine orientations are important
and equal.

In the field of education for minority group, there is big difference between them
in terms of performance, manners and how they act in school. Lack of study habits
contribute to their academic problem because as observed, instead of studying their
lesson, they work to accomplish household chores such as baby sitting, farming,
gardening and helping their parents in order to augment the daily needs of their family.
However, the education gap between indigenous and majority people remains critical.
Some of the problems underlying on it are low rates of enrollment, high drop-outs, lower
performance in school and disparities.