Contribution of qualitative education research to future European – African cooperation

Author(s):

Elina Lehtomäki(presenting / submitting)Hanna Posti-Ahokas(presenting)Mari-Anne Okkolin Magreth Matonya Eustella Bhalalusesa

Conference:

ECER 2014

Network:

23. Policy Studies and Politics of Education

Format:

Paper

Session Information

23 SES 04 E, Research Policies and the Politics of Research (Part 3)

Paper Session: continued from 23 SES 02 E, 23 SES 03 E

Time:

2014-09-03

09:00-10:30

Room:

B338 Sala de Aulas

Chair:

Palle Rasmussen

Contribution

In the field of education, European and African countries cooperate mainly through policy dialogue, development programmes and projects. Joint research projects are still rare. In this paper we present knowledge gained through a collaborative qualitative education research project of Finnish and Tanzanian universities, designed to respond to the challenges identified in achieving the globally agreed development targets.

Since 2000 the European Union has promoted access to quality basic education for all children, youth and adults as an active partner of the global Education for All (EFA) movement. The Commission’s development policy aims to contribute to the achievement of the UN Millennium Development Goals (MDGs) which define universal primary education and gender equality in education as priorities in poverty reduction. Education is identified as an essential factor for social cohesion and inclusion in Europe and beyond (EENEE 2008; European Commission 2010; Project Europe 2030, 2010). In international development, the EU stands out as the chief donor, providing two-thirds of the total official development aid (European Commission 2010). The Joint Africa-EU Strategy (AU and EU 2007) emphasises Africa’s own priorities and long-term cooperation, and calls for research capacity development through joint projects.

With reference to the joint policy framework for Africa and Europe, this paper investigates what novel knowledge qualitative research in education can bring to planning and implementation of education development, particularly in terms of gender equality. Lessons learnt through a joint education research project, conducted by researchers from Tanzania in Sub-Saharan Africa and Finland in Northern Europe are analysed. The research questions are, 1) how have girls and women (also with disabilities) succeeded to proceed to higher levels of education and what do they consider critical to their advancement? 2) how could their voices be included in the research-policy-practice dialogue on education? 3) how qualitative research can complement the existing knowledge-base for monitoring and evaluating development of education and thereby contribute to successful transformations in education systems?

The objectives are to define and highlight the role of qualitative research in education development, and to show the importance of including voices of girls and women in designing efforts that aim to enhance their participation and advancement in education. Different from quantitative measures of participation and advancement, the qualitative approach creates space for girls and women to voice their views on critical policy concerns.

The paper draws on key findings of multidisciplinary research on achievements and challenges of educational equity policies, processes and practices in Tanzania. The qualitative research findings focus on experiences and perceptions of girls and women, who have succeeded to continue their educational paths up to secondary and higher education, on the meaning of education in their lives. The study is based on the understanding that addressing policy-relevant issues in a defined context requires understanding of people’s experiences across life spheres. The theoretical frameworks applied in this research are social inclusion (Aubert 2011) and capability approach to human and social development, and education, in particular (Unterhalter 2012). Drawing on critical approaches to study of education, policy is seen as a process of negotiation and contestation where the ultimate beneficiaries of policy should be involved (Anyon 2009; Aubert 2011; Unterhalter 2012). The voices of girls and women are discussed in connection with education development policy targets and programme actions, thereby showing how qualitative research complements the quantitative measures of change and development.

Method

First, critical issues in Tanzanian education development, from the perspectives of gender balance and inclusion, were identified through a policy analysis (Okkolin, Lehtomäki & Bhalalusesa 2010). Based on these findings, qualitative studies emphasising voices and experiences of girls and women were conducted among female secondary school students (Posti-Ahokas 2013), women with disabilities enrolled in higher education (Matonya 2014) and women who had completed degrees in higher education (Okkolin 2013). Data were collected through individual interviews, focus group discussions, written empathy-based stories and life stories. Actor-centred methods of analysing interview data were used to locate the individual experiences within socio-cultural contexts (Okkolin 2013; Posti-Ahokas & Okkolin 2014) and in connection with changes of educational opportunities and participation (Lehtomäki, Tuomi & Matonya 2014). A systematic review, in the form of a qualitative research synthesis (Suri & Clarke 2009) was employed to examine the key findings across the individual studies. The synthesis produced a new perspective to the original studies, each focusing on a unique set of research participants and contexts, and provided space for the research team members to construct a shared reflection, in line with the research project objectives. Evidence from the synthesis showed connections between the individual studies, complemented their findings with overarching themes and highlighted the potential of qualitative research in addressing the gaps identified in education development.

Expected Outcomes

The findings concerning critical issues for educational advancement from a gender perspective complement the existing quantitative monitoring of education development in Tanzania. The key findings suggest that: 1) access and advancement are social processes tied to a complex set of personal, institutional and socio-cultural factors, 2) when in school, own responsibility and learning strategies are considered important for success, 3) during the transitions between levels of education, the role of extended families becomes critical 4) students are willing to share their views and participate in improvement of education. The synthesis across the individual studies highlights the importance of the out-of-school environment to the advancement of female students. According to the girls and women who participated in this research socio-cultural factors, such as family, peers, teachers and community, and their interaction, are significant for participation and success in education. Economic problems burden students’ families and, consequently, show the significant interconnections between education and family economics. Therefore, cross-sectoral approaches and stronger community involvement in education development are necessary for reaching the policy objectives. Experiences with the student-centred approach show how research can be used to voice female students’ perspectives on critical policy concerns. In Tanzania and elsewhere in Sub-Saharan Africa, much of the education research agenda is determined and commissioned by international (donor) organisations, often focusing on quantitative monitoring of achievement of development targets. Therefore, it is essential to better utilize the existing, although limited, qualitative research in the development and evaluation of policies and programmes. Further research utilising actor and voice-centred methodologies is encouraged to inform the dialogue on development of education. Our experience in this project shows that research collaboration between European and African universities can create spaces for cross-cultural learning, build the capacity of the participating institutions and professionals and provide with valuable inputs to the research-policy-practice dialogue.

References

Anyon, Jean. 2009. Introduction: Critical Social Theory, Educational Research, and Intellectual Agency. In J. Anyon et al. (eds.). Theory and Educational Research: Toward Critical Social Explanation. New York, Routledge, 1–23. AU and EU. 2007. The AFRICA-EU Strategic Partnership, A Joint Africa-EU Strategy. http://www.africa-eu-partnership.org/sites/default/files/documents/eas2007_joint_strategy_en.pdf Aubert, Adriana. 2011. Moving beyond social exclusion through dialogue. International Studies in Sociology of Education, Special Issue: Education for Social Inclusion, 21 (1), 63–75. EENEE (Economics of Education in Europe). 2008. The Future of European Education and Training Systems: Key Challenges and their Implications. Analytical Report No. 3, May. European Commission. 2010. European Year for Combating Poverty and Social Exclusion. Lisbon: EC. http://www.2010againstpoverty.eu/about/?langid=en Lehtomäki, E., Tuomi, M. & Matonya, M. 2014. Educational research from Tanzania 1998–2008 concerning persons with disabilities: What can we learn? International Journal of Educational Research, 64, 32–39, http://dx.doi.org/10.1016/j.ijer.2013.10.005. Matonya, M. 2014 (manuscript). Accessibility of higher education in Tanzania: Experiences of women with disabilities. Okkolin, M. A. 2013. Highly educated women in Tanzania – constructing educational well-being and agency. Phd. diss., University of Jyväskylä. Jyväskylä: Jyväskylä Studies in Education, Psychology and Social Research: 483. Okkolin, M-A., Lehtomäki, E. & Bhalalusesa, E. (2010). Successful education sector development in Tanzania: Comment on gender-balance and inclusive education. Gender and Education, 22 (1), 63-71. Posti-Ahokas, H. 2013. Empathy-based stories capturing the voice of female secondary school students in Tanzania. International Journal of Qualitative Studies in Education, 26(10), 1277–1292. doi:10.1080/09518398.2012.73153326(10). Posti-Ahokas, H. & Lehtomäki, E. (accepted). The significance of student voice: Female students’ interpretations of failure in Tanzanian secondary education. Gender and Education. Posti-Ahokas, H. & Okkolin, M. A. (accepted). Enabling and constraining family: Young women building their educational paths in Tanzania. Journal of Community, Work and Family. Posti-Ahokas, H. & Palojoki, P. (2013). Navigating transitions to adulthood through secondary education: Aspirations and value of education for Tanzanian girls. Journal of Youth Studies. doi: 10.1080/13676261.2013.853871. Project Europe 2030. (2010.) Challenges and Opportunities. A report to the European Council by the Reflection Group on the Future of the EU 2030. May 2010. Suri, H. & Clarke, D. 2009. Advancements in Research Synthesis Methods: From a Methodologically Inclusive Perspective. Review of Educational Research, 79 (1) 395-430. Unterhalter, E. 2012. Inequality, capabilities and poverty in four African countries: girls’ voice, schooling, and strategies for institutional change, Cambridge Journal of Education, 42 (3), 307-325, http://dx.doi.org/10.1080/0305764X.2012.706253.

Author Information

Elina Lehtomäki (presenting / submitting)

University of Jyväskylä

Faculty of Education

University of Jyväskylä

Hanna Posti-Ahokas (presenting)

University of Helsinki

Department of teacher education

Paijärvi

Mari-Anne Okkolin

Centre for Research on Higher Education and Development, University of Free State, South Africa

Magreth Matonya

School of Education, University of Dar es Salaam, Tanzania

Eustella Bhalalusesa

Ministry of Education and Vocational Training, Tanzania

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