presented by Kathryn TOURE , Education Research Network for West and Central Africa (ERNWACA)

Using Formative Research to create a learning environment to inform

education policy implementation andeducational system regeneration in Africa

presented by

Kathryn TOURE,Education Research Network for West and Central Africa (ERNWACA)

27 March 2006Seminar of Working Group on Education Sector Analysis (WGESA)

ADEA Biennale, Libreville, Gabon+

17 October 2006Rencontres ROCARE

Ouagadougou, Burkina Faso

Formative Research, WGESA / October 2006 - 2

WGESA strategies

WGESA = ADEA Working Group on Education Sector Analysis

Renewed Sector Analysis: beyond planning to implementation

Peer reviews and formative research Africanization:

– deeper appropriation of sector analysis – national and regional capacity among individuals

and within institutions– more local shaping of issues and approaches


What is formative research?

Assessment toolto modify and improve

policies, programs, or products

during their

planning, development, implementation.


Formative research

Joël de Rosnay, 1975


What is formative research? Proscriptive rather than descriptive Entails asking:

- What methods worked well?

- What did not work well?

- How can implementation be improved?

- How can the theory informing the policy,

and the policy itself, be improved?

Involves “finding out together”


Iterative process


Burkina Faso: Plan décennal de l’éducation de base (PDDEB), 2001-2010

Gambia: National Education Policy, 2004-2015; developed via highly participatory process

Ghana: Free Compulsory Universal Basic Education (FCUBE) Program, 1995-2005

Mali: Programme Décennal de l’Education (PRODEC), 1998-2008

Niger: Programme Décennal de Développement de l’Education (PDDE), 2003-2013

Nigeria: Universal Basic Education program Sénégal: Programme Décennal de l’Éducation et

de la Formation (PDEF), 2000-2010

ERNWACA / ROCARE countries with sector programs (examples)


Policy as organic process

ETUDE CRITIQUE DE ROCARE-CAMEROUN SUR LE DOCUMENT

« PLAN D’ACTION NATIONAL DE L’EDUCATION POUR TOUS » 2004

I Analyse du document analytique et diagnostique du Plan EPT Le document analytique et diagnostique du plan EPT se sert des sept objectifs de l’Education pour Tous identifiés dans le cadre d’action de Dakar. Ce document a l’avantage d’avoir eu à exploiter le document de stratégie du secteur de l’Education qui possède des données actualisées en éducation au Cameroun. Par contre, le document gagnerait à avoir une configuration contextualisée du concept de l’EPT , une meilleure systématisation dans le cadrage de la population cible de l’EPT. Et une meilleure cohésion dans le programme de mise en œuvre. Un travail d’identification des zones géographiques et une meilleure quantification des actions à entreprendre par le biais des indicateurs de résultats crédibiliserait mieux le document final. A) Nécessité de bien délimiter les contours de l’Education pour tous

dans le PAN La problématique de l’Education Pour Tous » doit s’inscrire dans une vaste philosophie sociale de formation permanente à tous les niveaux de l a vie . Une telle vision doit être ouverte aussi loin et large que possible, elle nécessite un effort permanent de conceptualisation et un réajustement continu dans la démarche méthodologie quant aux différents modes d’interventions sur le plan stratégique et tactique. Le découpage du processus éducatif dans un pays en secteur formel, non formel et informel facilite une meilleure prise en considération de toutes les strates de l’éducation. Mais sur le plan opérationnel et tactique, il est souhaitable de considérer que l’éducation, a subi un éclatement, tout au long des années: a) sur le plan vertical

- l’éducation prescolaire, primaire et secondaire, supérieure, 3 ème âge. b) sur le plan horizontal

- L’ éducation des filles, - L’éducation des Handicapés divers, des enfants de la rue, des enfants

réfugiés, des enfants pygmées, des enfants montagnards, - l’éducation des parents indigents, - l’éducation des enfants victimes des abus divers « en situation de guerre, enfants

travailleurs , prostitution enfantine », - L’éducation permanente des adultes ( plan de formation pour les adultes demandeurs

d’emplois,


Why use formative research?

Improve program implementation Reduce policy failure


Characteristics SYSTEMIC approach PROCESS-oriented designed to support CHANGE PRACTICAL – informs decision-makers draws on CASE STUDY approach and

QUALITATIVE research methodologies


Advantages Appropriate for analyzing macro and complex

processes Support policy implementation process Promotes dialogue tethered to

implementation and improvement Expands research base Facilitates appropriation of research results

for decision-making Builds competencies and confidence Steers dynamic change to improve results


Learning process

Learning environment

Educational system regeneration

Educational

policy

formulation

Research/Dialogue

Educational

policy

implementation


Formative research moves us toward “learning systems” described by ADEA (2003) as follows:

Move towards a system of learning institutions

Focus on learning permeates such a system and gives it coherence

Emphasize continuous improvement and a sustained effort over time

Rely on evidence based strategies grounded in lessons from experience

Create framework for systemic learning from national, regional and international experience

Towards a Learning System


Actors

Key Questions / Topics

MINISTRY is executing agency

Formative research

ADVISORY GROUP *

RESEARCH TEAM

Coordinating research institution

*researchers, administrators (central/regional/local), teachers, civil society, etc.


Cadres de concertation - BFAtelier interface chercheur-decideur, Ouaga, janvier 2005

Atelier de Recherche en Education au Burkina (AREB)

Mise en œuvre du PDEB (rencontres gouv. + PTF)

Cadre de Concertation sur l’éducation au Burkina Faso (CCEB)

ANVAR (via CNRST) Direction Général du Centre de Recherche pour

les innovations éducatives et la formation (DGCRIEF)


Requires specific skills

Human resource management Negotiation Communication


People process

technicians → → hierarchy → → analysis → → centralized

administrative

management → →

people

partnerships

dialogue

networking

Formative Research involves:


Use of FR approaches in Africa by…

Ministries Bilateral partners CONFEMEN SACMEQ EPSI of SADC ERNWACA / ROCARE


Use of FR approaches in education sector

Ghana: Mid-term stocktaking on quality of teaching and learning 1996 vis-à-vis achievement of FCUBE strategic objectives; development of statistical database for assessing achievements, weaknesses and constraints of the program and mapping strategies for improvement; newspaper reports

Mali: MARP approach in 2000-2003 to improve primary school quality and access

Niger: inter-ministerial Technical Committee for Education Sector Analysis of Niger (CTASEN)

Gambia: improved social responsiveness of skills development centres, efficiency dimensions of the programmes of the Gambia Technical Training Institute (GTTI), quality control mechanisms at Gambia College

South Africa: improve university access and retention rates for excluded students

???

??


EXAMPLE No. 1USAIndiana School District Systemic Change Effort Formative research process accompanied implementation of

Guidance System for Transforming Education (GSTE)

Included studies on:

– Assessing the district`s readiness for change– Core Team concerns: selecting participants,

creating Team dynamic, providing training in systems design

– Identifying competing change efforts– Evolution of mindsets about education

Process is called ``Journey Toward Excellence``


EXAMPLE No. 2

Transforming the South African Higher Education System

South Africa - Norway Tertiary EducationDevelopment Programme (SANTED) Program aim: Help institutions translate critical strategies into

reality. Formative research accompanied implementation of projects to

improve student access and retention rates, esp. for excluded students:– University of Durban-Westville Upward Bound program

(pre-university program to help high school students improve university entrance & success)

– University of Western Cape Equitable Access through Enrolment Management project (2000-2005)


Formative Research aims:– Provide research results during project implementation.– Provide summative results upon completion.– Facilitate sharing of learning experiences between the two institutions.– Provide sound base for decision-making on components to be sustained

and/or modified.– Contribute to the success of the projects.– Develop comparative insights into the processes of leadership and

management and organisational learning. Actors:

– South Africa (SA) Ministries of Finance and Education and Norwegian agency for development cooperation

– Center for Education Policy Development, Evaluation and Management (CEPD) in SA as formative research coordinator

– SA institutions of higher learning (two universities), research partner (Norwegian university)

– Appropriate research entities and individuals at above institutions Activities included: research proposal, reading lists, training seminars, visit

to Norwegian University to ``observe`its quality reform process For more information: http://www.cepd.org.za/content/SANTEDformativeresearch.htm#

EXAMPLE No. 2 (SANTED, con’t.)


EXAMPLE No. 3GhanaFree Compulsory Basic Education (FCUBE)Program, 1995-2005 Mid-term stocktaking on quality of teaching and learning:

– Changes since 1996 vis-à-vis achievement of FCUBE strategic objectives (beneficiary assessment – schools, communities, newspaper reports)

– Development of statistical database for assessing achievements, weaknesses and constraints of the program and mapping strategies for improvement

– Management for efficiency Recommendations included:

– Continuous Assessment training for teachers– Capacity building at district level for management of budget and

other resources – to counter neglect of regional offices in implementation

– National contributory Education Fund – Mobilizing all stakeholders to improve quality of education for girls


Knowledgeable about national situations, Facilitator

Well-situated among governments,funding and technical agencies,and research community

Understands analytical work as a technical activity and as political activity

Can contribute to refining approach and promote its use

WGESA involvement – why?


Where to start? Foundation

– study existing examples of FR– capacity for communities– consensus on concerns– resource mobilization

Experimentation: small scale learn-by-doing

Expansion: building on lessons learned…


Bibliography ADEA (2003). Le defi de l’apprentissage: ameliorer la qualite de l’education de base en Afrique subsaharienne. Document de travail

en cours d’elaboration.

Bennett, Yves & Maikaireh N’Jie (2004). Formative Research in The Gambia, ERNWACA-Gambia, 26pp.

Breier, Mignonne (University of the Western Cape, South Africa) (2002). Some reflections on the South African visit to Bergen (Norway) as part of the SANTED formative research project, prepared for SANTED Seminar Proceedings.

Chevrier, Jacques (1994). La recherche en education comme source de changement. Les Editions LOGIQUE, Montréal (Québec), Canada.

Feldberg, Karen and K.Tornes (2002). Sector Wide Approach Programmes in the Development of the Education Sector: From Project to Process and Partnership. Oslo: Norwegian Ministry of Education and Research.

Journey Toward Excellence: A systemic change effort in the metropolitan school district of Decatur Township, Indianapolis, Indiana, USA, facilitated by Indiana University, http://www.indiana.edu/~ syschang/decatur/formative_research.htm

Kremmerer, Frances (1994). L’analyse sectorielle de l’education et ses utilisations, UNESCO/IIPE, Paris, France.

Namata, Issa; Youssouf Adam; Ernest Ilboudo Mwalimu J. Malale (2005). Report on WGESA International Seminar on Formative Research, Niamey, Niger.

Obanya, Pai (2005). The PAF Approach To Research And Development In Education, ERNWACA-Nigeria, First Annual Café: 17 February 2005, Lagos, Nigeria.

Obanya, Pai ; Paulin Hountondji (2005). Informing Education Policy Development through Formative Research. White paper for ADEA Working Group on Education Sector Analysis (WGESA), Paris, France.

Obanya, Pai and Kathryn Touré (2003). Emerging Trends Emerging Trends in Research on the Quality of Education: A synthesis of educational research reviews from 1992-2002 in eleven countries of West and Central Africa. ERNWACA for ADEA. Bamako, Mali.

Reigeluth, Charles M. and Theodore W. Frick (1999). Formative Research: A Methodology for Creating and Improving Design Theories. In C.M. Reigeluch (ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory. (Volume II). Hillsdale, NJ: Lawrence Erlbaum Assoc.

Revue Canadienne d’Evaluation de Programmes (bilingues)

Savoie-Zajc, Lorraine (1993). Les modeles de changement planifié en education, Les Editions LOGIQUES, Montréal (Québec), Canada.

Tornes, Kristen (2003). A Model for Formative Research, based on experiences from the cooperation between Norwegian and Nepalese ministries of education. Report to NORAD, Norwegian Ministry of Education and Research, 24pp.

Touré, Harouna (2006). La recherche formative : Un outil de mise en œuvre des politiques éducatives, ROCARE-Mali, Bamako.

Viens, Daniel and James Lynch. Decade of Reform and Innovation in Higher Education in Madagascar: Institutional Capacity-Building in a Development Perspective, World Bank, www.worldbank.org/afr/findings/english/find159.htm, 4p.

Voices of Urban Nigerian Youth: Formative Research and Communicating for Change, http://cfcnigeria.org/CONTENT/ready-or-not/formative_research.htm


We must demystify research by making it more proactive, participatory and accessible.

Alhaji Raheem Gbadamoshi,ERNWACA National Coordinator, Ghana

The ERNWACA logo represents the multiplication of voices in the universe, voices which encourage social

development by creating new dialogues.

Les leçons tirées du passé suggèrent que le renforcement de capacité en recherche et l’analyse des politiques éducatives doivent être poursuivis par une activité continue et soigneusement élaborée.

J.M. Sibry Tapsoba, xCRDI, actuellement à la BAD

Documents

presented by Kathryn TOURE , Education Research Network for West and Central Africa (ERNWACA)