By: Alice Ndidde, Ward Heneveld, Lina Rajonhson and Fulgence Swai
29th March 2006
Characteristics of Effective Characteristics of Effective Primary Schools in Sub Primary Schools in Sub
Saharan AfricaSaharan Africa
A Synthesis of studies in Madagascar, A Synthesis of studies in Madagascar, Mozambique, Tanzania and Uganda.Mozambique, Tanzania and Uganda.
Problem Statement Investments in primary education have
NOT been very effective in influencing student learning outcomes
They have emphasized policy recommendations and national programs
Most do not take into account the wide variations in realities among schools
Usually local educators’ do NOT organize and reflect on their own experience and use these reflections to improve student learning outcomes
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Contd..
local empowerment and financing for improvement activities are beginning to take root
These can be reinforced with a structured approach that helps local educators analyze and reflect on their schools’ realities
But
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Study one region/province/smaller unit at a time
Form a research team of about 20 local Inspectors of schools, pedagogical supervisors, teacher trainers, and Heads of primary schools
Team to be assisted by an experienced qualitative researcher
Select 30 schools to study, 15 with high student results and 15 with weak results
One Structured Approach has been tried
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Contd. ..
Develop research design: hypothesized characteristics and indicators of an effective local school
Collect data: two researchers in each school for two days
Analyze the data: summarize for findings; analyze for priority characteristics, formulate recommendations
Prepare and disseminate a written report
Carry out a four step process:
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
This approach has been tested in four countries:
•Rwenzori Region in Uganda (the pilot)
•Toamasina Province in Madagascar
•Cabo Delgado Province in Mozambique
•Singida Region in Tanzania
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Research Results:
Oversight of teachers is largely perfunctory
Very little observation of teachers in the classroom
When Head pays attention to teacher preparation and student evaluation, this may influence learning
Overall, the school’s administration is not as significant for learning as hypothesized
On school admin. and head teachers:
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Contd.
Very little variation in teaching methods:– Teachers talk– Students are engaged passively– Textbooks are available but
poorly utilized No significant difference in
teaching methods between trained and untrained teachers
On teachers and their teaching methods:
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Teachers who prepare lessons and evaluate students regularly have better student results
Language of instruction and related issues was not studied
Contd. On teachers and their teaching methods:
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Learning materials, especially textbooks, are available in schools compared to ten years ago
However, classroom observations showed that:
When textbooks are used in class, they are used very formalistically
Contd. On Learning Materials
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Contd. …
Overall, physical infrastructure is inadequate to house all students comfortably in classrooms.
While Mozambique and Tanzania, found classroom availability to be a significant characteristic,
Madagascar and Uganda did not support this conclusion (less-crowded schools)
Different conclusions suggest that there may be a threshold of crowdedness beyond which students’ results are influenced
On Physical Infrastructure:
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Contd. ..
Not associated with whether the students do well on school leaving examinations, despite supervision visits being as frequent as resources probably allow.
Why weak association?- Frequency of visits, breadth of purpose and topics
for them
- Lack of regular follow-up
- Uncertainty of roles between school heads and external supervisors
Retained as a priority issue and made recommendations to strengthen local supervision.
On External Monitoring and Supervision:
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
On Community Involvement and
Support: Community involvement was found to
be significantly related to students results in Madagascar and Uganda.
Reflected in larger financial contributions compared to Mozambique and Tanzania
Students’ achievement could be influenced by the general community’s collective expectations for its children’s education when economic opportunities are greater.
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Principle Observations from these studies What goes on in the classroom
is key In-school professional
leadership influences teachers, particularly their preparation and evaluation of students
The resources in a school are often underutilized (textbooks, teaching materials, teacher training)
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Contd. .. Physical infrastructure may only
influence learning negatively at high levels of crowdedness
Communities’ financial and in-kind help to schools may reflect their aspirations for their children, thus influencing learning
BUT priorities among characteristics that influence learning are probably unique to sub-national units:
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Uganda
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Madagascar
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Implications for future action:
The studies reinforce the conditions for improving learning that were recognized at the last ADEA conference:
Political commitment: emphasize the focus on the classroom
Select and Sequence priorities: Assess any action for what it will do to improve what goes on between teachers and students.
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Contd. .. Capacity building: focus on those
closest to the schools.
Partnerships: Involve more public and private people from the sub-national and school levels
Learning from experience: Use strategies and activities that are based on evidence, both local and non-local
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Contd..
And they suggest one more condition:
Recognizing potential understanding and expertise embodied in local experience
Respect that experience and those who have it
Provide training and opportunities for local educators to study their schools objectively
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
Contd. .. Expect local educators to identify,
plan, and implement changes that use the evidence they have collected and analyzed
Provide funding so that local educators can use their analyses to plan and implement improvements in learning
Assess them on how much student performance improves
ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27-31, 2006)
THE END