review-of-the-literature-on-basic-education-in-nigeria-june-2014-3-1

More documents

Recommendations

Info

Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeriaboth <strong>the</strong> difficulty <strong>of</strong> expecting much improvement in learning outcomes in such a short time spanand attributing improved learning to one specific intervention (Breakell 2012; see also Box 10.2).However, as a recent <strong>review</strong> <strong>of</strong> 72 studies related to LCE across <strong>the</strong> Global South emphasised(Schweisfurth 2013), in very few cases has implementation <strong>of</strong> LCE been successful. 30 Perennialproblems include: <strong>the</strong> nature <strong>of</strong> <strong>the</strong> reform and <strong>the</strong> implementation; lack <strong>of</strong> material and humanresources; <strong>the</strong> interaction <strong>of</strong> LCE with culture; and <strong>the</strong> power and agency <strong>of</strong> participants in <strong>the</strong>process. Moreover, <strong>the</strong> <strong>review</strong> concluded: ‘There is not a great deal <strong>of</strong> pro<strong>of</strong> that LCE can achieve <strong>the</strong>grand aims its proponents claim, and <strong>the</strong> implementation difficulties make LCE a long-term goaldifficult to evaluate’ (ibid.:430).Reflecting on findings <strong>of</strong> a study on trainee teachers in Malawi, Mitika and Gates (2010) cautionedhow it is easy for ‘a label or surface feature’ <strong>of</strong> LCE to be applied – such as putting pupils into groups –without actually understanding and engaging with <strong>the</strong> pedagogical <strong>the</strong>ory that underpins it, in thiscase allowing pupils to continue to work on <strong>the</strong>ir own.Mitika and Gates’ (2010) observation underlines <strong>the</strong> necessity to undertake more detailed qualitativeobservational work to complement <strong>the</strong> quantitative observational evaluations that have dominatedin-service teacher development initiatives in Nigeria thus far. They have predominantly enumeratedsuch surface features in order to assess <strong>the</strong> progress and/or success <strong>of</strong> teacher developmentinitiatives.10.6.5 UNICEF’s School-based Teacher Development programmeUNICEF’s SbTD, which has been carried out in <strong>the</strong> four original GEP-supported states, involved aninnovative approach to in-service training based around self-instructional materials and manuals to helpteachers improve <strong>the</strong>ir pedagogical skills in LCE through active learning and reflective practice. Thetraining materials comprised a core module on participatory methodology and four core subject-specificmodules, developed by educationalists from various federal and state government bodies.Following <strong>the</strong> successful development and implementation <strong>of</strong> <strong>the</strong> pilot, <strong>the</strong> programme’s ‘roll-out andstepping down’ to o<strong>the</strong>r teachers was adjudged to have been less successful (UNICEF 2012; Gabrescekand Usman 2013). One <strong>the</strong> positive side, classroom observations and interviews provided someevidence <strong>of</strong> active teaching and learning and some teacher awareness about LCE. In addition <strong>the</strong>number <strong>of</strong> female teachers involved in <strong>the</strong> training was proportionate to <strong>the</strong>ir ratio in <strong>the</strong> teachingworkforce. Overall, however, it was concluded that <strong>the</strong>re was:No critical mass <strong>of</strong> trained teachers present that would provide not only <strong>the</strong> sustainability <strong>of</strong> <strong>the</strong>methodologies learned but also <strong>the</strong> stepping down to o<strong>the</strong>r teachers (Gabrescek and Usman 2013: 9).Major constraints to <strong>the</strong> success <strong>of</strong> <strong>the</strong> project included:Poor school infrastructure and overcrowded classrooms;No systematic provision <strong>of</strong> handbooks and training modules for stepping down and lack <strong>of</strong> teachingand materials;Teachers’ and pupils’ low levels <strong>of</strong> literacy (in English) and numeracy. Teachers <strong>the</strong>refore found itdifficult to use <strong>the</strong> self-instructional manuals and teaching materials;Trainers and mentors at school had had inadequate training to enable <strong>the</strong>m to ‘step down’ too<strong>the</strong>rs, while some mentors were no longer in <strong>the</strong> schools; thus, <strong>the</strong> self-learning process30Although, at <strong>the</strong> same time, <strong>the</strong> article concludes that we need to get away from an unhelpful success vs. failure binary whenconsidering LCE.EDOREN – Education Data, Research and Evaluation in Nigeria 125
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeriacomprising observations, demonstration lessons, monitoring and cluster meetings with o<strong>the</strong>rteachers from neighbouring schools appeared not to happen;Head teachers lacked <strong>the</strong> capacity to act as mentors for <strong>the</strong> teachers; andVery limited supervisory or M&E visits were conducted by ‘master trainers’ from colleges <strong>of</strong>education or by SUBEB and LGEA staff (Gabrescek and Usman 2013).A major underlying factor in some <strong>of</strong> <strong>the</strong> above issues was <strong>the</strong> inadequate and non-release <strong>of</strong> budgetedfunds. In addition, key aspects <strong>of</strong> <strong>the</strong> programme, such as M&E, had not been included and budgeted forat <strong>the</strong> state level in <strong>the</strong> State Education Sector Plans and State Education Sector Operational Plans,which would also have involved a clearer delineation <strong>of</strong> responsibilities (ibid.).10.7 Issues arising and gaps in <strong>the</strong> evidenceGiven that better quality and quantity <strong>of</strong> teacher education has been identified as crucial toimprovements in teaching and learning, it is surprising how little in-depth empirical research is availableon <strong>the</strong> relationship between teacher education and teachers’ classroom practice and <strong>the</strong> impact onlearning. To what extent and in what ways does teacher education prepare students for <strong>the</strong> realities <strong>of</strong>classroom teaching?There is a lack <strong>of</strong> information on <strong>the</strong> processes and trainee teachers’ experiences <strong>of</strong> in-service and preserviceteacher education, including on teaching practice.Similarly, <strong>the</strong>re is a lack <strong>of</strong> information on <strong>the</strong> details <strong>of</strong> <strong>the</strong> various school-based teacher developmentprogrammes that have occurred, including <strong>the</strong>ir challenges and impact. Although <strong>the</strong>re have beenreports <strong>of</strong> improved pupil and teacher attendance and enjoyment, improved teacher self-confidence,and improved focus in class, clearly more ongoing observations and documented monitoring <strong>of</strong> teachereducation programmes is needed to see what kind <strong>of</strong> learning is going on and what influences whe<strong>the</strong>rteachers take up or reject new methodologies.The difficulties encountered when attempting to introduce and sustain pedagogical innovations in inserviceteacher education suggest underestimations <strong>of</strong> <strong>the</strong> amount <strong>of</strong> time and resources (financial,material and human) needed for such transformations. They also raise questions about who shouldeducate <strong>the</strong> teacher educators and how.The evaluations <strong>of</strong> <strong>the</strong> teacher development initiatives also raise questions about <strong>the</strong> extent to whichobservable changes in classroom behaviours (use <strong>of</strong> teaching aids, groups work, praise, etc.) areindicative <strong>of</strong> a changed understanding <strong>of</strong> <strong>the</strong> nature <strong>of</strong> teaching and learning, and whe<strong>the</strong>r, in fact,better teaching/learning is actually taking place.An emphasis on more in-depth, qualitative observational research (ra<strong>the</strong>r than evaluations) over time –not just <strong>the</strong> one-<strong>of</strong>f observations, which inevitably suffer from an observer effect – possibly trackingparticular classes and individual pupils would also be productive.Currently, <strong>the</strong> emphasis in teacher education appears to be on <strong>the</strong> technical (pedagogical) aspect <strong>of</strong>teacher development, while <strong>the</strong> social and affective aspects have merited less attention; yet <strong>the</strong>evidence in Chapter 11 indicates that issues such as gender violence – in its broad definitionencompassing bullying and peer pressure – and corporal and o<strong>the</strong>r punishment in <strong>the</strong> classroom are justas important to successful learning as sound pedagogy.More research attention could also be paid to be issues like teacher and pupil identities (includinggender identities) and institutional power relations, including <strong>the</strong> ways in which <strong>the</strong>y relate to classroomprocesses and to <strong>the</strong> persistence <strong>of</strong> ‘teacher-centred’ teaching methods.EDOREN – Education Data, Research and Evaluation in Nigeria 126
Page 1 and 2:
REVIEW OF THE LITERATURE ON BASICED
Page 3 and 4:
Review of
Page 5 and 6:
Review of
Page 7 and 8:
Review of
Page 9 and 10:
Review of
Page 11 and 12:
Review of
Page 13 and 14:
Review of
Page 15 and 16:
Review of
Page 17 and 18:
Review of
Page 19 and 20:
Review of
Page 21 and 22:
Review of
Page 23 and 24:
Review of
Page 25 and 26:
Review of
Page 27 and 28:
Review of
Page 29 and 30:
Review of
Page 31 and 32:
Review of
Page 33 and 34:
Review of
Page 35 and 36:
Review of
Page 37 and 38:
Review of
Page 39 and 40:
Review of
Page 41 and 42:
Review of
Page 43 and 44:
Review of
Page 45 and 46:
Review of
Page 47 and 48:
Review of
Page 49 and 50:
Review of
Page 51 and 52:
Review of
Page 53 and 54:
Review of
Page 55 and 56:
Review of
Page 57 and 58:
Review of
Page 59 and 60:
Review of
Page 61 and 62:
Review of
Page 63 and 64:
Review of
Page 65 and 66:
Review of
Page 67 and 68:
Review of
Page 69 and 70:
Review of
Page 71 and 72:
Review of
Page 73 and 74:
Review of
Page 75 and 76:
Review of
Page 77 and 78:
Review of
Page 79 and 80:
Review of
Page 81 and 82:
Review of
Page 83 and 84:
Review of
Page 85 and 86:
Review of
Page 87 and 88:
Review of
Page 89 and 90:
Review of
Page 91 and 92:
Review of
Page 93 and 94:
Review of
Page 95 and 96:
Review of
Page 97 and 98:
Review of
Page 99 and 100:
Review of
Page 101 and 102: Review of
Page 151: Review of
Page 203 and 204:
Review of
Page 205 and 206:
Review of
Page 207 and 208:
Review of
Page 209 and 210:
Review of
show all

review-of-the-literature-on-basic-education-in-nigeria-june-2014-3-1

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?