Inspiration and Excellence - Aga Khan University

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East Africa Quality Learning (Evaluation Study, AKF)This project evaluated the implementation of the Reading to Learn methodology, earlierdeveloped and used in Australia with significant results, and rolled out in disadvantagedcommunities in Kenya and Uganda. The evaluation was led by Dr Marriote Ngwaru,an expert in the field of literacy development and on issues of home school transition inthe early years. It provides valuable lessons with regards to head teacher effectiveness,children’s reading ability, teacher pedagogy and the utilization of learning materials andcommunity libraries.The results show that head teachers were central to the success of theReading to Learn innovation. Where heads were committed proactive managers andleaders, distinct success stories and evidence of improving learning outcomes wereobserved. Also children’s reading abilities were seen to be improving as aresult of this approach which was giving children more exposure to readingmaterials and reading practice during lessons but this needed to be taken further byteacher proactivity. Teachers managed to control large classes by following specificliteracy and numeracy teaching strategies effectively to enable most of the learners tofollow with understanding.This evaluation highlighted that effective use of available materials was moreimportant than just the availability of materials, as in many cases classroomlibraries were not put to maximum use. Community libraries were an importantinnovation that was bringing in new reading attitudes towards reading and books amongboth parents and children but as in all educational innovations, it requires more time toyield sustainable results.A Baseline Study for Investigating Literacy Perspectives and Practices inEarly Years in a Tanzania Rural Public Primary School (funded by the URC).Sponsor: AKU University Research CouncilGrant ID 111002EA PI: Dr. Lilian VikiruThis was a baseline case study study carried out by Dr Lilian Vikiru - alanguage and literacy specialist - in rural Tanzania to investigate the perspectives, andpractices of literacy among teachers and pupils in Mvomero district in ruralTanzania. The study employed a qualitative case study design, to facilitate thecollection of rich and in-depth information through document analysis,face-to-face interviews, lesson observation and focus group discussions. Thestudy revealed that various stakeholders had different but related perceptions ofliteracy. They expected literacy to encompass more than reading andwriting and to include skills that support individuals to acquire knowledge, skills andattitudes to support social and economic advancement. The most common literacypractices among teachers and pupils were the reading of newspapers, holding informaldiscussions and listening to the radio. This study established that there wasminimal parental involvement in the nurturing of pre-literacy and literacy skills amongpre-school children. Schools lacked resources and most teachers neededprofessional development programs for both content knowledge in English andpedagogical content knowledge to make their classes more interactive. Therewas inadequate parental involvement in education and school affairs. This studyprovided IED with insights on the type and nature of educational interventions to bedeveloped for the district and data and materials for our current professional developmentcourses in literacy.111
Student Intake Study Faculty of Health Science andFaculty of Arts and Sciences(Sponsored by AKU Provost Office)A study was conducted by IED-EA as part of a set of projects intended to inform thedesign of a Student Intake Strategy for the proposed Faculty of Health Sciences andFaculty of Arts and Sciences of the Aga Khan University. The project had two aims:a) to compare official and implemented curricula for the main programmes preparingstudents for entry to Higher Education delivered in East Africa in the subject areas ofEnglish, Mathematics and Biology; and b) to make recommendations for the design of astudent intake study that targets academically talented Tanzanian students, including thosebelonging to educationally marginalised groups. On the basis of findings, the study madeseveral recommendations about identifying talented students, the selection of students, andmeeting the needs of the student intake.Upcoming research and developmentprojectsSeveral new exciting and highly contextual projects have been approved for 2013-14. These include the following:Early Literacy development for sustainable schooling in Southern TanzaniaSponsor: Strengthening Education Systems East Africa (SESEA)PI: Dr. Marriote NgwaruThis research project – based in the Southern Region and District of Lindi Rural inTanzania - aims to identify barriers to literacy development in the early years, as thebasis for supporting and strengthening the promotion of knowledge exchange byparent-teacher collaboration through a study of home literacy practices and classroomliteracy development. It will develop appropriate early years’ literacy learning materials.Starting with a baseline survey of all schools in the district, this study includes atraining and development component for the development of locally relevant materialdevelopment to promote early development of literacy.Partnership with University of Victoria and Mapping ECD provision inTanzaniaSponsor: Project for the Advancement of Human Development in Africa and Asia.PI: Prof. Pauline Rea-Dickins (AKU-IED), Co-PI: Prof. Alan Pence, University ofVictoria, Canada, with Shelina Walli (AKU-IED)The main goals of this project are to strengthen the evidence base of national capacityand approaches to interventions for the delivery of effective Integrated Early ChildhoodDevelopment interventions in Tanzania, through the identification and promotion ofeffective practices appropriate to the region, gaps in provision, and the potential forreplication of good practices across Tanzania.12
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Inspiration and Excellence - Aga Khan University

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