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Pathways to change: improving the quality of education in developing countries
... Conversely, Zaltman and Duncan (1977:10) state that "all change falls into planned or unplanned dichotomies". Using the management process of trial by error, Verspoor (1989) argues that playing it safe in the implementation of change might well be suited to implementing change on a trial basis. Verspoor (1989) further agues that, by piloting segments of the process of change on a trial basis, policy-makers and change facilitators would then be able to tell whether the change can be scalable, to a larger process. ...
... Using the management process of trial by error, Verspoor (1989) argues that playing it safe in the implementation of change might well be suited to implementing change on a trial basis. Verspoor (1989) further agues that, by piloting segments of the process of change on a trial basis, policy-makers and change facilitators would then be able to tell whether the change can be scalable, to a larger process. He suggests that various dimensions of change require complete understanding so that effective implementation is based on what is knowable or unknowable about the change process as tailored to a specific setting. ...
... Much earlier, Verspoor (1989), in a study of change in developing countries, suggested that four elements are needed for successful teacher training to support innovation: (1) permanent and locally available in-service training e.g. through a cascading model; (2) establishment of effective systems for supervision and support of teachers; (3) adjustment of the content of teacher training to the teacher's own level of knowledge and experience; and (4) encouragement of teacher motivation and commitment e.g. through improved working conditions or opportunities for professional development. ...
... In the last decade the World Bank has undertaken a number of studies regarding educational change in developing countries (Verspoor, 1986(Verspoor, , 1989Ware, 1992). One major conclusion is that investments in education aimed at quality improvement have been far less successful than investments aimed at expansion of the educational system. ...
... One major conclusion is that investments in education aimed at quality improvement have been far less successful than investments aimed at expansion of the educational system. Verspoor (1989) examines 21 cases of educational change projects with moderate or high outcomes, and analyses which strategies in programme design are associated with implementation success. Generally speaking his study confirms the findings from the international innovation literature, as they are, for example, extensively discussed by Fullan (1991). ...
... Change is a long-term process. Verspoor (1989) especially notes that for it to succeed and have a significant impact, a certain amount of environmental stability is required, mainly in continued political and financial support to the change. If the environment is unstable only a limited impact (a small change or change in a few schools) can be accomplished. ...
Since the mid 1970s, inter-university cooperation programmes between the universities in Botswana, Lesotho and Swaziland in Southern Africa, and the Vrije Universiteit Amsterdam in the Netherlands exist. At first, a main area of attention was science and mathematics education at the interface between secondary and the beginning of tertiary education. From the second half of the 1980s, an increasing number of activities have been undertaken in in-service science teacher education. Recently a research programme has been initiated to evaluate the effectiveness of different in-service science teacher education activities in a regional and comparative setting. To provide a background for this research programme, a background literature study was conducted, the results of which have been laid down in this book. The study concentrated primarily on the following areas: • trends and problems in science education in the countries concerned; • factors in effective science teaching; • approaches in science teacher professional development; • the possible contribution of science teacher development to science education reform. At the end of 1995 a regional conference will be organised in which the evaluation research results will be discussed. Proceedings of this conference will appear in a follow-up volume.
... Quality of Education is vital to autonomy as students have the need to learn all that they can as early as they are able to. Verspoor (1989) stated that there was a growth of children enrolled in developing countries throughout the world [20]. Therefore, providing students with access to education is said to be the main goal of the educational sectors across the world. ...
... Quality of Education is vital to autonomy as students have the need to learn all that they can as early as they are able to. Verspoor (1989) stated that there was a growth of children enrolled in developing countries throughout the world [20]. Therefore, providing students with access to education is said to be the main goal of the educational sectors across the world. ...
Happiness is a debatable abstract concept as it is a term without any exact or precise way of measurement and evaluation and the current COVID-19 pandemic has affected the students with their happiness leading to a decrease in learning. The present study aimed to determine the factors that affect the students’ happiness during online learning brought by the COVID-19 pandemic. 622 senior high school students who underwent online learning were given a questionnaire composed of 45 questions grouped into 10 factors under autonomy, competence, and relatedness that were based on the self-determination theory. Structural Equation Modeling (SEM) was utilized in this research to determine the causal relationships between latent variables construct. SEM showed that autonomy was the most significant factor to students’ happiness because students can cope with the current COVID-19 pandemic. The second variable was relatedness because continuous communication and support are evident among respondents. Lastly, competence was found to be a negative predictor because students are knowledgeable when it comes to the current state of the COVID-19 pandemic. As the first study that utilized the self-determination theory approach in the happiness context during the COVID-19 pandemic, the study can provide areas for better innovation in online learning given that there is no definite timeline for this pandemic. Moreover, the education sector may take into consideration students’ autonomy and relatedness to help increase happiness leading to satisfaction and continue online learning despite the COVID-19 pandemic.
... CBE was introduced in school curricula by means of learner-centred pedagogy (LCP). The latter was criticized as flying in the face of the reality of both teachers and learners in SSA countries (Chisholm & Leyendecker, 2008;Schweisfurth, 2011;Verspoor, 1989Verspoor, , 2008. In addition, CBC, like the learner-centred curriculum, was implemented in an undesirable way dominated by teacher-centred pedagogy of 'chalk and talk' and learners' memorization of facts (Ampadu, 2012;Ikeda & Matsubara, 2017;Ovute et al., 2015;Oyoo, 2013;SMASSE Rwanda, 2009;UNESCO, 2004), which contradicts the intended ideal of CBC and LCP in which learners are expected to play an active role in the learning process (National Curriculum Development Centre, 2006;Rwanda Education Board, 2015). ...
... Towards curriculum implementation; especially in developing countries where there is tendency to adopt large-scale programmes and neglect implementation (Verspoor, 1989) since policy makers, politicians, and even donors who often focus on the 'what' of desired educational change, neglecting the 'how' (Porter, 1980, p. 75), there is a need for some changes in policy if the implementation is to happen. This could be done as suggested in the following paragraphs. ...
... CBE was introduced in school curricula by means of learner-centred pedagogy (LCP). The latter was criticized as flying in the face of the reality of both teachers and learners in SSA countries (Chisholm & Leyendecker, 2008;Schweisfurth, 2011;Verspoor, 1989Verspoor, , 2008. In addition, CBC, like the learner-centred curriculum, was implemented in an undesirable way dominated by teacher-centred pedagogy of 'chalk and talk' and learners' memorization of facts (Ampadu, 2012;Ikeda & Matsubara, 2017;Ovute et al., 2015;Oyoo, 2013;SMASSE Rwanda, 2009;UNESCO, 2004), which contradicts the intended ideal of CBC and LCP in which learners are expected to play an active role in the learning process (National Curriculum Development Centre, 2006;Rwanda Education Board, 2015). ...
... Towards curriculum implementation; especially in developing countries where there is tendency to adopt large-scale programmes and neglect implementation (Verspoor, 1989) since policy makers, politicians, and even donors who often focus on the 'what' of desired educational change, neglecting the 'how' (Porter, 1980, p. 75), there is a need for some changes in policy if the implementation is to happen. This could be done as suggested in the following paragraphs. ...
Based on the qualitative data gathered from the existing literature pertaining to science curriculum with analytical and critical research designs, this article considers the implementation of the science Competence-Based Curriculum (CBC) in Sub-Saharan African (SSA) countries. The study findings reveal that even though the CBC has been introduced in different SSA countries to enhance the quality of education, the science curriculum is still implemented in traditional ways. Consequently, CBC is not effectively addressing socio-economic needs as intended, at both individual and national level. The authors are concerned with how CBC is being implemented in other SSA countries that recently have adopted this kind of curriculum and how it will be implemented in other SSA countries that are planning to embrace it. In this paper, the authors suggest ways the new ideas could be introduced and reflect on how CBC can be implemented in SSA countries that share socio-economic and environmental similarities. They finally strongly recommend the establishment of special ‘laboratory’ schools or science education centres as well as school-based communities of practice to enhance teachers’ content knowledge and nurture contemporary teaching methods for the successful implementation of the new ideas.
... The problem of the education system itself is considered as a centre-point for identification of projects. Verspoor (1986) opined that the most frequently encountered ones are: ...
... Particularly tricky because of their uncertainty. The role of monitoring and evaluation has increased in recent years, with the new and more pragmatic approaches to education planning (Verspoor, 1986). The final step in the supervision process of the World Bank project is the preparation of a monitoring and evaluation completion report on the project, following the final loan disbursement. ...
... According to Rogan and Grayson (2003), teachers are responsible for executing the change in the classroom and must receive various forms of support. Verspoor (1989) emphasised the importance of four factors for successful teacher preparation programmes that support curriculum reform: permanent and locally accessible in-service training; effective systems for teacher support, guidance, supervision, and monitoring; adjustment of the content of teacher training to the teachers' level of knowledge and experience; and encouragement of teachers' motivation and commitment. The researcher utilise Analytical Framework as a result of the aforementioned factors. ...
Many stakeholders have severe concerns about providing curriculum support to schools. South African districts have minimal authority beyond planning and focusing objectives on district settings, but they are in charge of implementing all areas of educational operations, including curriculum, funds, and resources. Curriculum support has come under scathing criticism from teachers and principals who describe it as difficult and unsustainable. From a qualitative standpoint, coupled with the case study research design, this study used a purposive sample to select 15 (n = 15) participants. Data were collected through literature reviews and the application of semi-structured Key Informant Interviews and analysed using Thematic Analysis. The results of the study include understaffing of curriculum advisors, heavy workloads, incompetence, a lack of skill and pedagogical training that are requisite for the task, and a time constraint to handle curriculum challenges. This paper aims to investigate challenges faced by curriculum advisors when offering curriculum support to schools in the Waterberg District in the Limpopo Province of South Africa. This study concludes that adequate operational resources should be made available since they can improve everyone's access to high-quality teaching and learning resources. It is recommended that adequate funding be made available to address the district's financial issues so that curriculum advisors can easily provide curriculum support.
... Jackling et al. (2012) emphasized that educators are likely to maintain the status quo and continue rule-based teaching if principlebased teaching and learning is not prioritized. In addition, it is important to note that failure of proposed changes, no matter how promising, is typically the result of inconsistencies between the nature of the changes and how they are implemented (Verspoor, 1989). ...
Purpose
The authors explore the state of internationalization of accounting education as perceived by accounting academics, accounting employers, and accounting students in Vietnam. Based on data collected, authors draw recommendations to better facilitate internationalization of accounting education in Vietnam.
Design/methodology/approach
With a qualitative approach, the authors use content analysis (materials from 27 universities) and semi-structured interviews (28 participants) to explore the state of internationalization of accounting education as perceived by academics, employers, and students in Vietnam.
Findings
The authors identify the extent of and challenges in internationalization of accounting education in Vietnam, including language barrier, teaching approach, and budgetary constraints. Practical recommendations are drawn to help overcome challenges and facilitate progress.
Originality/value
The study integrates two fields of research: accounting and education, particularly through addressing in-depth perspectives of a broad range of stakeholders in addition to a detailed examination of archival contents. Practical recommendations are proposed for short term, medium term, and long term.
... Authentic child-centric learning is nothing but the key outcome of works of a motivated teacher. The teacher thus serves as an important agent of change in the educational system (Verspoor, 1989). The current discourse on educational change and innovation focuses on technology (Adu & Olatundun, 2013;Bruce & Chiu, 2015;Buabeng-Andoh & Totimeh, 2012;EU, 2013;Ryan & Bagley, 2015). ...
More than two decades of work by Prof. Vijaya Sherry Chand and his team under the aegis of Ravi J. Matthai Centre for Educational Innovation (RJMCEI) at IIM Ahmedabad shows that inspired primary school teachers can bring about improvement in educational outcomes and transform schools by innovating for change. Despite the fact, the draft National Education Policy 2016 fails to take note of "inspiring teachers for educational innovation" as a strategy for educational and school improvement. This paper shows why some teachers are able to innovate despite unfavorable policy environment whilst most fail to do so because the policy environment affects their individual attributes. Policy suggestions for creating conducive policy environment for teacher-led educational innovation is discussed. The policy reform suggested can help tune macro-level policies to supports grassroots innovation by teacher for educational and school improvement.
... Success in implementation is highly variable. A World Bank report published in the late 1980s (Verspoor, 1989) documents well this variable success in a period between 1965 and 1987. More recent literature (see for example Gray, 1999 andGrayson, 2003 in respect of C2005 in SA), suggests that many of the factors identified by Verspoor (ibid) appear to remain unheeded. ...
The literature in all the three countries was reviewed on curriculum change, gender equity and poverty alleviation. The information points to the fact that in all the three countries, little research has been done that links school curriculum changes in mathematics and science to poverty alleviation. Research especially in Pakistan and South Africa has been carried out that addresses the issues of gender in mathematics and science. In general the literature review covers the research questions with specific reference to:
• curriculum change that focuses on education quality
• improving teaching and learning in mathematics and science in contexts of difficult delivery
• teacher education in mathematics and science
• improving gender equity in schools and classrooms
• issues of language of instruction in mathematics and science
• empowering learners, educators and communities in the context of poverty,
including a focus on HIV\AIDS education in schools and classrooms
Most of the information was sourced from the three ministries of education, from websites, policy documents, media briefings and reports. Other sources of data such as the academic literature was sought from journals, books, newspapers, reports on national surveys such as the TIMMS by the Human Sciences Research Council in South Africa and the Student Achievement in Mathematics and Science by the Social Policy Development Centre (SPDC) in Pakistan and the Kigali Institute of Education in Rwanda. The other identified sources of information especially from Pakistan and South Africa are the doctoral and masters dissertations and research reports relevant to the research questions.
... Aslan, Zabulionis, 1997;Ulular, 1997; Christenson, Rounds ve Gorney, 1992; TIMSS, 1999;Papanastasiou, 2000;Cameron and Heckman, 2001;Schiller et al., 2002; Konu and Rimpela, 2002; Keith et al., 1986;Veenstra and Kuyper, 2004; Johnston and Thompson, 2006;Skouras, 2014; Keith & Cool, 1992; Alwin & Thorton, 1984;Dossey, Mullis, Lindquist, & Chambers, 1988; Green, Dugoni, Ingels, & Cambrun, 1995;Özer ve Anıl, 2011; Akyüz, 2013; Azina and Halimah, 2012;Ercikan, McCreith, and Lapointe, 2005; Keskin ve Sezgin, 2009;Yılmaz, 2000;Schreiber, 2002), "öğretmen faktörü" (mesleki deneyimi, bilgisi, yaklaşımı, araç-gereç kullanımı, iletişim becerileri, matematik sevgileri gibi) (Terzi, 2002;Hadfield, 1992; Wright, Horn ve Sanders, 1997;Verspoor, 1989;Dursun ve Dede, 2004;Tella, 2008; Al-Agili ve diğ., 2012; Al-Agili ve diğ. 2013; Adeogun and Osifila, 2008;Mcber, 2000;Marchant et al., 2001;Urdan & Midgley, 2003;Wentzel, 1997; Anderson, Ryan, ve Shapiro, 1989;Fetler, 2001;Darling-Hammond, 2000; Bodenhausen, 1988;Chhinh and Tabata, 2003), "öğretim yöntemleri" (Dursun ve Dede, 2004; Hamidah Yamat et al., 2011;Maat et al., 2011; Adeogun & Osifila, 2008;Hare, 1999), "öğrenme ortamı" (okulun konumu, fiziki yapısı, eğitim olanakları, öğrenci sayısı gibi) ( Dursun ve Dede, 2004;Papanastasiou, 2002;Sawkins, 2002;Ulular, 1997;Heyneman and Loxley, 1983; Konu and Rimpela, 2002; Keith et al., 1986;Veenstra and Kuyper, 2004;Mohammadpour, 2012; Anderson, 2004;Rumberger & Palardy, 2004; Hiebert & Grouws, 2007;Yılmaz & Çavaş, 2008; Azina and Halimah, 2012), "ailenin katılımı" (okul faaliyetlerine katılma, akademik ve sosyal faaliyetlerini destekleme, öğrencinin okul işleri konusunda sorumlu davranma gibi)" (Christenson, Rounds ve Gorney, 1992, Papanastasiou, 2000Cooper, 1989;Fehrmann et al., 1987;Fan & Chen, 2001), "öğrencinin matematiğe karşı tutumu" (Pala, 2008; Fidan ve Erden, 1987; Aslan, 2000;Savaş, Taş ve Duru, 2010; Baykul, 1999;Higbee and Thomas, 1999;Papanastasiou, 2000;Skouras, 2014;McLeod, 1992;Demir ve Kılıç, 2010;Mohd, Mahmood, Ismail, 2011;Mohammadpour, 2012; Al-Agili, Mamat, Abdullah and Abd Maad, 2013; Aranador et al., 1998;Cokadar & Kulge, 2008;Stevens et al., 2004;Ma and Kishor, 1997; Azina and Halimah, 2012;McLeod, 1992;Ma, 1997;Maslow, 1971), "özgüveni" (Pala, 2008;Garofalo, 1989; Kloosterman, 1995;Schoenfeld, 1985;Mohammadpour, 2012;Ma and Kishor, 1997;Ercikan, McCreith, and Lapointe, 2005; Bandura, 1977;Schunk & Pajares, 2002;Valentine, Dubois, & Cooper, 2004), "motivasyonu" (Higbee and Thomas, 1999; Konu and Rimpela, 2002; Keith et al., 1986;Veenstra and Kuyper, 2004;McLeod, 1992;Ma, 1997), "matematik ve sınav endişesi" (Al-Agili, Mamat, Abdullah and Abd Maad, ...
Bu araştırmanın amacı, anne ve babanın eğitim düzeyleri ile çocuğun matematik başarısı arasında bir ilişki olup olmadığını incelemektir. Bu araştırmanın örneklemini, 2012-2013 eğitim-öğretim yılında Burdur il merkezinde bulunan ve rastgele belirlenmiş iki yedinci sınıftan toplam 55 öğrenci oluşturmaktadır. Öğrencilerden, anne ve babalarının eğitim düzeylerini verilen formda işaretlemeleri ve 2012-2013 Eğitim ve Öğretim Yılı 1. Dönemine ait matematik karne notlarını yazmaları istenmiştir. Yapılan araştırmada nicel araştırmalarda kullanılan tarama yöntemi kullanılmıştır. Bağımsız değişken olan anne ve babanın eğitim durumları ilkokul, ortaokul, lise ve üniversite olarak dört gruba ayrılmış ve bu gruplarda yer alan öğrencilerin matematik karne notları ortalamalarının (bağımlı değişken) birbirlerinden anlamlı farklılık gösterip göstermediği Kruskal Wallis H-Testi yapılarak incelenmiştir. Araştırmanın sonucunda, her ne kadar istatistiksel olarak anlamlı olmasa da anne ve babanın özellikle de daha net olarak annenin eğitim düzeyinin artıkça, öğrencilerin matematik karne notlarının da arttığı görülmüştür. Ortaokul mezunu babaların çocuklarının matematik başarısının en yüksek değerde olması, bu artan ilişki örüntüsünü bozan bir bulgu olmuştur. Abstract Aim of the current research is to examine whether there is a relationship between parental education level and mathematics achievement. Sample of the research consists of 55 7th grade students in a school which was selected randomly in Burdur. The students were given a form in which they were asked to mark their parents' level of education and write their mathematics points in the end of the first semester. Parental education level as independent variable were categorized as primary, middle, high school and university and the students' points in those categories were compared with Kruskal Wallis H-Test. The results revealed that there was not a relationship between parental education level and mathematics achievement statistically. However, it was seen that the students' mathematics points increased as their mothers' level of education, and this situtation was also valid for their fathers considerably. Only the fathers who graduated from middle school broke the pattern.
... Rogan and Grayson (2003) emphasise the fact that, since teachers are responsible for implementing the change in the classroom, and should be supported in various ways. Verspoor (1989) has recommended four crucial elements for achieving successful teacher training that supports curriculum reform: permanent and locally available in-service training; effective systems for teacher support, guidance, supervision and monitoring; adjustment of the content of teacher training to the teachers' own level of knowledge and experience; and encouragement of teachers' motivation and commitment. More recent studies (Desimone & Garet, 2015;Gibson & Brooks, 2012;Gokmenoglu & Clark, 2015;Ramberg, 2014) reveal that these elements are constrained by many challenges, and by dissatisfaction with the quality of teacher professional development and continuous support. ...
South African education has experienced significant curricular reform since the mid-1990s, but its implementation has not matched expectations. This study explores teachers' perspectives on implementing these reforms in schools, with the aim of ascertaining the challenges they faced in the process, and the kind of support, guidance and professional development programmes they received from the Department of Basic Education to facilitate the changes. This article focuses on their experiences of the government-based Foundations for Learning Campaign in schools in the uThungulu district, KwaZulu-Natal, South Africa. Teachers from grades One to Six teaching languages and Mathematics were targeted, and a sample of 20 was purposefully selected. Using an interpretive qualitative research approach, data was collected by means of in-depth interviews, with open-ended questions, and classified by themes. The findings revealed that teachers felt inadequately provided with sustainable professional development programmes, and had minimal meaningful opportunities for classroom support, guidance and monitoring to assist in implementing the changes required. This small-scale investigation offers a stepping-stone for further analysis of assistance being offered to teachers across the country in times of curriculum reform, and thereby contributes towards preparing the ground for a new and integrated framework offering much-needed effective, systematic, ongoing professional development programmes that translate into improved teaching practice and learning success.
... Rogan and Grayson (2003) emphasise the fact that, since teachers are responsible for implementing the change in the classroom, and should be supported in various ways. Verspoor (1989) has recommended four crucial elements for achieving successful teacher training that supports curriculum reform: permanent and locally available in-service training; effective systems for teacher support, guidance, supervision and monitoring; adjustment of the content of teacher training to the teachers' own level of knowledge and experience; and encouragement of teachers' motivation and commitment. More recent studies (Desimone & Garet, 2015;Gibson & Brooks, 2012;Gokmenoglu & Clark, 2015;Ramberg, 2014) reveal that these elements are constrained by many challenges, and by dissatisfaction with the quality of teacher professional development and continuous support. ...
South African education has experienced significant curricular reform since the mid-1990s, but its implementation has not matched expectations. This study explores teachers’ perspectives on implementing these reforms in schools, with the aim of ascertaining the challenges they faced in the process, and the kind of support, guidance and professional development programmes they received from the Department of Basic Education to facilitate the changes. This article focuses on their experiences of the government-based Foundations for Learning Campaign in schools in the uThungulu district, KwaZulu-Natal, South Africa. Teachers from grades One to Six teaching languages and Mathematics were targeted, and a sample of 20 was purposefully selected. Using an interpretive qualitative research approach, data was collected by means of in-depth interviews, with open-ended questions, and classified by themes. The findings revealed that teachers felt inadequately provided with sustainable professional development programmes, and had minimal meaningful opportunities for classroom support, guidance and monitoring to assist in implementing the changes required. This small-scale investigation offers a stepping-stone for further analysis of assistance being offered to teachers across the country in times of curriculum reform, and thereby contributes towards preparing the ground for a new and integrated framework offering much-needed effective, systematic, ongoing professional development programmes that translate into improved teaching practice and learning success. © 2018, South African Journal Of Education. All rights reserved.
... In short, a healthy, safe, protective, gender-sensitive and socially-integrated environment is desirable. d) Demand-supply matching in the whole country This definition is informed by the discussion worldwide on this complex and multifaceted issue of education quality including Harvey & Green (1993) Massy (2003), Seymour (1992), Sharma (2011), Cheng & Tam (1997), Haworth & Conard (1997), Joseph & Joseph (1997), Verspoor (1989), Heneveld (1994), Winch (1996), Parry (1996), Sahney et. al. (2004, Freed & Klugman (1997), Lorenzo & Moore (2002), Kwan & NG (1999). ...
... Ensuring that pre-service teachers have effective educational experiences during their training has important implications for both teachers and students. Evidence-based teacher preparation programs are likely to lead to more effective teachers, and ultimately improved student learning (Corcoran & Tormey, 2012a, 2012bNye, Konstantopoulos, & Hedges, 2004;Rivkin, Hanushek, & Kain, 2005;Sanders & Rivers, 1996;Verspoor, 1991). ...
Using the National Survey of Student Engagement (NSSE), findings are reported from the largest ever longitudinal study of engagement among pre-service teachers. Levels of engagement are investigated in 2013 (N = 1609) and 2016 (N = 1413) across 256 U.S. institutions. Using multilevel models, findings indicated that female, white pre-service teachers were less engaged than their male, minority counterparts with small to moderate effect sizes that differed by year. Institutional type, sector, and size were also significantly associated with pre-service teacher engagement. ACT prior achievement scores, however, were not associated with pre-service teacher engagement in either year. Implications for teacher preparation are discussed.
... Challenges of Implementing an OBE Curriculum at School Level Many researchers have criticised OBE and particularly an emphasis on student-centredness, arguing that a student-centred approach flies in the face of the reality of school teachers and students in developing countries, including those in Sub-Saharan Africa (Chisholm & Leyendecker, 2008;Schweisfurth, 2011;Verspoor, 1989Verspoor, , 2008. The common challenge in almost all Sub-Saharan African countries to the introduction of OBE is the gap between the intended curriculum at a national level and the quality of actual implementation at the school level, caused by lack of foresight at the administrative level (Verspoor, 2008). ...
In 2006, Rwanda began implementing an Outcomes Based Education (OBE) lower secondary science curriculum that emphasises a student-centred approach. The new curriculum was designed to transform Rwandan society from an agricultural to a knowledge-based economy, with special attention to science and technology education. Up until this point in time the implementation of the intended curriculum has been barely researched and is poorly understood. Thus our primary research question is, ‘To what extent is the intended national curriculum actually implemented in Rwandan schools?’ To explore this question, we examine the implementation of the new science curriculum in three socially and environmentally diverse schools. Using the Rogan–Grayson curriculum implementation model as a theoretical framework, we explore the link between the level of curriculum implementation and the schools' capacity to innovate. We do this through the observation of lessons and school environment and by means of structured interviews with school administrators, teachers and students. As far as the observed lessons are concerned, there is a wide variation in levels of lessons both within and between schools. With the exception of 3 out of 20 observed lessons, almost none of the lessons throughout the three schools showed any appreciable achievement of the curriculum objectives. It appears that there is only a tenuous link, if any, between the implementation level and the capacity of the school to innovate. Our research explores implementation in a unique environment—in a country recovering from genocide and where the language of instruction has changed from French to English. In the context of international development in education, one critical question has emerged from these findings: under what conditions can the teaching as intended by an OBE curriculum become routine for teachers? A possible answer to this question is discussed. The common and specific challenges to Rwandan schools with respect to the implementation of new curriculum are also discussed and some proposals are made to overcome these specific challenges.
... Implementersneedaclearsenseofdirection, but they should not be programmed to perform tasks and apply technologies without regard to thcir work setting. Effective implementation often means trying a set of tasks and technologies, evaluating their impact, changing them to adapt to local circumstances, and continuing this procecs until there is a good fit between the work to be done and the immediate envi-ronment (see McLaughlin 1976;Berman and McLaugh lin 1978;Verspoor 1989). Often this cycle of adapta tion will require change not only by implementers, such as teachers, but by those promoting the innova tion. ...
This paper presents a framework for analyzing the implementation of educational innovations, programs, and policies. The framework can be used: 1)as a tool for planning when designing an innovation; 2) as a source of feedback during implementation; and 3) as a way of learning lessons about completed experiences with planning and implementa tion. The conceptual framework suggests twelve issues that affect the im plementation of social programs: 1)organizational intelligence; 2) process; 3) technologies; 4) management and organization; 5) culture; 6) politics; 7) field implementers; 8) clients; 9) facilities; 10) costs; 11) quantity and quality of services; and 12) institutionalization of change. The paper then applies these issues to five educational innovations in Pakistan: learning coordinators, teaching kits, mosque schools, resi dences for female teachers, and the Nai Roshni program. Information for the study came from interviews with federal, provincial, and district education officials and a sample survey of 500 primary schools, 900 teachers, and 12,000 students. The findings show different patterns of success and problems for each innovation. Two conclusions stand out. One is the need to address the fit between an innovation and national culture from the very begin ning of planning. The mosque schools benefited from attention to Paki stani culture while the program of female esidences failed by ignoring culture. The second is the need for a tentative, experimental approach to implementation in large projects, such as changes in curricula or sys tems of supervision. Instead of beginning with standard blueprints for project execution, governments may profit from an evolutionary ap proach in which lessons are learned and programs change as implem entation moves along. Donald P. Warwick and Noel F.McGinn are Institute fellows at the Harvard Institute for International Development (HIID). FernandoM. Reimers is an Institute associate, also at HIID.
... • Implementation problems are difficult to estimate beforehand, and are linked to most failed attempts at reform (McAdams 1997;Verspoor 1989). • The likely contribution of policy instruments (mandates, incentives, training, funding, assessing, local decisions) depends on goals and context (Neustadt 1970). ...
... Interventions may be direct and relatively straightforward when they involve the provision of space or materials. They are less likely to be so when problems relate to instructional objectives, equity, and quality (Verspoor, 1989(Verspoor, , 1992, in which case teachers may need considerable and continuing support in interpreting reforms and in devising appropriate teaching strategies based on their interpretation. Inspectors, supervisors, and principal teachers, all of whom may require training, have a role to play in providing this support. ...
... The conceptual framework used in this research is largely based on school improvement research, which in turn is underpinned by theories situated in the change literature (e.g. Fullan, 1991; Hargreaves & Hopkins, 1991; Spady, 1994; Verspoor, 1989). The framework of curriculum implementation developed by Rogan and Grayson (2003), with the characteristics of a developing country in mind, was used to design the research instrument and guide the analysis. ...
The Science Curriculum Statements of Curriculum 2005 in South Africa emphasise experimentation and problem solving - that is 'doing science'. Data on the implementation of the science component of the new curriculum were obtained from a sample of Mpumalanga secondary schools. This article focuses on one aspect of implementation - the use made of practical work in the teaching of natural science. It describes the quality of the practical work implemented by science teachers, and then goes on to isolate school capacity factors that may influence and predict learner-centred, inquiry types of practical work in science teaching. The most prominent factor appears to be the teachers' perceptions of their learners. Also important, but to a lesser extent, is the attitude of teachers towards innovation. A well functioning school also appears to be an important factor.
... At present the in-depth planning, resourcing and aftercare of the teachers are not in place and the new proposed programme may be a first step. As Verspoor (1989) points out there can be several strategies for educational reform, but successful programmes are ones, that pay significant attention to strengthening institutions and organisational structures, and supporting innovative management, as well as in-service teacher training and a commitment by all those involved. This new proposed programme may indeed help with the cementation, but it is only by narrowing the socio-political distance between policy maker and classroom teacher, as the agent of change, that change will stop being a mirage. ...
Since 1993 Egypt has been pursuing a policy of teacher development by sending teachers on overseas programmes. The aims are toupgrade the quality of its teachers by allowing them the opportunity to seealternative visions of the future. The origins of the policy and the attitudes of its stakeholders are looked at from three perspectives. The policy makers and senior government advisors, who are dedicated to its success and see the locus of control clearly in the hands of the teachers. The implementers of policy, such as local advisors and inspectors appear to be slightly more willing to co-operate with the teachers. The teachers, as policy recipients, are unclear about how the policy can be applied in their own classroom context and are disillusioned about its merits without support, and they see the locus of control in the hands of the Ministry of Education. A new initiative that focuses on middle management may eventually provide the support and direction that the programme needs.
... Then deliver a complete learning package to schools at risk (50% lowest-performing schools): self-learning materials, training in active and cooperative learning, hands-on workshops, community involvement, school-based management, formative evaluation and systematic testing and feedback. Valenzuela, 1994;Lockheed andVerspoor, 1991 andVerspoor, 1989); v) research into factors affecting performance (Fuller and Clarke, 1994); vi) the results of the reform implemented in California (Chrispeels, 1997) and vii) the suitability of this information for expression in simple, precise terms so that estimates could be reliably compared. ...
Language can make a difference to peoples' lives in many ways. On one dimension, language empowers by serving as a resource for individuals to constitute and trans-form social and personal identities and by providing access to important socio-economic and political markets. Language can empower because it does not merely reflect a pre-existing reality; it is itself - under certain conditions - an instrument in the constitution of these realities, by providing a new version of meaning that offers speakers a fresh interpretation or alternative perspective on reality. The multilingual proficiency that social elites have in important global languages such as English, French, German, and today, Chinese, is a case in point. These elites have long recognized that mastery of many languages is an economic asset to be cultivated and passed on to successive generations.
Buku ini bertujuan untuk memberikan pemahaman bagaimana perkembangan pendidikan menengah kejuruan di Indonesia dari zaman ke zaman. Dengan
memahami konteks zeitgeist (semangat zamannya) dan melihat pendidikan menengah kejuruan secara historis, kita dapat melihat perkembangan-perkembangan kebijakan dan program pendidikan kejuruan pada masa tertentu. Tentunya ini menjadi bahan pembelajaran untuk kita, agar dapat meningkatkan mutu
pendidikan menengah kejuruan dimasa yang akan datang. Dari buku ini kita bisa melihat potret pendidikan menengah kejuruan di Indonesia pada zaman kolonial Belanda, zaman Jepang, Pelita I , Pelita II, Pelita III, Pelita IV, Pelita V, Pelita VI, sampai saat ini. Ditambah dengan cita-cita SMK yang ingin mempersiapkan
lulusannya agar siap untuk berkiprah di dunia usaha dan industri.
Changing an existing curriculum is a complex process, and its success depends on a number of factors, one of which is the significant contribution of teachers to the success or failure of any educational reform. To explore the importance of teachers in the process of change, this study investigates the currently in use undergraduate curriculum that was introduced by the Pakistani government in 2010. Whereas public schools in Pakistan are following a single national curriculum starting from the year 2021, at the time of this study, colleges and universities continue to adhere to the curriculum that was introduced in 2010 as part of a major nationwide curriculum reform. Data was collected through the use of semi-structured interviews conducted with eight English language lecturers employed in three public sector colleges in a major city. Findings revealed that, despite a positive attitude towards the concept of change, the lecturers who participated in this study considered the curriculum change project impractical due to a lack of planning for implementation. They also felt marginalized in the process of decision-making and found themselves unprepared to take up this challenge. Moreover, the participating lecturers expressed skepticism regarding the sustainability of the new curriculum owing to the political and economic instability at the time. The study thus highlights numerous critical issues such as the importance of the implementation stage of a new curriculum, and the often-ignored role of teachers in making decisions about educational reforms. It also confirms the significance of teacher education and teacher preparedness for the success of any curriculum change.KeywordsCurriculum changeTeachers’ perceptionsImplementationHigher education Pakistan
With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers. Key words: primary teacher education, primary school curriculum, quality education.
This chapter addresses grafting of penalty functions in the framework of fuzzy goal programming (FGP) for modeling and solving academic resource planning problem by employing genetic algorithm (GA). In model formulation, first incorporation of penalty functions to membership goals associated with percentage achievement of fuzzy objectives in different ranges is defined to obtain appropriate membership values of objectives in the decision horizon. Then, a set of chance constraints that are inherent to model is transformed into deterministic equivalents to solve the problem using FGP methodology. In solution search process, a GA scheme is employed iteratively to evaluate goal achievement function on the basis of assigned priorities to model goals of the problem. A sensitivity analysis with variations in priority structure of goals is also performed, and Euclidean distance function is used to identify appropriate priority structure to reach optimal decision. A demonstrative case example is considered to illustrate the approach.
This study was conducted to review and compare goals of determination of teacher qualifications in a globalized world in the containment of some international organizations, and national organizations of USA, England, Australia and Turkey. In this regard, firstly, teacher qualifications and goals of determination were reviewed from scientific literature. Secondly, curriculum and teacher qualifications approaches of World Bank and OECD were presented. And then, in order to grasp national approaches to teacher qualifications, national organizations of USA, England, Australia and Turkey were reviewed. All teacher qualifications of organizations, mentioned in the study, were summarized without changing their contents. After presenting the analysis and results, implementation suggestions were represented, finally.
In the main, Beeby’s 1966 book generalised from his practical experience as a high level educational administrator in an attempt to promote the development of educational theory that would provide justification for educationalists’ attempts to improve the quality of education in developing countries. As a later autobiographical book explained, the ideas were embedded in a philosophy of education that he had been responsible for implementing as Director of Education in New Zealand from 1940 to 1960 (Beeby 1992; also Alcorn 1999, pp. 95-161). The philosophy related to the equalisation and democratisation of schooling in the sense of opening up opportunity to all individuals.
An interdisciplinary subject, liberal studies, was introduced as a compulsory and core subject into the New Senior Secondary Curriculum in Hong Kong in 2009 with the purpose of expanding students’ knowledge base and increasing their social awareness through investigation into a variety of issues. However, transforming curricular innovations into real classroom settings and maintaining them is a complicated process. This study aimed to investigate, during its first round of implementation, teachers’ pedagogical practices in 21 local schools through in-depth interviews and documentary analysis. The results reveal that the school administrators and teachers were more likely to adapt their teaching approaches and teaching materials than their teaching content and assessment. Both good practices and examination-oriented practices in the process of curriculum implementation were evident in this study. These findings contribute to our understanding of the implementation of an interdisciplinary curriculum in examination-oriented systems and inform the practitioners of school-based practices of curriculum implementation.
Science journalism is the source of much of the science an individual will encounter beyond formal education. Science-based media reports, which might have been associated with informal education, are increasingly becoming incorporated into formal school contexts. Unlike science textbooks, the science reported in the news is often tentative and sometimes contested. It can involve difficult socio-scientific issues. Descriptors of ‘science literacy’ generally include reading and responding critically to media reports of science. The challenge of using science-based news effectively encourages teachers to reassess their knowledge and pedagogical practices.
In addition to creating interest in science and making links beyond the classroom, news media can be used to introduce pupils to elements of science enquiry and teachers can promote basic literacy and critical reading skills through systematic and imaginative use of media reports with a science component.
This chapter explores the knowledge, skills and attitudes that underpin the use of science journalism in the classroom. The unique characteristics and constraints of science journalism that influence the way science is presented and perceived are considered, and the importance of media awareness as a foundation for critical reading of science news is argued. Finally the characteristics of teaching programmes to support critical engagement with science-based media reports are outlined and the opportunities for cross-curricular initiatives highlighted.
This paper views literature as a social discourse in which the issues or problems of human society can be x-rayed and suggestions as to their solution proffered. The paper surveys the concern of African writers, especially with colonialism and its impact on the colonised, and other literary concerns of the African writers such as independence, equality, modernisation and nationhood in the past. These were the immediate problems of the past. The immediate problem of the present is the HIV-AIDS, which this paper views as a matter of great concern for everyone, considering its ravaging effect on the society. The paper calls for the attention of writers to this social miasma and suggests the pattern of literary intervention for it to score the required point. The paper wraps up with the conclusion that the relentless advance of HIV-AIDS pandemic must be halted and calls on writers to see this as part of their service to society and humanity in general. Introduction Literature has been defined as a form of art, a social discourse that focuses on imaginary or real contemporary issues in textual form (Bayanta, 1997:16). The traditional literary art form in Africa was oral, in the form of folktales, which was regarded as oral tradition. This was owing to the fact that they were unwritten, according to Irele (1978). However, the introduction of literature in English in Africa in the early 20 th century, and the emergence of early works like Mudhi (1930), inspired a new dimension to literature from Africa, although, late in eighteenth century, Equiano (Gustavuus Vassa) had written what could be considered as original protest novel against the denigration of Africa by Europe. In his book, 'Equiano's Travels (1789), Equiano protests against the falsifications and distortion of African's image and history by European scholars' of his time. During the early imperialist days or at the on-set of colonial domination of Africa, Africa was dominated by European writings about Africa; and the colonized people were made to read and unquestioningly, gulp down these malicious stories about African people and cultures. In these writings, Africa was presented as primitive and savage; a dark continent, which Europe, prompted by God, came to deliver form the darkness of ignorance and savagery (Keston, 1972:21). African literary creators came up to challenge these European claims. Nkrumah (1957), devolves that: the history of Africa as presented by European scholar's had been encumbered with malicious myths. It was even denied that we were a historical people………Such disparaging accounts had been given of African society and culture as to justify slavery, and slavery posed against such accounts seemed as positive deliverance of our ancestors……...(p. 19).
In recent years, information and communication technologies ICT impacted greatly socioeconomic development in developing countries. Encouraged by the development of rural IT network projects in countries like India, Sri Lanka, Bangladesh and Philippines, the government of Vietnam focused on IT infrastructure and capacity building efforts. Under the framework of public administration reform in Ministry of Agriculture & Rural Development MARD project scheme, a study was conducted in setting up Rural Telecentres RTs to provide information to farmers in Vietnam. Farmers' opinions and their needs in relation to agricultural and rural issues were considered in establishing 13 RTs in rural communities. The post-implementation survey indicated that the RTs fulfilled their objectives in improving the livelihoods of rural farmers. This paper presents the experiences and lessons learnt from the RTs project particularly in strengthening arguments in favour of national level ICT projects in rural development.
This article examines how issues of teaching and learning have been implemented in South African classrooms. We apply a framework of curriculum implementation (Rogan & Grayson, 2003) to studies of classroom teaching and learning reported in the literature. In doing so, we use the framework to categorise and comment on the research studies and determine the applicability of the framework to science and mathematics classrooms. Our review findings show that the framework's constructs of 'profile of implementation' and 'capacity to innovate' can be applied, with some adaptation, to both mathematics and science classroom studies. Fewer studies have involved the third construct 'outside support'. We conclude that there is an inevitable dislocation between policy and curriculum implementation, and that the framework provides a useful notion of 'feasible implementation' by suggesting how (in a series of small steps) individual schools can put into practice new curriculum policy.
This study employed the multiple regression analysis to examine the effects of family characteristics, student characteristics, parental involvement, and school characteristics with regard to learning achievements in mathematics of students of eighth grade in Nepal. Mathematics test was administrated with 762 students (400 girls) of 21 secondary schools in nine districts of three ecological zones-mountain, hill and lowland (tarai). Findings indicated that family characteristics explained the largest amount of variance in mathematics achievement, followed by student characteristics, school characteristics and parental involvement. Variables – parental education, number of books at home, absenteeism, parental support for homework, school type and location, teacher training, the number of school days in the academic year and school physical facilities were significantly related to students’ mathematics achievement. The implications of this study for improving educational quality are discussed.
Capturing and interpreting how teachers make sense of and take up new classroom practices is difficult, particularly in remote and resource-challenged classrooms and when researchers are working across linguistic and cultural boundaries. This article reports on a study that used reflective photography with BEd student teachers in Sudan. The Open University of Sudan recently introduced a handbook to support teachers in developing greater capacity for reflection. We were keen to understand how teachers interpreted and made use of this handbook. Here we comment on data from this project and its usefulness for offering insight into how teachers reify new practices.
Environmentally and Socially Sustainable Development (ESSD) Network. The Social Development Family is made up of World Bank staff working on social issues.
The term ‘quality’ as used in recent education discourse has its origins in the factory floor and production, as a measure of control of the features of merchandise produced. In the form of measureable specifications, it is used by national bureaucracies and international aid and lending agencies as lending itself to scientific management of and monitoring investments in education. Going back to the concept of ‘quality’ as the essential character of a thing, the paper argues that quality has always been integral to the concept of education, deriving from what is considered worthwhile as an aim or experience in education. The paper traces the history of the term beginning with important changes in the concept of education influenced by education thinkers and moving to the role of the concept in the context of universalisation of education, the growing importance of democracy as a political choice, and economic globalisation. The final section of the paper draws out implications for teacher professionalism, influences onpolicy, the idea of accountability and the place of philosophical perspective and cultural sensitivity in education.
The problem of raising literacy levels in developing countries is particularly challenging when pupils have their schooling in a non-native language. One promising strategy which has been tried and evaluated in the schools of several developing countries is the Book Flood approach. This article summarises the findings of Book Flood studies in Niue, Fiji, Singapore, Sri Lanka, South Africa, Solomon Islands, and several other countries.
The evidence is now strong that it is possible to double the rate of reading acquisition of Third World primary school pupils with a "Book Flood" of about 100 high-interest books, per class, and short teacher training sessions. The benefits for reading skill and enthusiasm are consistent across diverse cultures, mother tongues and age levels, and they appear to generate corresponding improvements in children's writing, listening comprehension, and related language skills. Such skills are typically found to develop very slowly under traditional textbook styles of teaching.
The problems of cost per school and cultural suitability of imported books are addressed. Several countries have adopted Book Flood programmes on a national scale, and others are currently planning to do so.
Starting in 1997, a sophisticated, outcomes-based curriculum was to be implemented in South African schools. This study examines and analyses how science teachers in one rural school responded to the demands of this new curriculum. I consider the capacity of the school and the extent to which outside support and pressure was provided. The levels of implementation are analysed in terms of a proposed 'zone of feasible innovation', a hypothetical construct which suggests that innovation should not exceed current practice by too large a gap between existing practice and the demands of the innovation.
Educational quality reforms are undertaken in hopes that students in a higher quality education system will acquire more of the curriculum. However, the authors argue, there is no necessary connection between investments in educational quality and improved learning outcomes. A national assessment of grade 3 students in Nepal found few differences in learning competencies before and after a multi-year reform project involving improvements in classrooms, curriculum, textbook distribution, teacher training packages, administration and supervision system, school management, and community involvement in school management. The article explores the implications for educational reform initiatives and theories of educational change.
This article deals with a project sponsored by the US Agency for International Development that was designed to transfer American
adult-education techniques to the developing nation of Lesotho in southern Africa. The goal of the transfer was to improve
the quality of education in Lesotho at the primary-school level by creating a nation-wide program to improve teacher skills.
Intensive, after-hours, in-country, college-level training was offered to the country's teachers. Although this approach is
common in developed countries, it was a first-time innovative technique for Lesotho. More than 400 primary school teachers
participated in the program. The transfer was initially difficult to implement because of a lack of institutional and governmental
interest and a “gap” between project implementation requirements and the Ministry of Education's management capacity. A contingency
approach was developed that partially bypassed local institutions. In the short term, the project has succeeded in producing
334 “graduates” and in raising the level of local interest.
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