With Africa for Africa. Towards Quality Education for All. 1999 MLA Project.

139 Pages·2012·3.5 MB·English

DOCUMENT RESUME
SO 032 172
ED 444 931
Chinapah, Vinayagum; H'ddigui, El Mostafa; Kanjee, Anil;
AUTHOR
Falayajo, Wole; Fomba, Cheik Omar; Hamissou, Oumarou;
Rafalimanana, Albert; Byomugisha, Albert
With Africa for Africa. Towards Quality Education for All.
TITLE
1999 MLA Project.
Human Sciences Research Council, Pretoria (South Africa).
INSTITUTION
ISBN-0-7969-1961-5
ISBN
2000-00-00
PUB DATE
149p.; Produced with UNESCO, Section for Monitoring and
NOTE
Assessment of EFA, France, and UNICEF.
Human Sciences Research Council, Private Bag X41, Pretoria,
AVAILABLE FROM
South Africa, 0001; Web site: http://www.hsrc.ac.za.
Numerical/Quantitative Data (110) -- Reports - Research
PUB TYPE
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MF01/PC06 Plus Postage.
EDRS PRICE
*Academic Achievement; Basic Skills; Curriculum Development;
DESCRIPTORS
Developing Nations; *Equal Education; Evaluation; Foreign
Countries; Social Science Research
*Africa; UNESCO; UNICEF
IDENTIFIERS
ABSTRACT
Monitoring Learning Achievement (MLA), a joint UNESCO-UNICEF
international education assessment initiative, obtains information on the
"effectiveness of basic education provision[s] in terms of actual learning
achievement." The empirical evidence from the 1999 MLA project countries
provides both a diagnosis and possible actions to be taken in terms of
policy, curriculum, teaching, and learning. To assure comparability,
procedures were taken to design and validate the common-core instruments and
their results across markedly different countries and contexts. This document
(1) "Introduction" (Education for All; A Framework for
contains six chapters:
Action; Goals and Targets; Monitoring Learning Achievement; Feedback for
Improving Education Quality; Project Objectives; Key Project Characteristics;
(2) "Design and Implementation" (Regional
Expected Outcomes; Implementation);
Approach; Description of Instruments; Tests; Questionnaires; Development of
Instruments; Pilot Tests; Sampling Framework; Sampling Procedures;
Implementation Strategies; Data Analysis; Reporting);
(3) "Assessing Learner
Performance: Equity-Quality Trade-Offs" (Achieving Quality of Education for
All: Learner Performance Profiles across the Region; Knowledge on HIV/AIDS
Transmission and Prevention Behavior; The 1992-1998 Monitoring Learning
Achievement (MLA) Surveys in Africa: Repeated Lessons To Be Re-Learnt);
(4)
"Teaching and Learning Conditions" (Learner Background; Home Background; Home
Learning Support; Teacher Background; Teaching Conditions; Teachers' Work
Environment and Activities; School Head Background; School Characteristics;
"Factors Determining Learner Performance" (Global Model:
Conclusion);
(5)
Factors Influencing Learner Performance; Determinants of Learning Achievement
and Their Inter-Relationships; Botswana; Madagascar; Malawi; Mali; Mauritius;
Morocco; Niger; Senegal; Tunisia; Uganda; Zambia; The Regional Analysis:
Similarities and Uniqueness; Conclusion); and (6)
"Agenda for Action"
(Quality of Education for All Can Be Attained; Improving and Sustaining
Minimum Levels of Mastery Learning; Recognizing Specificity in Learning
Environments; Understanding the Dynamics of Teaching and Learning; Challenge
of Achieving Gender Parity; Redressing Urban and Rural Disparities;
Reproductions supplied by EDRS are the best that can be made
from the original document.
Adaptation of Schools to the Needs of the Children; Decisive Role of the Home
Learning Environment; Limitations; General Recommendations; Conclusion).
References, appendices, 28 tables, and 26 figures are included in the
document.
(BB)
ENTIRE DOCUMENT:
POOR PRINT QUALM(
Reproductions supplied by EDRS are the best that
can be made
from the original document.
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towa rds
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Vinayagum Chinapah
El Mostafa H'ddigui
Anil Kanjee
Wole Falayajo
Cheik Omar Fomba
Oumarou Hamissou
S
BEST COPY AVAILABLE
Albert Rafalimanana
Albert Byamugisha
1999 MLA Project
THIS PAGE INTENTIONALLY LEFT. BLANK
WITH AFRICA FOR AFRICA
Towards...
Eduailoi
fo All
1999 MLA Project
OEM
The designations employed and the presentation
of the material in this publication do not imply
the expression of any opinion whatsoever on the
part of UNESCO/UNICEF concerning the legal
status of any country, territory, city or area, or
of its authorities, or concerning the delimitation
of its frontiers or boundaries.
Published by the Human Sciences Research Council
134 Pretorius Street
Pretoria, 0001
South Africa
www.hsrc.ac.za
asu©hsrc.ac.za
ISBN 0-7969-1961-5
Cover design:
Shereno Printers
Printing:
Shereno Printers
HSRC 2000
Printed in South Africa
FOREWORD
Empowering Africa and African educators towards Quality Education for All is no more a wish but a
present living reality, which needs to be known and shared from within and outside Africa as a whole.
This report is a march towards this end. The Joint International UNESCO-UNICEF Monitoring Learning
Achievement (MLA) Project not only has a record of its own worldwide but also a particular one on the
African continent. With Africa For Africa has turned the far-reaching dream of African expertise into
action through their participation in the MLA Project.
Capacity Building and Capacity Sharing are now preparing the road towards Africa's recognition of its
sustainable human development and mobilisation possibilities.
Imperative enough, this process allows
expression of what African education should be in terms of its context, quality, content, coverage and
effectiveness so as to reach all and the so-called "predicted unreachables", in particular.
This report demonstrates that access to quality education for all is a fundamental human right that
can be achieved if there is full commitment towards the learner as she/he is, from the teacher in what
she/he can do in enhancing the teaching and learning process; from the family for what support they
can provide; from the school if it reaches its targeted "clientele"; and from the decision-makers if there
is real will and conviction.
Providing mastery level of education to all African children is a necessity in all its meaning. The empiri-
cal evidence from the 1999 MLA project countries provides both a diagnosis and the possible actions
to be taken in terms of policy, curriculum, teaching and learning. The criterion-reference approach
used serves to examine what is learnt and taught, and under which conditions. Tedious but fruitful
procedures were also used to design and to validate the common-core instruments and their results
across markedly different countries and contexts assuring comparability.
With Africa and For Africa, a movement towards quality education for all could not start without the
strong support of African governments; African policy-makers, educators and front-line implementers;
African learners
their parents, teachers and school managers; bilateral and multilateral partners of
Education for All (EFA), and the hardworking national, regional, and international MLA Project teams.
.Vinayagum Chinapah
International MLA Project Co-ordinator
UNESCO, Paris
March 2000
MONITORING LEARNING
ACHIEVEMENT
Authors
International Co-ordinator
Vinayagum Chinapah
Sub-Regional Co-ordinator
E L Mostafa H'ddigui
Regional Co-ordinator
Anil Kanjee
Wole Falayajo
Cheik Omar Fomba
Oumarou Hamissou
Albert Rafalimanana
Albert Byamugisha
International/Regional/Sub-Regional/National Technical Teams
South Africa HSRC
A Kanjee
A Paterson
A Buys
M Kivilu
M Swardt
J Pietersen
G Diedericks
S Reinecke
H de Kock
N Zulu
M Makgamatha
S Strydom
Morocco MEN
E M H'ddigui
G Bou
S Belkachla
E H Medrar
M Rahai
M Sassi
A Belakhar
K Zaim-ldrissi
M Dahani
Botswana
C Cele
A Moahi
N Kolese
Burkina Faso
0 Sanou
S Sanou
M Boly
Cameroon
Y Yakoub
Y Yaya
A Tchameni
Comoros Islands
D Ladlati
M Mdahoma
Ivory Coast
S Ble
K Kossonou
F Zabavy
Malawi
L T Haji
M C H Jere
J B Matola
Madagascar
A Rafalimanana
R Randimby
J Boto
Mauritius
R Manrakhan
K Sukon
V Vadamootoo
Mali
C 0 Fomba
M Lam
D Simbara
Mozambique
P Medonca
C Lauchande
J Cuvaca
Namibia
J Fransman
D K Makuwa
Niger
0 Hamissou
C Gerard
0 Barkire
Nigeria
W Falayajo
Senegal
M A Sall
D N Diouf
T Samb
The Gambia
J Gaye
N Jatta
Tunisia
F Tarhouni
N Ghrissi
A Essaghir
Uganda
A K Byamugisha
F Malinga
Zambia
C P Chishimba
E Silanda
M Songiso
G Mweemba
C Sakala
CONFEMEN
L Behaghel
UNICEF - ESARO
A Obura
WCARO
A Abory-Adams
P Daily Ajavon
Cameroon
P Bogino
Burkina Faso
C Houetto
Headquarters
A Haregot
UNESCO - BREDA
M L Cabral
Ivory Coast
P Payimana
Headquarters
V Chinapah
E Nguni
C Gidlof
H Mputu
K Caporrella
L Moureau
R Diakite
C 0
7
TABLE OF CONTENTS
EXECUTIVE SUMMARY
V
CHAPTER 1: INTRODUCTION
1
Educatin for All
1
A framework for action
1
Goals and Targets
2
Monitoring Learning Achievement
2
Feedback for Improving Education Quality
3
Project Objectives
3
Key Project Characteristics
4
But already realised
Expected Outcomes
4
Implementation
5
CHAPTER 2:DESIGN AND IMPLEMENTATION
7
Regional approach
7
Description of Instruments
8
Tests
8
Questionnaires
10
Development of Instruments
12
Pilot Tests
12
Sampling Framework
13
Sampling Procedures
13
Implementation Strategies
13
Data Analysis
14
Reporting
14
16
CHAPTER 3: ASSESSING LEARNER PERFORMANCE: EQUITY - QUALITY TRADE-OFFS
Achieving Quality of Education for All:
Learner performance Profiles Across the Region
17
Knowledge on HIV/AIDS Transmission and Prevention Behaviour
25
The 1992-1998 Monitoring Learning Achievement [MLA] Surveys in Africa:
Repeated Lessons to be Re-learnt
29
CHAPTER 4: TEACHING AND LEARNING CONDITIONS
32
Learner Background
32
34
Home Background
Home Learning Support
36
Teacher Background
39
42
Teaching Conditions
44
Teachers' Work Environment and Activities
49
School Head Background
48
School Characteristics
Conclusion
51
rl
Table or Contents
CHAPTER 5: FACTORS DETERMINING LEARNER PERFORMANCE
52
Global Model: Factors Influencing Learner Performance
53
Determinants of Learning Achievement and their Inter-relationships
54
Bostwana
55
Madagascar
56
Malawi
57
Mali
58
Mauritius
58
Morocco
59
Niger
60
Senegal
61
Tunisia
61
Uganda
62
Zambia
63
The Regional Analysis: Similarities and Uniqueness
63
Conclusion
65
CHAPTER 6: AGENDA FOR ACTION
67
Quality of education for al can be attained
68
Improving and Sustaining Minimum Levels of Mastery Learning
69
Recognising Specificity in Learning Environments
69
Understanding the Dynamics of Teaching and Learning
70
Challenge of Achieving Gender Parity
70
Redressing Urban and Rural Disparities
70
Adaptation of Schools to the Needs of the Children
71
Decisive Role of the Home Learning Environment
71
Limitations
72
General Recommendations
72
Conclusion
73
REFERENCES
74
APPENDIX A: CONSTRUCTION OF INDEXES
75
APPENDIX B: STANDARDISATION OF INSTRUMENTS
78
APPENDIX C: DETAIL ANALYSIS OF LEARNER PERFORMANCE SCORE
80
APPENDIX D: DATA FROM THE 1992-1998 MLA SURVEYS
108
APPENDIX E: TABLE OF EFFECTS & CORRELATION MATRICES BY COUNTRY
109
APPENDIX F: LIST OF PARTICIPANTS FOR MLA AND CTL WORKSHOPS IN AFRICA
120
y:`¢A, Table of Contents