This article assumes that pedagogical renewal and teacher development are two sides of the same coin, and that the achievement of a universal primary education that is equitable and of acceptable quality in Sub-Saharan Africa will depend to a large extent on both. The need for pedagogical renewal stems from the evidence that (i) teaching is arguably the strongest school-level determinant of student achievement; (ii) teaching effect on student learning is reportedly higher in Sub-Saharan Africa than it is in high-income countries; (iii) learning achievement is considerably lower in the subcontinent's schools; and (iv) the kind of teaching that takes place in these schools confines students to a passive role and only fosters lower order skills. An overview of experiences with pedagogical renewal highlights the challenges involved in adopting open-ended instructional practices on the sub-continent. It further points to bilingual education as one of the most promising strategies. Regardless of the route taken for renewing pedagogy, the professional development of teacher educators/trainers must be considered a critical enabling condition.Re´sume´-RENOUVELER LES PRATIQUES PÉ DAGOGIQUES POUR UNE É DUCATION PRIMAIRE UNIVERSELLE DE QUALITÉ : TENDANCES RÉ CENTES EN AFRIQUE SUBSAHARIENNE-Cet article postule que le renouveau pe´dagogique et le de´veloppement professionnel des enseignants constituent les deux faces d'une pie`ce d'argent, et que la re´alisation d'un enseignement primaire accessible a`tous et de qualite´acceptable dependra en grande partie des deux. Le besoin du renouveau pe´dagogique s'appuie sur plusieurs re´sultats de recherche: (i) l'enseignement est probablement le plus important determinant scolaire de la re´ussite des e´le`ves; (ii) l'effet de l'enseignement sur les apprentissages est plus e´leve´en Afrique subsaharienne que dans les pays riches; (iii) les re´sultats d'apprentissage sont conside´rablement faible dans les e´coles du sous-continent; et (iv) le type de pratique pe´dagogique observed ans ces e´coles place les e´le`ves dans un roˆle passif et permet seulement le de´veloppement d'habilete´s de bas niveaux taxonomiques. Une revue d'expe´riences subsahariennes en matie`re de renouveau pe´dagogique met en relief les de´fis que pose l'adoption des pedagogies par de´couverte, et met de l'avant l'e´ducation bilingue comme une des strate´gies prometteuses. Ne´anmoins, quelle que soit la voie prise pour renouveler les pratiques pe´dagogiques, le de´veloppement professionnel des formateurs/encadreurs d'enseignants doit eˆtre considere´comme une condition critique.Zusammenfassung -PÄ DAGOGISCHE ERNEUERUNG UND UNTERRICHT-SENTWICKLUNG IM ZUGE QUALITÄ TSORIENTIERTER GRUNDSCHUL-BILDUNG: NEUE TRENDS IN AFRIKA SÜ DLICH DER SAHARA-Dieser Artikel basiert auf der Voraussetzung, dass pa¨dagogische Erneuerung und Unterrichtsentwicklung zwei Seiten derselben Medaille sind. Weiterhin wird vorausgesetzt, dass in Afrika su¨dlich der Sahara eine universale Grundschulbildung, die fair und von
In general, independence marks the end of education provision oriented to tbe needs of colonial countries and tbe start of a more inclusive education system tailored to native traditions and needs. Tbis article presents a retrospective overview of the development of education in Africa since 1960, when a large number of countries attained political independence. It describes tbe existing educational systems wbicb were mainly inberited from the colonial period and discusses developments in education provision (expansion of enrolment capacities and levels of education), access, retention and completion in relation to factors sucb as teacber supply and witb attention to gender. In ligbt of tbe trends tbat emerge from tbis overview, tbe article furtber identifies tbe gaps and cballenges to be addressed in order to make universal access to a good quality education a reality. Tbe empirical contribution of tbis study is based on national data collected since tbe 1960s by UNESCO, especially its Institute for Statistics. Tbis annual series of national data allows comparability of education access/participation, completion, quality and outcomes indicators over time.
In this article, we examine the extent to which the implementation of results-based management (RBM) affects socio-professional relationships in public schools in Quebec. Our analyses of interview data show that the perceptions of RBM by Quebec teachers and school principals are more divergent than convergent. The observed differences of perception affects the socio-professional relationships between school principals and teachers to the extent that the former have to find adequate strategies to obtain the commitment of the latter.
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