Citation

Quality education in African countries: Teacher and school effects on student achievement in mathematics

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Abstract:

At the beginning of the 1990s, different educational movements took off the educational agenda in African countries with the objective to improve their educational systems, in terms of access to schooling (Education for All) and educational quality (The Southern and Eastern Africa Consortium for Monitoring Educational Quality). Improvements had been seen in terms of access, with gross enrollment rates over 90% at primary level, and over 30% at secondary level by 2008. However, in terms of quality, results from international evaluations such as TIMSS (1995, 1999, 2003, and 2007), PISA (2000, 2003, 2006, and 2009), or PIRLS (2001 and 2006) show that the majority of African countries were far below the international average (in math) suggesting that there are poor learning outcomes despite different efforts to change this situation. In addition, there is a scarcity of research studies outside of the international datasets that explore the quality of education in African countries, and there are even fewer that specifically explore the relationship between teacher and school quality with student achievement. Therefore, using the datasets from TIMSS 2007 in Math (8th grade) for 5 African countries (Bostwana, Egypt, Ghana, Morocco and Tunisia) and multilevel methods techniques (HLM), this study identify that school climate, place of residence, size of the school, and teacher pedagogical practices in class (e.g.: type of assessments, working in small groups) are positive associated with student achievement, even after controlling by student’s socio-demographic characteristics (e.g.: gender, age, socioeconomic status). Thus, this study fills the existing gap of research about quality of education in African countries and enriches the debate of educational policies oriented to improving the quality of education in developing countries.

Author's Keywords:

School Effectiveness
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p486515_index.html
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MLA Citation:

Leon Jara Almonte, Juan. and Youn, Minjong. "Quality education in African countries: Teacher and school effects on student achievement in mathematics" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486515_index.html>

APA Citation:

Leon Jara Almonte, J. and Youn, M. , 2011-05-01 "Quality education in African countries: Teacher and school effects on student achievement in mathematics" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486515_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: At the beginning of the 1990s, different educational movements took off the educational agenda in African countries with the objective to improve their educational systems, in terms of access to schooling (Education for All) and educational quality (The Southern and Eastern Africa Consortium for Monitoring Educational Quality). Improvements had been seen in terms of access, with gross enrollment rates over 90% at primary level, and over 30% at secondary level by 2008. However, in terms of quality, results from international evaluations such as TIMSS (1995, 1999, 2003, and 2007), PISA (2000, 2003, 2006, and 2009), or PIRLS (2001 and 2006) show that the majority of African countries were far below the international average (in math) suggesting that there are poor learning outcomes despite different efforts to change this situation. In addition, there is a scarcity of research studies outside of the international datasets that explore the quality of education in African countries, and there are even fewer that specifically explore the relationship between teacher and school quality with student achievement. Therefore, using the datasets from TIMSS 2007 in Math (8th grade) for 5 African countries (Bostwana, Egypt, Ghana, Morocco and Tunisia) and multilevel methods techniques (HLM), this study identify that school climate, place of residence, size of the school, and teacher pedagogical practices in class (e.g.: type of assessments, working in small groups) are positive associated with student achievement, even after controlling by student’s socio-demographic characteristics (e.g.: gender, age, socioeconomic status). Thus, this study fills the existing gap of research about quality of education in African countries and enriches the debate of educational policies oriented to improving the quality of education in developing countries.


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