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Politics and prose: Citizen engagement in improving learning outcomes in Burundi, Malawi, Senegal, and Uganda

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Abstract:

The rising inequities in accessing education and consistent inequalities in learning experience is perplexing given the numerous projects, policies and research efforts in the education sector. Part of the problem is that children, parents and often even teachers are not centrally involved in defining the curricula, teaching/learning practices and monitoring learning. In 2008 ActionAid partnered with the Institute of Education, University of London to undertake a collaborative research project to better understand how parents, teachers and students contribute to improving learning outcomes. The results of the research were applied to project activities in 2009-2010 and show a marked improvement in citizen knowledge of quality education and the roles and responsibilities of different stakeholders in ensuring all girls and boys succeed in school. This presentation will outline the different participatory methodology used to engage female and male children, parents, teachers, Teacher Unions, Education Coalitions, local researchers and the Ministry of Education in a research effort – which leads directly to action and influencing policy reform. It will share findings from the learning survey conducted by these stakeholders in Malawi; the assessment of the teacher recruitment and training system in Senegal; and influencing policy reform in Burundi. In Uganda the ‘children’s parliament’ facilitated dialogue between students and decision-makers. The project has highlighted the importance of building a wider critical consciousness on what quality of learning outcomes means and approaches for engaging learners. It will discuss the need to challenge gendered roles and expectations in education.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p493717_index.html
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MLA Citation:

Marphatia, Akanksha. and Edge, Karen. "Politics and prose: Citizen engagement in improving learning outcomes in Burundi, Malawi, Senegal, and Uganda" 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/p493717_index.html>

APA Citation:

Marphatia, A. A. and Edge, K. , 2011-05-01 "Politics and prose: Citizen engagement in improving learning outcomes in Burundi, Malawi, Senegal, and Uganda" 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/p493717_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The rising inequities in accessing education and consistent inequalities in learning experience is perplexing given the numerous projects, policies and research efforts in the education sector. Part of the problem is that children, parents and often even teachers are not centrally involved in defining the curricula, teaching/learning practices and monitoring learning. In 2008 ActionAid partnered with the Institute of Education, University of London to undertake a collaborative research project to better understand how parents, teachers and students contribute to improving learning outcomes. The results of the research were applied to project activities in 2009-2010 and show a marked improvement in citizen knowledge of quality education and the roles and responsibilities of different stakeholders in ensuring all girls and boys succeed in school. This presentation will outline the different participatory methodology used to engage female and male children, parents, teachers, Teacher Unions, Education Coalitions, local researchers and the Ministry of Education in a research effort – which leads directly to action and influencing policy reform. It will share findings from the learning survey conducted by these stakeholders in Malawi; the assessment of the teacher recruitment and training system in Senegal; and influencing policy reform in Burundi. In Uganda the ‘children’s parliament’ facilitated dialogue between students and decision-makers. The project has highlighted the importance of building a wider critical consciousness on what quality of learning outcomes means and approaches for engaging learners. It will discuss the need to challenge gendered roles and expectations in education.


Similar Titles:
Improving learning outcomes in Burundi, Malawi, Senegal and Uganda

To Learn or Not to Learn, That IS the Question: Teaching and Outcome Assessments in Political Science Using Problem Based Critical Incident Technique

Arguing for a Citizen Approach to Learning Assessment: Experiences from India, Pakistan, Kenya, Uganda, Tanzania, Mali and Senegal


 
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