Pedagogical Renewal for Quality Universal Primary Education: Overview of Trends in Sub-Saharan Africa |
| |
| Authors: | Martial Dembélé and Pulane Lefoka |
| |
| Abstract: | 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 sub-continent’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. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
