close

Вход

Забыли?

вход по аккаунту

?

open and distance learning teacher training programme

код для вставкиСкачать
OPEN AND DISTANCE LEARNING
TEACHER TRAINING
PROGRAMME-MALAWI
IMPACT EVALUATION DESIGN
SHORT TERM STRATEGY FOR IMPROVING
STUDENTS’ LEARNING OUTCOMES
THROUGH REDUCING PUPIL
QUALIFIED:TEACHER RATIOS
Presentation by: The Malawi team
APEIE Workshop,
Accra,Ghana
14 May 2010
Vision statement
пЃ®
пЃ®
Improve students’ learning outcomes
through the reduction of pupil:qualified
teacher ratios
Teacher training through Open and
Distance Learning one of the means for
reducing pupil:qualified ratios
Goal and Objective of
Evaluation
пЃ®
пЃ®
пЃ®
пЃ®
To compare the quality of teaching using ODL
teachers vs. Conventionally trained teachers.
Quality of teaching, which is probably best
measured, in an objective way, by standardized tests
scores.
Test scores to be measured regularly using
standardized tests,not only in standard/grade 8, but
also in lower standards/grades, in particular grades 37.
Other measurable outcomes to include as enrollment
and attendance .
Today’s situation
пЃ®
пЃ®
пЃ®
пЃ®
пЃ®
пЃ®
5,462 primary schools (EMIS 2008).
3.6 million students (EMIS 2008) and projected
enrolment of 4.8million students by 2017.
3,500 teachers trained annually through conventional
means(1+1 or commonly called IPTE) since 2007.
High pupil :qualified teacher ratio(90:1), worse in
some districts 135:1or above.
45,000 primary school teachers currently employed.
Preferred pupil :teacher ratio of 60:1 by 2013.
Today’s situation(2)
пЃ®
пЃ®
пЃ®
пЃ®
пЃ®
Objective of ODL teacher training project is to have a
group of 16,000 teachers over 3 years (29/34
education districts).
ODL teachers more attached to the community and
therefore potentially more stable and motivated.
ODL teachers oriented on pedagogical skills for 3
weeks before teaching..2.5 years on the job training
plus distance learning.
IPTE teachers trained for 1 year (face to face) then 1
year teaching practice in schools.
Both IPTE and ODL teachers recruited via adverts
and aptitude tests (age range-19 to 35 years).
Impact evaluation design
пЃ®
пЃ®
пЃ®
пЃ®
пЃ®
Idea of randomizing ODL teachers across schools more
appealing but a key practical issue with that approach.
Randomization at the school level, by which schools will be
allocated randomly between “Type 1 schools” and “type 2
schools”.
Type 1 schools would assign ODL teachers to grades 3, 5 and 7
and NEW conventionally trained (IPTE) teachers to grades 4
and 6.
Type 2 schools would assign ODL teachers to grades 4 and 6
and NEW conventionally trained (IPTE) teachers to grades 3, 5
and 7.
Strict enforcement of teacher placements in schools taking part
in the evaluation for the entire length of the evaluation.
School level randomisation
Std.
1
2
3
4
5
6
7
8
Type 1 schools
Experienced teacher
Experienced teacher
Experienced teacher or ODL
Experienced or IPTE teacher
Experienced teacher or ODL
Experienced or IPTE teacher
Experienced teacher or ODL
Experienced teacher
Type 2 schools
Experienced teacher
Experienced teacher
Experienced or IPTE
Experienced teacher or ODL
Experienced or new IPTE
Experienced teacher or ODL
Experienced or IPTE teacher
Experienced teacher
Data collection
пЃ®
пЃ®
One important issue with the suggested impact
evaluation-the absence of a baseline.
Options to alleviate this issue.
1.
2.
3.
EMIS data, collected on a routine basis every year, will
provide useful information on variables such as enrollment,
teacher qualifications, infrastructure, etc.
Possibility to use results from the primary school leaving
exam at the end of grade 8 as a proxy for overall school
quality.
Possibility to use some of the standardized tests
administered to a sample of schools in Malawi in grades 2,
3, 5 and 7 in 2008.
Data collection(2)
пЃ®
пЃ®
пЃ®
пЃ®
To administer a standardized test EARLY (September
preferably, maybe October) at the beginning of the
2010-2011 school year.
To have an “almost baseline” in September-early
October 2010,
Yearly testing, in grades 3-7, at the end of each
school year (May?).
Computerized enrollment and attendance records and
precise, computerized information about the
allocation each teacher (ODL and new
conventionally trained) to each school and each
grade.
Length of evaluation
пЃ®
пЃ®
пЃ®
IPTE (new conventionally trained) teachers start
their job fully trained while the ODL teachers will
start teaching at the same time as they will start their
training.
On the job distance learning for ODL teachers to take
2 ВЅ years. It is only after that period that it would be
fair to compare ODL and newly qualified IPTE
teachers .
3 batches of ODL teachers, 2010, 2011 and 2012.
Implication: evaluation should continue at least until
the 2015-2016 school year.
Length of evaluation(2)
School Year
2010-11 Sep.–Oct.2010
2010-2011 May 2011
2011-2012 May 2012
2012-2013 May 2013
2013-2014 May 2014
2014-2015 May 2015
2015-2016 May 2016
Standardized tests
At least 2 subjects in grades 3-7
At least 2 subjects in grades 3-7
At least 2 subjects in grades 3-7
Potentially more extended testing, grades
3-7
More extended testing, grades 3-7
More extended testing, grades 3-7
More extended testing, grades 3-7
Thank you
Документ
Категория
Презентации
Просмотров
8
Размер файла
68 Кб
Теги
1/--страниц
Пожаловаться на содержимое документа