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Author: Joyce Kahembe
Publisher: Springer Nature
ISBN: 9811599920
Category : Education
Languages : en
Pages : 101
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Book Description
This book examines teachers’ conceptions and practices of assessment in Tanzania. Adopting a sociocultural perspective, it reveals how Tanzanian teachers understand the role of assessment in relation to their classroom practices, community and other factors. The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning; it is not that teachers do not know how to implement the mandated assessment reforms. Instead, they are reluctant to adopt and embrace the reforms because they consider them to be contradictory to their teaching roles, and overly burdensome, if not implausible, given the physical, economic and cultural contexts of teaching and learning. This book argues that improving traditional assessments, rather than radically transforming them, can be more effective for cultivating practices that suit the physical, political, economic and cultural contexts of Tanzanian schools. Highlighting the significance of sociocultural factors in educators’ professional practices, while also illustrating the major challenges in implementing global reform agendas in diverse contexts, it is a valuable resource for educators and scholars interested in development and educational reform in African contexts.
Author: Joyce Kahembe
Publisher: Springer Nature
ISBN: 9811599920
Category : Education
Languages : en
Pages : 101
Get Book Here
Book Description
This book examines teachers’ conceptions and practices of assessment in Tanzania. Adopting a sociocultural perspective, it reveals how Tanzanian teachers understand the role of assessment in relation to their classroom practices, community and other factors. The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning; it is not that teachers do not know how to implement the mandated assessment reforms. Instead, they are reluctant to adopt and embrace the reforms because they consider them to be contradictory to their teaching roles, and overly burdensome, if not implausible, given the physical, economic and cultural contexts of teaching and learning. This book argues that improving traditional assessments, rather than radically transforming them, can be more effective for cultivating practices that suit the physical, political, economic and cultural contexts of Tanzanian schools. Highlighting the significance of sociocultural factors in educators’ professional practices, while also illustrating the major challenges in implementing global reform agendas in diverse contexts, it is a valuable resource for educators and scholars interested in development and educational reform in African contexts.
Author: L.P. Lugalla
Publisher: African Books Collective
ISBN: 9987083854
Category : Education
Languages : en
Pages : 310
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Book Description
Education in Tanzania in the Era of Globalisation Challenges and Opportunities is a product of papers presented at a National Education Conference held in Dodoma, Tanzania in November 2016 and organised by the Aga Khan University-Institute for Educational Development, East Africa (AKU-IED-EA). At present, Tanzanias development direction is guided by Vision 2025, which aims to achieve a high quality livelihood for its people be attainment of Vision 2025 will depend largely on rapid socio-economic development based on several social and economic pillars including, most importantly, education. Clearly, for Tanzania, the scope and quality of education remains the single most important prerequisite to the attainment of Vision 2025 and the 17 Sustainable Development Goals (SDGs). The individual chapters in this publication, and their collective thrust, discuss the challenges in the education system in good faith and in the spirit of cooperation and collaboration guided by the belief that it is not the responsibility of the Government alone to see how these can be addressed. AKU IED EA has identd this as the responsibility of all well-meaning corporate bodies and citizens, and initiated thst conference of its type as its contribution to thore conference, as well as the publication, has to be seen as a model of good practice for universities in terms of sharing knowledge, experience, and practice with other stakeholders who are not in the academy, and more so, with politicians as well as government policy planners. The various authors of Education in Tanzania in the Era of Globalisation Challenges and Opportunities discuss issues within the context of the Tanzanian political economy against thects of globalization and seek to initiate a new kind of debate that is long overdue; a debate aimed at charting out appropriate strategies whose objective is to improve the quality of education in Tanzania so that it becomes a useful vehicle in enhancing processes of social change, transformation and development.
Author: Eric A. Hanushek
Publisher: Brookings Institution Press
ISBN: 0815717687
Category : Political Science
Languages : en
Pages : 224
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Book Description
Educational reform is a big business in the United States. Parents, educators, and policymakers generally agree that something must be done to improve schools, but the consensus ends there. The myriad of reform documents and policy discussions that have appeared over the past decade have not helped to pinpoint exactly what should be done. The case for investment in education is an economic one: schooling improves the productivity and earnings of individuals and promotes stronger economic growth and better functioning of society. Recent trends in schooling have, however, lessened the value of society's investments as costs have risen dramatically while student performance has stayed flat or even fallen. The task is to improve performance while controlling costs. This book is the culmination of extensive discussions among a panel of economists led by Eric Hanushek. They conclude that economic considerations have been entirely absent from the development of educational policies and that economic reality is sorely needed in discussions of new policies. The book outlines an improvement plan that emphasizes changing incentives in schools and gathering information about effective approaches. Available research and analysis demonstrates that current central decisionmaking has worked poorly. Concentrating on inputs such as pupil-teacher ratios or teacher graduate degrees appears quite inferior to systems that directly reward performance. Nonetheless, since experience with such alternatives is very limited, a program of extensive evaluation appears to be in order. Attempts to institute radical change on the basis of currently available information involve substantial risks of failure. Many people today find proposals such as charter schools, expanded use of merit pay, or educational vouchers to be appealing. Yet there is little evidence of their effectiveness, and widespread adoption of these proposals is sure to run into substantial problems of im
Author: Vincent-Lancrin Stéphan
Publisher: OECD Publishing
ISBN: 926431167X
Category :
Languages : en
Pages : 339
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Book Description
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how ...
Author: Lant Pritchett
Publisher: CGD Books
ISBN: 1933286776
Category : Education
Languages : en
Pages : 290
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Book Description
Despite great progress around the world in getting more kids into schools, too many leave without even the most basic skills. In India’s rural Andhra Pradesh, for instance, only about one in twenty children in fifth grade can perform basic arithmetic. The problem is that schooling is not the same as learning. In The Rebirth of Education, Lant Pritchett uses two metaphors from nature to explain why. The first draws on Ori Brafman and Rod Beckstrom’s book about the difference between centralized and decentralized organizations, The Starfish and the Spider. Schools systems tend be centralized and suffer from the limitations inherent in top-down designs. The second metaphor is the concept of isomorphic mimicry. Pritchett argues that many developing countries superficially imitate systems that were successful in other nations— much as a nonpoisonous snake mimics the look of a poisonous one. Pritchett argues that the solution is to allow functional systems to evolve locally out of an environment pressured for success. Such an ecosystem needs to be open to variety and experimentation, locally operated, and flexibly financed. The only main cost is ceding control; the reward would be the rebirth of education suited for today’s world.
Author: I. M. Omari
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 92
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Book Description
Author: OECD
Publisher: OECD Publishing
ISBN: 9264904646
Category :
Languages : en
Pages : 252
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Book Description
How might digital technology and notably smart technologies based on artificial intelligence (AI), learning analytics, robotics, and others transform education? This book explores such question. It focuses on how smart technologies currently change education in the classroom and the management of educational organisations and systems.
Author: Sue Swaffield
Publisher: Routledge
ISBN: 1351257145
Category : Education
Languages : en
Pages : 193
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Book Description
This collection presents educational assessment research from Latin America, adding to a relatively small but growing body of research considering educational assessment and evaluation issues in this large region. The predominance of Chile reflects its early highly centralized education system, and the fact that it adopted national testing before other Latin American countries. It was also an early participant in international assessment programmes. Other countries have followed the trend of implementing national testing, and to a lesser extent participating in international surveys. The complementary development of technical expertise in quantitative research methods has enabled extensive analysis of the large data sets generated by these testing and assessment programmes. Taken together, the evidence reported provides a means not only of reviewing educational quality issues in Latin America, but also of facilitating comparisons that allow the context specificity of equivalent research conducted in western developed countries to be considered. The chapters in this book were originally published as a special issue of Assessment in Education: Principles, Policy and Practice.
Author: Petra Lietz
Publisher: John Wiley & Sons
ISBN: 1118762495
Category : Mathematics
Languages : en
Pages : 384
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Book Description
Presents a comprehensive treatment of issues related to the inception, design, implementation and reporting of large-scale education assessments. In recent years many countries have decided to become involved in international educational assessments to allow them to ascertain the strengths and weaknesses of their student populations. Assessments such as the OECD's Programme for International Student Assessment (PISA), the IEA's Trends in Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy (PIRLS) have provided opportunities for comparison between students of different countries on a common international scale. This book is designed to give researchers, policy makers and practitioners a well-grounded knowledge in the design, implementation, analysis and reporting of international assessments. Readers will be able to gain a more detailed insight into the scientific principles employed in such studies allowing them to make better use of the results. The book will also give readers an understanding of the resources needed to undertake and improve the design of educational assessments in their own countries and regions. Implementation of Large-Scale Education Assessments: Brings together the editors’ extensive experience in creating, designing, implementing, analysing and reporting results on a wide range of assessments. Emphasizes methods for implementing international studies of student achievement and obtaining highquality data from cognitive tests and contextual questionnaires. Discusses the methods of sampling, weighting, and variance estimation that are commonly encountered in international large-scale assessments. Provides direction and stimulus for improving global educational assessment and student learning Is written by experts in the field, with an international perspective. Survey researchers, market researchers and practitioners engaged in comparative projects will all benefit from the unparalleled breadth of knowledge and experience in large-scale educational assessments gathered in this one volume.
Author: Amina Abubakar
Publisher: Springer
ISBN: 1493973282
Category : Psychology
Languages : en
Pages : 414
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Book Description
This handbook collates research evidence and presents the most up-to-date findings on child development in Sub-Saharan Africa. It discusses complex risk factors and medical conditions affecting childhood outcomes, and spotlights emerging programs for enhancing literacy and cognitive development. The panel of expert contributors offer needed context and knowledge to the discussion of previously understudied topics. Chapters present proven intervention strategies currently in use across the diverse region. In addition, this handbook provides guidelines for culturally sensitive and ethical research that will inform practice and help shape policy goals and initiatives. Topics featured in the Handbook include: · Fatherhood in the African context. · Sibling care-giving and its implications in Sub-Saharan Africa. · Nutritional status, infections, and child development · Diabetes in Sub-Saharan African children. · How to adapt tests for Sub-Saharan Africa. · Interventions aimed at children and caregivers. · A culturally sensitive approach to conducting research and promoting initial literacy development in Africa The Handbook of Applied Developmental Science in Sub-Saharan Africa is a must-have resource for researchers, professionals/scientist-practitioners, and graduate students in child, school, and developmental psychology, as well as pediatrics, social work, public health, and education.
