With Africa for Africa. Towards Quality Education for All. 1999 MLA Project.

Autor/inn/en	Chinapah, Vinayagum; H'ddigui, El Mostafa; Kanjee, Anil; Falayajo, Wole; Fomba, Cheik Omar; Hamissou, Oumarou; Rafalimanana, Albert; Byomugisha, Albert
Institution	Human Sciences Research Council, Pretoria (South Africa).
Titel	With Africa for Africa. Towards Quality Education for All. 1999 MLA Project.
Quelle	(2000), (149 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-7969-1961-5
Schlagwörter	Quantitative Daten; Academic Achievement; Basic Skills; Curriculum Development; Developing Nations; Equal Education; Evaluation; Foreign Countries; Social Science Research; Africa + Suchen Sie Ihr Suchwort? Schulleistung; Basic skill; Grundfertigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Evaluierung; Ausland; Social scientific research; Sozialwissenschaftliche Forschung; Afrika
Abstract	Monitoring Learning Achievement (MLA), a joint UNESCO-UNICEF international education assessment initiative, obtains information on the "effectiveness of basic education provision[s] in terms of actual learning achievement." The empirical evidence from the 1999 MLA project countries provides both a diagnosis and possible actions to be taken in terms of policy, curriculum, teaching, and learning. To assure comparability, procedures were taken to design and validate the common-core instruments and their results across markedly different countries and contexts. This document contains six chapters: (1) "Introduction" (Education for All; A Framework for Action; Goals and Targets; Monitoring Learning Achievement; Feedback for Improving Education Quality; Project Objectives; Key Project Characteristics; Expected Outcomes; Implementation); (2) "Design and Implementation" (Regional Approach; Description of Instruments; Tests; Questionnaires; Development of Instruments; Pilot Tests; Sampling Framework; Sampling Procedures; Implementation Strategies; Data Analysis; Reporting); (3) "Assessing Learner Performance: Equity-Quality Trade-Offs" (Achieving Quality of Education for All: Learner Performance Profiles across the Region; Knowledge on HIV/AIDS Transmission and Prevention Behavior; The 1992-1998 Monitoring Learning Achievement (MLA) Surveys in Africa: Repeated Lessons To Be Re-Learnt); (4) "Teaching and Learning Conditions" (Learner Background; Home Background; Home Learning Support; Teacher Background; Teaching Conditions; Teachers' Work Environment and Activities; School Head Background; School Characteristics; Conclusion); (5) "Factors Determining Learner Performance" (Global Model: Factors Influencing Learner Performance; Determinants of Learning Achievement and Their Inter-Relationships; Botswana; Madagascar; Malawi; Mali; Mauritius; Morocco; Niger; Senegal; Tunisia; Uganda; Zambia; The Regional Analysis: Similarities and Uniqueness; Conclusion); and (6) "Agenda for Action" (Quality of Education for All Can Be Attained; Improving and Sustaining Minimum Levels of Mastery Learning; Recognizing Specificity in Learning Environments; Understanding the Dynamics of Teaching and Learning; Challenge of Achieving Gender Parity; Redressing Urban and Rural Disparities; Adaptation of Schools to the Needs of the Children; Decisive Role of the Home Learning Environment; Limitations; General Recommendations; Conclusion). References, appendices, 28 tables, and 26 figures are included in the document. (BB)
Anmerkungen	Human Sciences Research Council, Private Bag X41, Pretoria, South Africa, 0001; Web site: http://www.hsrc.ac.za.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC