Re-Interpreting Relevant Learning: An Evaluative Framework for Secondary Education in a Global Language

Autor/inn/en	Barrett, Angeline M.; Bainton, David
Titel	Re-Interpreting Relevant Learning: An Evaluative Framework for Secondary Education in a Global Language
Quelle	In: Comparative Education, 52 (2016) 3, S.392-407 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2016.1185271
Schlagwörter	Secondary Education; Global Approach; Secondary School Students; African Languages; English (Second Language); Language of Instruction; Learning Processes; Outcome Measures; Outcomes of Education; Sustainable Development; Teaching Methods; Textbook Content; Relevance (Education); Foreign Countries; Tanzania + Suchen Sie Ihr Suchwort? Sekundarbereich; Globales Denken; Sekundarschüler; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Learning process; Lernprozess; Lernleistung; Schulerfolg; Nachhaltige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbuchtext; Relevance; Relevanz; Ausland; Tansania
Abstract	The 2030 education goal privileges "relevant learning outcomes" as the evaluative space for quality improvement. Whilst the goal was designed for global level monitoring, its influence cuts across different scales. Implementation of the goal involves reinterpreting "relevant learning" at the local level. One way that small scale projects engage in the creative work of reinterpretation is through the design of their evaluative frameworks. We illustrate this with the example of an innovation in Tanzania that aimed to improve language and subject learning amongst lower secondary school students making the transition from using an African language, Kiswahili, to using a global language, English, as the language of instruction. The project developed a framework for evaluating learning processes and outcomes that was grounded in socio-cultural theories of learning. The framework was founded on an understanding of subject learning consistent with the purpose of sustainable development. Sustainable development is understood here as a process of social learning engaged through local responses to issues that have global reach. We conclude that implementing the 2030 education goals as part of a broader ambition towards sustainable development, demands reinterpretation of its targets in a way that makes explicit our underpinning theories of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01