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Multigrade Teaching in Sub-Saharan Africa: Lessons from Uganda, Senegal, and the Gambia Is Part of the World Bank Working Paper Series

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Multigrade Teaching in Sub-Saharan Africa: Lessons from Uganda, Senegal, and the Gambia Is Part of the World Bank Working Paper Series WORLD BANK WORKING PAPER NO. 173 AFRICA HUMAN DEVELOPMENT SERIES Multigrade Teaching in Public Disclosure Authorized Sub-Saharan Africa Lessons from Uganda, Senegal, and The Gambia Aidan G. Mulkeen Cathal Higgins Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized THE WORLD BANK WORLD BANK WORKING PAPER NO. 173 MultigradeTeachingin SubSaharanAfrica LessonsfromUganda,Senegal, andTheGambia AidanG.Mulkeen CathalHiggins = = = = = = = = = = = = = = = = = = = = = AfricaRegionHumanDevelopmentDepartment = ===== = WWEB_WP_173_print_8-07-09_IrishAid_logo.pdfEB_WP_173_print_8-07-09_IrishAid_logo.pdf 1 88/7/2009/7/2009 112:00:592:00:59 PPMM Copyright©=2009 TheInternationalBank=forReconstructionandDevelopment=/TheWorldBank 1818HStreet,N.W. Washington,D.C.20433,U.S.A. Allrightsreserved ManufacturedintheUnitedStatesofAmerica FirstPrinting:August=2009 Printedonrecycledpaper = 1=2=3=412=11=10=09== = World Bank Working Papers are published to communicate the= results of the Bank’s work to the= developmentcommunitywiththeleastpossibledelay.The=manuscriptofthispaperthereforehasnot beenpreparedinaccordancewiththe=procedures=appropriatetoformallyeditedtexts.=Somesources citedinthispapermaybeinformaldocumentsthatarenotreadilyavailable. Thefindings,interpretations,andconclusionsexpressedhereinarethoseoftheauthor(s)anddo= not necessarily reflect the views of the International Bank= for Reconstruction and= Development/The WorldBankandits=affiliatedorganizations,=orthoseofthe=ExecutiveDirectors=ofTheWorldBank=or thegovernmentsthey=represent.== The World Bank does= not guarantee the accuracy= of the data included in this work. The= boundaries,colors,denominations,andotherinformationshownon=anymapinthisworkdonotimply= any=judgment=onthe=part=ofThe=WorldBankof=the=legalstatusofany=territoryorthe=endorsementor= acceptanceofsuchboundaries. Thematerialinthispublicationiscopyrighted.Copyingand/ortransmittingportionsorallofthis work without= permission may= be a= violation of applicable law. The International Bank for= Reconstruction= and Development/The World Bank encourages dissemination= of its work and will= normallygrantpermissionpromptlytoreproduceportionsofthework. Forpermissiontophotocopyorreprintanypartofthiswork,=pleasesend=a=requestwithcomplete= information=totheCopyrightClearanceCenter,Inc.,222RosewoodDrive,=Danvers,MA=01923,USA,= Tel:9787508400,Fax:9787504470,www.copyright.com. Allotherqueriesonrightsandlicenses,includingsubsidiaryrights,shouldbeaddressedto=the OfficeofthePublisher,=TheWorldBank,1818H=StreetNW,Washington,DC20433,USA,Fax:202522 2422,email:[email protected]. = ISBN813:=97808821380659 eISBN:9780821380765 ISSN:17265878= DOI:10.1596/9780821380659 = Coverpicture,MultigradeteachingwithP6andP7inBusangaschool,Uganda. = LibraryofCongressCataloginginPublicationData = MultigradeteachinginSubSaharanAfrica:lessonsfromUganda,Senegal,and== theGambia/WorldBank. p.cm.(WorldBankworkingpaper;no.173) Includesbibliographicalreferences. ISBN9780821380659ISBN9780821380765=(electronic)= 1.CombinationofgradesAfrica,SubSaharanCasestudies.2.EducationAfrica, SubSaharanCasestudies.==I.WorldBank. =LB1029.C53M8562009 =371.2509678dc22 =================================== ======2009023098= = WWEB_WP_173_print_8-07-09_IrishAid_logo.pdfEB_WP_173_print_8-07-09_IrishAid_logo.pdf 2 88/7/2009/7/2009 112:01:142:01:14 PPMM Contents= Foreword .....................................................................................................................................v Acknowledgments ...................................................................................................................vi AbbreviationsandAcronyms .............................................................................................. vii ExecutiveSummary............................................................................................................... viii 1.Introduction............................................................................................................................1 2.RelevanceofMultigradeTeachinginSubSaharanAfrica ...........................................2 EducationforAll.................................................................................................................2 SchoolAccessinRemoteAreas.........................................................................................3 WorldwideUseofMultigradeTeaching .........................................................................5 AssociatedBenefitsofMultigradeTeaching...................................................................6 3.TheNatureof=MultigradeTeaching ..................................................................................9 AlternativestoMultigradeStrategies ..............................................................................9 OrganizationofMultigradeTeaching............................................................................ 11 4.MultigradeSchooling=inPractice ..................................................................................... 13 Uganda ............................................................................................................................... 13 Senegal................................................................................................................................ 16 TheGambia........................................................................................................................ 18 5.PolicyIssuesforMultigradeEducation .......................................................................... 21 CurriculumFlexibility...................................................................................................... 21 ClassSize............................................................................................................................ 23 SchoolManagement ......................................................................................................... 23 TeachingandLearningResources.................................................................................. 24 TheInvolvementandSupportofParentsandtheCommunity ................................. 25 FinancialImplications ...................................................................................................... 26 6.Recommendations............................................................................................................... 28 TeacherPerceptionofMultigradeTeaching ................................................................. 28 TeacherTraining ............................................................................................................... 28 ProfessionalSupport ........................................................................................................ 29 TeacherRetention .............................................................................................................3 0 7.Conclusion............................................................................................................................ 32 References................................................................................................................................. 36 = iii WWEB_WP_173_print_8-07-09_IrishAid_logo.pdfEB_WP_173_print_8-07-09_IrishAid_logo.pdf 3 88/7/2009/7/2009 112:01:142:01:14 PPMM iv Contents Tables Table1:CalculationofPopulationRequiredtoSupportaFullPrimarySchool ..............3 Table2:MultigradeClasses/SchoolsinDevelopedCountries............................................5 Table3:EstimatesoftheProportionofMultigradeClassesorSchoolsin DevelopingCountries .......................................................................................................5 Table4:PrimarySchoolsinUgandawithLessthanSevenTeachers .............................. 13 Table5:PassRateintheCFEE(CertificateofElementaryCompletion),2005–06.......... 18 Table6:ComparisonofTeacherCostsinMultigradeandMonogradeSchools (basedonsevengradesinprimaryeducation)............................................................ 27 Table7:Uganda:Resultsforthe2005PrimaryLeavingExamination(PLE) .................. 32 = Figures Figure1:GERandDistancetoSchool,RuralAccessInitiative...........................................4 = Boxes Box1:ReflectionsofaTeacherinaOneTeacherSchool(ECU) ....................................... 18 Box2:ResourceMaterials—EscuelaNueva......................................................................... 25 Box3:Parents’CommentsaboutMultigradeSchoolinginUganda ................................ 26 Box4:SenegaleseTeachersCommentsaboutMultigradeTeaching............................... 28 Box5:AMultigradeTeacher’sView .................................................................................... 30 Box6:MultigradeTeaching—AnExperienceinLesotho .................................................. 31 = WWEB_WP_173_print_8-07-09_IrishAid_logo.pdfEB_WP_173_print_8-07-09_IrishAid_logo.pdf 4 88/7/2009/7/2009 112:01:142:01:14 PPMM Foreword rovision of a= basic= education for the poorest and most marginalized= children= Penhancestheireconomic,health,andsocialopportunities.Itisforthisreasonthat= ensuring that= children everywhere are able to complete a= full course of primary educationisoneoftheMillenniumDevelopmentGoals,anda=keypartof=theglobal= efforttoreducepoverty.Inthelastdecades,=greatprogresshasbeenmadetowardthis goal.Enrollmentrateshave=risentohistoriclevels,andtherearenowmorechildrenin= school= than at any other time in= history. But there remain= an estimated 75 million childrenoutofschool,almosthalfoftheminSubSaharanAfrica.Amongtheseoutof
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