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Researching Education Outcomes in Burundi, Malawi, Senegal and Uganda: Using Participatory Tools and Collaborative Approaches

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Researching Education Outcomes in Burundi, Malawi, Senegal and Uganda: Using Participatory Tools and Collaborative Approaches Researching education outcomes in Burundi, Malawi, Senegal and Uganda: using participatory tools and collaborative approaches Dr. Karen Edge Akanksha A. Marphatia Elise Legault David Archer The Improving Learning Outcomes in Primary Schools (ILOPS) Project | Project methodology Funding: The William and Flora Hewlett Foundation in partnership with the Bill & Melinda Gates Foundation May 2010 © Institute of Education and ActionAid Table of Contents Section Page Executive summary 6 Context 8 Section 1 Current knowledge 11 Current knowledge on participatory approaches involving stakeholders to address children's learning 11 Implications of literature review on the ILOPS collaborative approach 11 Section 2 Building ILOPS partnerships 12 Recruiting the international, national and local researchers 12 The constituencies involved in multi-stakeholder research teams 13 Strategies for coordinating national-level team involvement 15 Section 3 Designing the ILOPS research framework 17 Pre-workshop activities and agenda setting 17 Workshop 1 – the Sesse cross-country research design workshop 18 Mapping expertise: what makes a good research team? 20 Developing the ILOPS conceptual framework 22 Focusing the ILOPS research 23 Generating and testing interview instruments 24 Next steps 25 Section 4 In-country data collection, analysis and validation process 26 Research process 26 In-country data analysis and validation workshops 27 Section 5 Cross-country findings 28 Workshop 2: Discussing cross-country findings 28 Section 6 Lessons learned on collaborative approaches 2 9 Learning on collaborative approaches 29 Challenges 30 Recommendations for future practice 30 Section 7 Recommendations for improving learning outcomes 3 1 Findings from ILOPS research 31 Examples of follow-on work 32 Conclusion 32 Bibliography 34 3 4 SECTION 1 Acronyms ANCEFA African National Coalition on Education for All CERT Centre for Education, Research and Training, Malawi CONFEMEN Conference of Ministers of Education of the Francophonie (Conférence des Ministres de l’Education des pays ayant le français en partage) CRC Covenant on the Rights of the Child CSCQBE Civil Society Coalition for Quality Basic Education, Malawi CSO Civil Society Organisation COSYDEP Coalition of Teachers Unions and Education Organisations, Senegal EI Education International FENU Forum for Education Non Governmental Organisations in Uganda GCE Global Campaign for Education IDEC Institute of Economic Development, Burundi ILOPS Improving Learning Outcomes in Primary Schools Project INEADE National Institute of Research and Action for the Development of Education, Senegal IoE Institute of Education, University of London KADEFO Kalangala District Education Forum, Uganda MADEN Masindi District Education Coalition, Uganda MAPSA Malawi Parent Association MoE Ministry of Education PASEC Programme for Analysing Education Systems (Programme d’Analyse des Systèmes Educatifs) SACMEQ Southern and Eastern Africa Consortium for Monitoring Educational Quality SAED Education for All Coalition, Burundi TANARD Target National Relief and Development, Mchinji District, Malawi UGAADEN Uganda Adult Education Network UNATU Uganda National Teachers Union 5 Executive summary Over the past decade, over 40 million In January 2008, ActionAid, the Institute of Education, m o re children, many of them girls, have University of London (IoE) and partners in Burundi, Malawi, Uganda and Senegal studied the role of attended school worldwide (EFA GMR, parents and teachers in enhancing learning outcomes. 2 0 1 01). While this has been cause for The Improving Learning Outcomes in Primary Schools celebration in many countries, there are (ILOPS) Project was supported by the Quality persistent and increasing concerns Education in Developing Countries Initiative of the William and Flora Hewlett Foundation in partnership that, in spite of this significant incre a s e with the Bill & Melinda Gates Foundation. Findings from in school attendance rates, children are the ILOPS Project are presented in three separate not actually gaining the knowledge briefs exploring teacher quality, parental participation nor developing the skills that will and, this paper, exploring our tools and approaches. realistically improve their life chances. This paper outlines the participatory research methodology employed by the ILOPS Project team. Though there are many strategies for We provide details on the development and i m p roving student learning, two implementation of our approach as well as the lessons i n fluential factors that appear learned throughout the process for others interested f requently in academic literature are in following similar approaches. The other two briefs discuss the outcomes of the parental participation teaching/teacher quality and pare n t a l and teacher quality components of the survey. involvement in childre n ’s education (Edge et al., 2009a). However, the The IoE led the development of the overall ILOPS criteria defining how teachers and collaborative methodology and engaged Project p a rents best contribute to meaningful participants in jointly designing the various participatory tools. We hoped that by bringing parents, teachers, c h i l d - c e n t red learning remain a subject unions, coalitions, research institutes and Ministry of active international debate. officials together to do the research, a deeper understanding of the reasons why learning outcomes fail to improve would evolve. The goal was to create a 1 This and all other references in this paper are cited from the literature review by Edge et al. (2009a). The full review, which is published alongside the four comparative briefs, summarised 100 (out of a total of 573 identified) relevant articles on the factors that make parents 6 decide to participate in their children’s schools, and the influence of this participation on student learning outcomes. lasting platform where these stakeholders could The methods used to support this type of joint work discuss their roles and commit to finding practical yet merit further exploration. We believe that they offer an innovative strategies to improving learning. innovative way of working, not only with respect to research, but also for improving the content and The ILOPS team was committed to ensuring all implementation of policies and programmes. The stakeholders were equally and fully involved in each absence of genuine, long-term collaboration has partly stage of the process. This included identifying research contributed to today’s poor performance in schools. team members, designing the survey instruments, Misconceptions about the roles of teachers and collecting the evidence base, analysing the results and parents and the lack of empathy towards each other’s proposing ideas for follow-on activities. This constraints in supporting students create tension. engagement necessitated deeper discussions of Teachers, who themselves are frustrated by the lack of participants’ own roles and contributions with respect support and training, continue to be blamed for poor to both the project itself and the notion of improving the classroom performance. Parents, often lacking the quality of schooling for all students. know-how and access to schools are seen to be disinterested in their children’s education. There are Committing to a methodology which promotes ongoing also misunderstandings between academics and collaboration involves thoughtful design of workshops researchers. As a result, researchers frequently study and spaces for regular discussion. Careful consideration teachers’ and parents’ roles in an isolated manner. The of team dynamics, patience and open communication is results are then shared with peers and policy-makers, important. Shared leadership, clear responsibilities and but not with the civil society organisations (CSOs), accountability are fundamental to building a good team. parents, communities and teachers who could At first it was challenging to balance the unique effectively reflect on and implement the expertise and knowledge of team members while trying recommendations. The ILOPS approach aimed to to facilitate the collection of a robust evidence base. It challenge these traditions by bringing the different required each participant to question their own biases stakeholders together to jointly diagnose and solve the around research, participation and the expectations of problem. By working closely together, we believe we other stakeholders. can achieve an improvement in learning outcomes. EXECUTIVE SUMMARY 7 Context Current literature on improving learning often focuses Learning assessments and test results should not on policy, structural and system-level changes as well be the only way to measure success in school or as a range of other technical and physical inputs. Few education quality. Most countries do not have a clearly studies focus on the role of stakeholders, in particular established definition of what ‘quality’ of education parents and teachers, in improving learning and yet constitutes, although reference to international human these two groups are potentially the most influential in rights standards is helpful. The ILOPS Project therefore determining the relative success of education. Parents adopts the definition provided by the Covenant on the decide whether to invest in their children’s education. Rights of the Child (CRC) which states, ‘Every child has Their actions at home and within schools are likely to the right to receive an education of good quality which influence whether or not
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