Why Some Educational Systems are Better than Others
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Why Some Educational Systems are Better than Others

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    Why Some Educational Systems are Better than Others Why Some Educational Systems are Better than Others Presentation Transcript

    • Why Some Educational Systems are Better than Others: Comparing Botswana and South Africa.
      Elspeth Mmatladi Khembo
      11 July 2011
      Linder Auditorium, Wits School of Education
    • The StudyFactors affecting learner achievement
      Historical and policy contexts
      Processes of education policy change
      Mathematics Curriculum
      Supervision (Accountability)
      Teacher training (HEI) vs. Teacher supply (Colleges of Education)
      Teacher pay
      Teacher unions
    • Role of the Grade 6 Mathematics teacher
      Coverage of all the topics of the curriculum
      High academic expectation of learners
      Improving learner achievement
      Preparing learners for the Senior Phase
    • The StudyTeaching (Grade 6 Mathematics)
      At Grades 4 and 5 level
      Low level of mathematics pedagogical content knowledge
      Amount of time teaching mathematics low
      Focuses on Number, Operations and Relationships
      Routine mathematics procedures
      Average of 50 lessons South Africa and an average of 78 lessons in Botswana
      Slow pace of work within lessons
    • The StudyGrade 6 learners
      Botswana learners scored higher in the pretest and made significantly higher gains over the academic year
      Learners in both countries had better knowledge of the Grade 6 mathematics curriculum
      Number Patterns
      Very poor knowledge of Grade 6 mathematics
      Measurement
      Data Handling
    • Grade 6 Content knowledge (CAPS)
      Measurement
      Length/Mass/Capacity
      Time/Temperature
      Perimeter
      Area
      Volume
      Relationship between
      Perimeter & Area
      Surface Area & Volume (Rectangular Prisms)
      Data Handling
      Collecting
      Organising
      Representing
      Interpreting
      Double bar graphs
      Pie Charts
      Analysing
      Reporting
      Probability
    • The StudyThe quality of the teachers
      Knowledge of Mathematics
      Pedagogic Content Knowledge (PCK)
      How well the teacher understands common mistakes made by learners and
      How to correct them
      Teaching quality
      Teaching experience
      Teacher preparation
    • The StudyOpportunity to learn (OTL)
      What mathematics the teacher taught
      Low exposure to the mathematics curriculum
      How much mathematics taught
      school notebooks
    • The study RecommendsEmphasizing otl
      Increased time on mathematics tasks
      Content coverage
      Spread and sequencing of topics
      Cognitive and curricular pacing within and across grades
      Carefully designed textbooks/workbooks
      Purposeful use of the textbooks/workbooks
      Increasing learner academic competence
    • Teacher professional development
      In-service teacher training programme
      How to ensure take up that results in improved classroom practice
      ACE programmes vs. Short Courses
      Who should be trained
      Support (School Management)
      Motivation (Incentives)
    • Development of the Culture of Mathematics: Focused Intervention
      Differentiated approach
      Pockets of Excellence (Connoisseurship)
      Efficiency vs. More Resources
      Well written textbooks
      Regular Assessment (Type of items)
      Error analysis
      Misconceptions
      Collaboration (Teachers and Researchers)
      Communities of practice (confidence/support)
      AMESA
      Monitoring & Implementation
    • Conclusion…
      King Solomon: If the axe is dull and its edge unsharpened, more strength is needed but skill will bring success. Ecclesiastes 10:10
      Lack of skill should be sharpened through training and practice
      Recognising where a problem exists
      Acquiring or honing the skills to do the job better
      Going out and doing it
      Not necessarily throwing money at our problems
    • Thank you…