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  1. 1. Challenges and solutions
  2. 2. Points of view <ul><li>1 Adawia: Sudanese EFL lecturer and Teacher Trainer in Sudan National Center of Languages- Africa </li></ul><ul><li>2 Alberto: Uganda History teacher-Public/ Private Secondary Education- Africa </li></ul><ul><li>3 Fernando: Mozambique EFL lecturer in Public Secondary Education </li></ul><ul><li>4 Gabriela: Uruguayan EFL teacher and Practice Tutor in Public Secondary Education- ANEP CES- Lecturer and Trainer at Teacher Training College- Centro Regional de Profesores del SUR-ANEP CODICEN- </li></ul><ul><li>5 Tunzala -Azerbaijan EFL teacher in Private Education and Public Highschool and Baku Slavic University in the Independent Azerbaijan Republic - Expert at EFL Textbook Evaluation for the Ministry of Education- </li></ul>
  3. 3. SUDAN <ul><li>Personal perception of the challenges regarding Curriculum Improvement </li></ul><ul><li>1-SPINE language textbooks –i.e. Sudan Practical Integrated National English- do not meet the students’ needs and expectations. </li></ul><ul><li>2-Teachers are not policy makers. They are not consulted in curriculum design/improvement. The curriculum is designed by University Professors who are not involved in secondary education. </li></ul><ul><li>3-Due to the secession of the Southern part of the country, the national interest has been disturbed. Yet, accountability factors are there. </li></ul>
  4. 4. UGANDA <ul><li>Personal perception of the challenges regarding Curriculum Improvement </li></ul><ul><li>1-Implementation of curriculum does not meet the needs of the: </li></ul><ul><ul><ul><li>students </li></ul></ul></ul><ul><ul><ul><li>work market </li></ul></ul></ul><ul><ul><ul><li>community in general </li></ul></ul></ul><ul><li>2-Students do not find a job after graduation because they are not prepared for the work market </li></ul><ul><li>3- Lack of Professional Development for teachers </li></ul>
  5. 5. MOZAMBIQUE <ul><li>Personal perception of the challenges regarding Curriculum Improvement </li></ul><ul><li>Curriculum does not meet the needs of the students. </li></ul><ul><li>It is designed by people that have never taught- or at least been in these classrooms. </li></ul><ul><li>It does not include practical community activities. </li></ul>
  6. 6. URUGUAY <ul><li>Personal perception of the challenges </li></ul><ul><li>regarding Curriculum Improvement </li></ul><ul><li>Lack of a textbook (s) that encompass (es) the topics addressed by the curriculum. </li></ul><ul><li>Implementation of curriculum does not meet the needs of: </li></ul><ul><li>students </li></ul><ul><li>community – There is little civic engagement in spite of the civically relevant topics addressed by the curriculum </li></ul><ul><li>work market </li></ul><ul><li>Implementation of curriculum yields very low score outcomes- both in formal summative and formative assessment and in informal, ongoing assessment </li></ul><ul><li>The students who can afford it turn to Private Institutions for linguistic coaching and support </li></ul>
  7. 7. AZERBAIJAN <ul><li>Personal perception of the challenges regarding Curriculum Improvement </li></ul><ul><li>Curriculum doesn’t focus on the textbooks. </li></ul><ul><li>The textbooks don’t suit the curriculum. </li></ul><ul><li>There is a need for trained textbook authors. </li></ul><ul><li>No choice of textbooks. </li></ul><ul><li>Low scoring in traditional evaluation outcomes. </li></ul><ul><li>After graduation, there is little chance for getting a proper job. </li></ul><ul><li>Most students turn to Private Institutions for linguistic coaching and support </li></ul>
  8. 8. S o l u t ions <ul><li>Azerbaijan </li></ul><ul><li>Promote international cooperation between coursebooks writers in the production of suitable textbooks,consistent with the National Curriculum. </li></ul><ul><li>Promote teamwork and cooperation among national authors. </li></ul><ul><li>Use e-books. </li></ul><ul><li>Have authors find out about the needs of the students and the curriculum before producing their textbooks. </li></ul><ul><li>Find collective, cooperative ways of funding to buy more modern equipment and technology to furnish schools. </li></ul>
  9. 9. Mozambique <ul><li>Revise the curriculum in power (include practical community activities) </li></ul><ul><li>Teachers must be invited to take part in the curriculum redesign </li></ul><ul><li>Curriculum must cover both national and international cultural issues </li></ul><ul><li>The coursebooks authors must be people who know the real situation and the needs of the country </li></ul>
  10. 10. SUDAN <ul><li>Solutions </li></ul><ul><li>1-incorporating the private sector as well as National and International publishers to provide a more realistic perspective towards designing and improving curricula </li></ul><ul><li>2- Fully engaging teachers in the process of curriculum redesign, to improve it. </li></ul>
  11. 11. URUGUAY <ul><li>Solutions </li></ul><ul><li>Create a teaching community to exchange problems, solutions and materials. </li></ul><ul><li>Use technology to be able to communicate effectively regardless of time- blogging, Skype, Facebook, Blackboard, Chamilo campus, Wiggio, other e-learning platforms, emails, chat, forums, wiki, etc. </li></ul><ul><li>Use e- books </li></ul><ul><li>Team assessment design- </li></ul><ul><li>Plan remedial work together addressing areas of difficulty </li></ul><ul><li>Exchange achievements and frustrations with the colleagues </li></ul><ul><li>Ask the students </li></ul><ul><li>Resort to different textbooks and materials selected by the teaching community </li></ul>
  12. 12. UGANDA <ul><li>Solutions </li></ul><ul><li>In order to bridge the gap for lack of teacher training: </li></ul><ul><li>Teachers should source for materials- notes form various sources- e.g. internet, discussions with colleagues, etc, to give comprehensive data to students </li></ul><ul><li>Teachers should hold periodic workshops within their school environment </li></ul><ul><li>Teachers can expand the subjects taught in schools to make it relevant to the current needs of the community </li></ul><ul><li>Teachers should focus on vocational subjects to produce job makers instead of job seekers </li></ul>