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CA Lessons for zambia from namibia, malawi and tanzania  2005
 

CA Lessons for zambia from namibia, malawi and tanzania 2005

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Presents the comparison of the assessment programmes that were being implemented in Tanzania, Zambia and Namibia.

Presents the comparison of the assessment programmes that were being implemented in Tanzania, Zambia and Namibia.

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    CA Lessons for zambia from namibia, malawi and tanzania  2005 CA Lessons for zambia from namibia, malawi and tanzania 2005 Presentation Transcript

    • Lessons Learned from Site Visits to Malawi, Namibia, and Tanzania: Applying Continuous Assessment Models to the Zambian Context Chekani T. Sakala, ECZ Gabriel G.M. Mweemba, ECZ William M. Kapambwe, ECZ Davies Chisenga, Standards MOE
    • Outline
      • 1.0 Site Visits to Malawi, Namibia and Tanzania
      • In the period April to June various activities were undertaken. Site Visits were undertaken to Tanzania, Malawi and Namibia. The site visits enhanced the implementation capacities for ECZ and MOE officers in that they provided an opportunity to the officers to appreciate various technical aspects involved in implementing a Continuous Assessment programme. The USAID Mission Education staff was briefed on the lessons that were learned from
    • Background on MOE CA Policy in Zambia
      • CA in various policy documents (1977, 1992)
        • “ Educational Reforms” (1977)
        • “ Focus on Learning” (1992)
      • CA in the “Educating Our Future” policy document (1996)
        • Introduce an outcomes-based curriculum
        • Reform assessment procedures
        • Improve classroom instruction
        • Increase student achievement
        • Integrate results from CA with national examinations for certification and selection purposes
    • Justification for Site Visits
      • Learn from other countries in the sub-region with previous, relevant experience in CA
      • Collect information on areas of interest:
        • Creating an instructionally-supportive system
        • Developing materials and instruments
        • Designing training programmes
        • Designing monitoring systems
        • Replicating the CA model and scaling up nationwide
        • Integrating CA results with national examinations
    • Preparation for Site Visits
      • Select countries
        • Malawi: support from USAID/IEQ/MESA; CA as a response to low literacy and numeracy levels
        • Namibia: support from USAID/BES3; national CA implementation; use of results in student promotion
        • Tanzania: national mandate; moderation approach using CA results and national exams scores
      • Design information collection protocols
      • Focus on lessons learned and applying experiences of other countries to Zambia
    • Countries Selected
    • Summary of Malawi Site Visit
      • Feasibility study in Ntcheu district (21 schools)
      • Collaboration between MIE (Malawian Institute of Education) and MANEB (Malawian National Examinations Board) with IEQ and Equip1
      • Teacher training in assessment, diagnosis, remediation, and enrichment
      • Comprehensive strategies involving personnel, assessment tasks, recordkeeping, and monitoring
      • Some issues in sustainability and scaling up
    • Success and Weaknesses in Malawi
      • Successes
        • Innovative assessment tasks (Rainbow framework)
        • Focus on learning outcomes
        • Strong monitoring mechanisms
        • Increase in attendance and interest in learning
        • Teaching / learning using local resources (TALULAR)
      • Weaknesses
        • Lack of a clear guiding policy (under development)
        • Limited continuation and scaling up
        • Burdensome recordkeeping
        • Overdependence on external funding
    • Summary of Namibia Site Visit
      • Large scale reform (no piloting, all levels)
      • Implementation by NIED (Namibian Institute of Education)
      • Elements of CA integrated into pre-service and in-service training (by NIED)
      • Teachers manuals with yearly updates
      • Standardized pupil record forms
      • CA results submitted through regional offices
      • CA results moderated at various levels
    • Successes and Weaknesses in Namibia
      • Successes
        • Country-wide implementation
        • Well-funded, sustainable program
        • Excellent support from the central level
        • Some CA included in-service teacher training
        • Pre-service training curriculum with elements of CA
      • Weaknesses
        • Lack of standardization in the implementation of CA
        • Inadequate monitoring at the school level
        • Insufficient training of implementers (success often depended on strength of head teacher)
        • Overload for teachers
    • Summary of Tanzania Site Visit
      • Preparatory site visits to other countries (China, Cuba, North Korea)
      • Implementation through political directive (no piloting, nationwide coverage, all levels)
      • Programme support by NECTA (National Examinations Council of Tanzania)
      • Academic and character assessments
      • Moderation of CA results with national exams
      • Program scaled back to include secondary levels and academic assessments
    • Successes and Weaknesses in Tanzania
      • Successes
        • Collaboration between institutions (NECTA, MOE, and the TIE)
        • Increase in student discipline and improved classroom mgmt.
        • Manageable workload for teachers (after the removal of the character assessment component)
        • Systematic analysis of results (by NECTA)
        • Use of CA and national exams results to rank schools in zones and districts
      • Weaknesses
        • Discontinuation of CA at the lower levels
        • No pre- or in-service teacher training on elements of CA
        • Cumbersome manual methods for moderation of CA results
        • Some cheating by teachers on CA results
        • Some reluctance by teachers to accept CA as an alternative assessment system
        • Original CA system become continuous testing (instead of CA)
    • Lessons Learned and Applications to the Zambian Context
      • Promote close collaboration between stakeholders
        • Roles must be clearly defined for each stakeholder
        • Training must be provided
      • Build up CA program through targeted workshops
      • Produce quality materials (e.g., teachers manuals and guides) and instruments
      • Design simple and user-friendly record forms
      • Pilot materials, instruments, data collection, and monitoring systems in a sample of zones
    • Lessons Learned and Applications to the Zambian Context (continued)
      • Train provincial, district, zone, and school officials in recordkeeping and monitoring
      • Train teachers on CA via pre-service (after piloting) and in-service training (as the programme develops)
      • Create a system for submitting, analyzing, moderating, and disseminating results (at the different levels)
      • Develop a regular monitoring system, with a focus on the local level
      • Standardize activities by creating clear implementation guidelines at the local level
    • Lessons Learned and Applications to the Zambian Context (continued)
      • Evaluate results with a focus on:
        • Improved instruction
        • Increased student achievement
      • Create a scalable and replicable model based on the results of the pilot
      • Begin to show complete ownership
        • Collaborate with TA and clients to build programme
        • Include a budget line in the MOE for expansion of CA in accordance with MOE CA policy