Stepping Stones of success by
Enhancing the quality of primary
Statement of the problem
Despite the strong criticisms on the conventional teacher based approach in
education, the teaching leaning process in most schools has persisted to be
Most classes are characterized by a situation where students are made to listen
to their teachers and copy notes from the blackboard.
Despite policy provisions and some practical endeavors to move to learner-
centered approach, learning by doing, problem solving, cooperative learning and
group approaches are limited. Consequently, there is a widely shared concern
that the quality of learning in schools is very low.
This study aims at:
identifythe educationpolicy perspective of methodologyof teaching
andlearning and the general performance of the educationsystem
learnabout teacher’s of active learning and identify the gap between the
findingout the extent to which students are actively involved in the
findingout the major constrainsto students’ active involvementin the
process of learning and suggest mechanisms to improve them.
• The education policy and governmentstrategies areexamined in order to learn about
the policy perspectives. The generalperformanceof the educationsystem is briefly
reviewed in reference to key indicatorsof quality of education.
• Datafor the present study include:
• inventoryof facilitiesthat affect activelearning
• Focusgroup discussions with three groups of teachers and
• Interviewswithprincipals of the three schools
Policy perspectivesand trendsin the quality of
The Ministry in its EducationSector developmentprogram III (ESDPIII
20005/20006/- 2010/2011) document indicatesthe following main points
aspart of quality enhancement endeavors:
Improvement of Program among the major focus areas student –centered
learning, professionaldevelopmentand collaboration and quality of
StrengtheningCluster based local in-service training mainly focusing on
activelearning methodology, action research, etc.
Quality in primary
• In the primary educationtradition, experience
and critical reflection in learning is an
important aspect of quality. Radical theorists
see learners as socially situated, with the
potentialto use their experience and learning
as a basis for social action and social change.
The aims of education, from the Convention on the Rights of
the Child, Article 29 (1)
1. States Parties agree that the education of the child shall be directed to:
(a) The development of the child’s personality, talents and mental and
physicalabilities to their fullest potential;
(b) The development of respect for human rights and fundamental freedoms,
and for the principles enshrined in the Charter of the United Nations;
(c) The development of respect for the child’s parents, his or her own cultural
identity, language and values, for the national values of the country in
which the child is living, the country from which he or she may originate,
and for civilizations different from his or her own;
(d) The preparation of the child for responsible life in a free society, in the
spirit of understanding, peace, tolerance, equality of sexes, and friendship
among all peoples, ethnic, national and religious groups and persons of
(e) The development of respect for the natural environment
• MOBILISINGALL KEY POLICIES IN
ALL MEMBER STATES!
• Youth policy can’t advance without effective
• coordination with other sectors
• Youth policies can contribute in areas such as
• child and family policy, education,
• employment, social inclusion, housing,
• healthcare and gender equality
Actions and tools
Develop 'start up'funds
Encourage recognition ofjunior
Widen access to creativetools,
BUT BETTER IMPLEMENTATION!
• Evidence-based policy-making…..
• Peer-learningbetween countries………
• Structured dialogue with youngpeople……
• Mobilisation ofprogrammes and funds ……..…
• Cooperation with other institutions and organisations
Dropout Rates in Primary (1-8)
1 2 3 4 5 6 7 8
Grades Boys Girls Both
• Improving the physical inputs such as books, classrooms, and other
facilities need special attention. Moreover, mechanisms to raise parents
and community support to education of children need to be worked out.
• Introducing the practice of peer and self-reflection would further
strengthenthe currently observed initiatives to improve the teaching
learning process through learners’ active involvement.