| Description |
1 online resource (xxxvii, 101 pages) : illustrations |
| Series |
World Bank working paper ; no. 128 |
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Africa human development series |
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World Bank working paper ; no. 128.
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Africa Region human development series.
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| Contents |
Cover -- Contents -- Foreword -- Acknowledgments -- Executive Summary -- Résumé analytique -- 1 Introduction -- The CASASE Study -- Methodology of the Study -- Definitions -- Advance Organizer -- 2 Context of the Sub-Saharan African Secondary Education -- Enrollment in Secondary Education in Sub-Saharan Africa -- Primary Completion Rates, Transfer Rates, and Gross Enrollment Ratios -- Teachers and Student Teacher Ratios -- Differences Across Sub-Saharan African Countries -- Social Perceptions of Education and Vocational Education -- 3 Access, Equity, Quality, and Curriculum -- Access -- Equity -- Quality -- Tensions Between Quality and Access -- Quality and Curriculum Reform -- 4 Formal Curriculum and Curriculum Structures in Sub-Saharan Africa -- Lengths of Educational Cycles Across Sub-Saharan Africa -- Curriculum Structures in the Five Countries Visited -- Position of Technical and Vocational Education -- Exit Skills -- Issues in Secondary Education Curriculum -- Literacy and Language of Instruction -- Junior Secondary Education as Part of Basic Education -- Subjects and Learning Areas in Junior Secondary Education -- Curriculum Extensions at Both Junior and Secondary Level -- General Senior Secondary Education Curriculum Structure -- Vocationalized Education -- 5 Technical and Vocational Education and Training. -- Starting Points for TVET -- Unification of TVET -- Qualification Frameworks and Integration -- Implications of Frameworks -- 6 Operational Curriculum: Current Trends in Instructional Methodology -- The Need to Move Toward More Active Teaching and Learning Approaches -- Active Learning and Learner-centered Education -- The Reality of Classroom Instruction and Learner-centered Education -- The Implementation of LCE -- Equity and Physical Resources -- Further Curriculum Issues Influencing Instructional Quality -- Curriculum, Teacher and Learner Support Materials -- Textbooks -- 7 Attained Curriculum: Assessment and Assessment Practices in Sub-Saharan Africa -- Assessment, Examination, and the Wider Picture -- Examinations, Assessment, and the Curriculum -- Examination Results: Junior Secondary Level, and Results of the TIMSS study -- Examination Results Senior Secondary Level -- Standard Setting and Quality Assurance of Secondary Education Examinations -- Alignment Between Curriculum and Assessment -- Assessment Items and Examination Practices -- Continuous Assessment and Assessment Instruments -- Summary and Practical Suggestions for Examination and Assessment -- 8 Curriculum Development Processes -- Policy Framework -- Addressing the Gap Between Plan and Achievement -- Considerations About Curriculum Implementation -- 9 Capacity Building -- The Need for Capacity Building in Sub-Saharan Africa -- Teacher Professional Development -- Implementing In-service Education -- Other Factors Influencing Implementation Education Reforms -- Pre-service Teacher Education -- 10 Conclusions and Recommendations -- Reform Potential and Focal Points -- Complexity of Curriculum Reform -- Curriculum Reform and Wider Educational Reform -- The Importance of the Implementation Process, and the Technicalities of Curriculum Design -- The Need for Capacity Development at All Levels -- References -- Table 1. Enro |
| Summary |
Curriculum reforms first and foremost should focus on improving the current teaching and learning processes. As a systemic challenge, these changes need to include re-orientation from secondary education as pre-academic tertiary education to a wider range of options, including vocational education and the world of work. Curriculum reforms in Sub-Saharan Africa (SSA) require comprehensive approaches directed at the complexity of the educational system at large. It requires the acknowledgement of past obstacles and current challenges to reform, as well as the challenges additionally created by the reforms. Human and physical resources, perceptions, experiences with past reforms and current school and classroom practices determine the limits of what educational systems can absorb in terms of development. Many high political ambitions have implications that are beyond current context and conditions. It therefore makes sense to have realistic ambitions and scope of curriculum reform, because these may increase the potential for successful implementation. Sometimes, less could actually be more. It is recommended that curriculum reform and strategies be based on the realities on the ground and much less on political ambitions. Implementation of curricula depends on improved coordination of development efforts with a focus on curriculum. It is recommended to increase the efficiency, clearly define institutional responsibilities, and provide for better cooperation and communication with across existing institutions and departments |
| Bibliography |
Includes bibliographical references (pages 97-101) |
| Notes |
Text in English with a summary in French |
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Print version record |
| Subject |
Education, Secondary -- Curricula -- Africa, Sub-Saharan
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Educational tests and measurements -- Africa, Sub-Saharan
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EDUCATION -- Secondary.
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Education, Secondary -- Curricula
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Educational tests and measurements
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Gymansieskolan -- Afrika söder om Sahara.
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Betygsättning -- Afrika söder om Sahara.
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Sub-Saharan Africa
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| Form |
Electronic book
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| Author |
Ottevanger, Wout.
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Akker, J. J. H. van den, 1950-
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| LC no. |
2007038201 |
| ISBN |
9780821373491 |
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0821373498 |
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9780821373484 |
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082137348X |
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1281191434 |
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9781281191434 |
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9786611191436 |
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6611191437 |
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