Student Teacher Ratio

Quality of Teaching and Learning in Selected Primary Schools in Ethiopia: Perceptions, Practices and prospects

BACKGROUND Human knowledge and perspectives held at different times in history have paramount role in: determining

the teaching learning process and the quality of subsequent outcome. influencing

the choices of approaches to teaching and learning. 1

BACKGROUND (CONT’D) 

…the question of how learning takes place is not given central importance and attention among teachers. This lack of attention to the nature of learning inevitably leads to an impoverishment of education. It isn't simply that the process is less effective as a result, but what passes for education can actually diminish well-being (Smith,1999).



Constructivist epistemology assumes that learners construct their own knowledge on the basis of interaction with their environment. This assumption requires schools and teachers to follow learnercentered approach which, under normal condition, is characterized by active involvement of the learner

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Statement of the problem



Despite the strong criticisms on the conventional teacher based approach in education, the teaching leaning process in most schools in Ethiopia has persisted to be teacher dominated.



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 paper, as part of the main study on “Enhancing Active Learning through Teachers’ Peer and self Reflections in Selected Primary Schools in Ethiopia” examines policy background, teachers’ conceptions, and availability of minimum inputs as well as practices in relation to active learning. The paper intends to give a background for the main study, which is already in progress. 3

Objectives This study aims at: 

identify the education policy perspective of methodology of teaching and learning and the general performance of the education system



learn about teacher’s of active learning and identify the gap between the perceptions and practices



finding out the extent to which students are actively involved in the learning process



finding out the major constrains to students’ active involvement in the process of learning and suggest mechanisms to improve them.

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Methodology 



   

The education policy and government strategies are examined in order to learn about the policy perspectives. The general performance of the education system is briefly reviewed in reference to key indicators of quality of education. The study was conducted in selected three schools in the Southern Nations, Nationalities and Peoples Regional State. The data for this was collected in January 2006 as part of another main study of teacher professional development professional development in Ethiopia with the US AED financial assistance. Data for the present study include: inventory of facilities that affect active learning Interviews with teachers Focus group discussions with three groups of teachers and Interviews with principals of the three schools

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Policy perspectives and trends in the quality of education The Ministry in its Education Sector development program III (ESDPIII 20005/20006/- 2010/2011) document indicates the following main points as part of quality enhancement endeavors: 

Improvement of Program among the major focus areas student –centered learning, professional development and collaboration and quality of instructional program.



Strengthening Cluster based local in-service training mainly focusing on active learning methodology, action research, etc.



Strengthening in-school-supervision

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Percentage of Certified Primary School Teachers as quality indicator National standards for teaching in primary grades:  

First cycle (1-4)………. TTI certificate second cycle (5-8)….. Colleges’ diploma

Percentage of qualified teachers in 2004/05  

97.1% of the first cycle teachers 54.8% of the cycle teachers This shows that much effort has to be made to attain the target set particularly for the 2nd cycle primary.

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National standard set for the pupil-teacher ratio In Ethiopia, the standard set for the pupilteacher ratio is :  

50 the primary and 40 for secondary classes

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Teacher Pupil-Teacher Ratio for five years

Primary Pupils per Teacher Ratio (PTR) 1993-97 E.C. (2000/01-2004/05)

PTR

63

64

65

66

60

2000/01

2001/02

2002/03 Year (G.C.)

2003/04

2004/05

9

12 10

Repetition rate (1-8) 8.2

9.1

9.7

Rate

8

6.7

6

3.7

4 2 0 1999/00

2000/01

2001/02

2002/03

2003/04

Year

10

12 25 20

rate (1-8)

9.7 17.1

9.1 16.2

17.8 8.2

19.2 6.7

14.4

15 10

03

02

2000/01 Year

20 02 /

1999/00

20 01 /

01 20 00 /

0

00

19 98 /

99

5 19 99 /

14 12 10 8 6 4 2 0

Rate

Rate

Repetition rate Dropout

2001/02 Year

2002/03

2003/04

11

Dropout Rates in Primary (1-8) 25.0 20.0 15.0 10.0 5.0 0.0 1

2

3

4 Grades

5

6 Boys

7

8

Girls

Both

12

1999/00 Boys

2000/01 Girls Total

51 . 2001/02

.7

.6

.0 0 39 4

37

8

.7 .2 43 44

41 .

.5

.8

43

44

.4

45

Percent

42

.8

7

Survival Rate to Grade 5

.3

40

2002/03

.6 55 53. 4

.8 38

2003/04

Year

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Efforts made to promote student-centered approach in schools (results of teacher interviews and focus group discussions)

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  

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Teachers are required by the policy to employ learnercentered approach in their classes. Series of workshops are being organized for teachers on student-centered approach and active learning methodology Teachers make efforts to use active learning methodology. The short-term training programs have enhanced quality of leaning many ways. The implementation of continuous assessment methodology has helped in motivating the learners; ... In this program (Cluster program), teachers share resources as well as experiences.

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Impact of the new efforts on quality of students’ learning (results of teacher interviews and focus group discussions)



… teachers are now close to their students. Studentteacher relationship has improved



Students are showing a better sense of responsibility. For instance, now they do better care for school property.

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…students are encouraged to participate in the teaching learning process with no fear.

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Obstacles to using learner-centered methodology (results of teacher interviews and focus group discussions)

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   

…. We cannot employ learner-centered approach fully as there are no textbooks and teaching aids. ... Class size is large; for instance, there are 72 children in my own class.. Classrooms are extremely poor. In quite many cases, the rooms do not have doors and windows. As a result, classes are often repeatedly distracted by noise from outside. There is … lack of adequate desks for students; Parents and the community do not make adequate effort to support education of their children… The poor living conditions of parents affect children’s interest in education; Teachers’ salary is low and it does not match the cost of living. 16

Recommendations 

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.

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Introducing the practice of peer and self-reflection would further strengthen the currently observed initiatives to improve the teaching learning process through learners’ active involvement.

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