Plan for developing a Participatory Monitoring and Evaluation system for a pilot project on multigrade teaching in rural areas in Mali
1. Introduction
The principle of primary education for all has long been firmly established in Mali. But the gap between intention and reality remains very wide in a country with one of the world’s lowest rates of primary school attendance. The principle of village schools is narrowing this gap by putting decisions over education directly into the hands of community people who not only build the schools – they decide who will teach in them as well. The constitution guarantees the right of every Malian to education, and the main objectives already laid down by the Educational Reform Act of 1962 were to encourage high quality mass education and the democratisation of education through the development of basic education and literacy.In the framework of education for all USAID is supporting different education initiatives in Mali. Education quality and access for all is an important issue but there is still a long way to go. Mali has a shortage of teachers and schools, to solve that problem our organisation started a pilot project on multigrade teaching. In this document I want to explain you how the project was developed and how the monitoring was done.‘Multi’ means plenty, many, or more than one. The word ‘grade’ means level.Multigrade, therefore, means many grades. Multigrade teaching is a situation in which one teacher is teaching many grades, all at the same time. It happens in all schools where there are more grades than teachers. Somemultigrade teachers teach two grades, but some teach three or four grades. In very small schools, teachers teach six or seven grades at the same time under one roof.
2. The project
The monitoring and evaluation department of our project team collected information on multigrade statistics in all grade 1-6 (primary) schools in Mali. On the basis of this analyze and the discussions with the training department of the Ministry of Education we decided to start the pilot multigrade phase in the districts Fana and San. Both districts have the highest level (73 %) of multigrade teaching in the country.In this pilot phase we decided to monitor and train teachers and head teachers of ten schools. To identify these schools we developed some criteria to facilitate our choice:
- Number of grades
- Number of classrooms
- Number of multigrade courses
- Number of teachers
- Number of pupils
- Level of teacher
- Distance of the school to the education office or close to the main road.
Why this project is necessary?
Multigrade is answer to solve the problem of shortage of teachers. It is a cost effective measure to extend the access to basic education. It helps a country realizing the MDG and EFA goals. It solves the problem of access for children in remote areas. It is a child centred method of teaching.In Mali there is not only a big difference between education in urban schools and rural schools but also between girls and boys. In rural areas the repeating level is very high and especially girls leave the school at a young age. More then 50% of the schools in Malipractice multigrade teaching.
The local pilot project context:
The target schools are:
- Schools which do not recruit every year
- Schools were multigrade is already existing
- Very remote schools
- Community and Arab schools
The target schools are:
Five schools in Fana region
Five schools in San region
The objective of the project
The overall aim of the project is to develop multigrade teaching in rural primary schools through professional growth, resources and support to gain a measurable improvement in learners performance in reading, writing and mental mathematics with a positive attitude under teachers towards lifelong learning.
The more specific objectives of the intervention are:
- Have a better schooling rate in rural schools
- Getting ( and keeping) more girls in school
- Improve the quality of education linked to the local context
- Reduce the repeating rates
- Develop a local training system for teachers
- Develop a monitoring system with local monitors.
- Develop an assessment for all the schools
- Develop a local competency based multigrade curriculum
- Develop local made teaching and learning materials
The training and monitoring process will result in an evaluation after one year. Trainers of trainers are trained at National and Provincial level. Parents are informed on the purpose and the timing of the multigrade teaching project. Members of Parents Teacher associations are trained in the multigrade theory. Teachers and head teachers are trained in both schools and teacher groups are supported by the project.
3 How the monitoring and evaluation is participative and conducted
Adequate, rigorous, inclusive and continuous monitoring and supervision are one of the most important keys to successful implementation of any educational programme.The main indicators of the quality of multigrade teaching is visualized in organizing of the monitoring system by the Inspector of schools, level of preparation by the teacher,classroom practice and learners' achievements. In assessing the progress of the child, one of the main indicators is be the assessment of thechild's learning in the classroom rather than qualitative classroom processes.The progress of the child in terms of acquisition of knowledge and skill development is followed systematically.The field experiences and relevant data not only show if there is considerable progress in access, enrolment and retention of children but also in the quality issues. Therefore, the project is focusing on systematic monitoring of the aspects relating to school effectiveness especially on meaningfullearning by every child.
Monitoring levels:
District level
Community level
School level
Class level
For this, the project develops an effective monitoring system through which not only the progress of the programme is analyzed but also timely corrective measures are undertaken. The information collected at the school level and the information collected by community-based organizations is consolidated and analyzed by the Resource
CenterCoordinator. However, every teacher analyzes the quarterly data on learners’achievement, to reflect on her own students' learning and performance and discuss these results with the Head teacher, the members of the community and the parents.The project developed major quality dimensions for improving the quality of multigrade School as well a number of key indicators:
1. Children's Attendance
2. Community Support and Participation
3. Teacher and Teacher Preparation
4. Curriculum and Teaching Learning Materials
5. Classroom Practices and Processes
6. Learners' Assessment, Monitoring and Supervision
More specific indicators are:
|
Situation |
Specific indicators |
|
1. Infrastructural Facilities in
the School |
• Classroom/ space for learning
• Space for activities (individual and group)
• Drinking water facilities
• Playground and play material facilities |
|
2. School Management and
Community Support |
• Children attendance
• Teachers’ attendance
• TLM development support
• Learners' assessment |
|
3. School and Classroom
Environment |
Social Environment
- Child-child relationship
- Teacher-child relationship
- Teacher-teacher relationship
- Teacher-administrator relationship
- Sensitive treatment of children from special focus groups
- Participation of the community in school activities |
|
4. Curriculum and Teaching
Learning Materials |
• Existing curriculum and its coverage
• Curriculum revision exercise
• Competency-based materials
• Black board and its usage
• Availability of textbooks to children
• Textbook production (local)
• Distribution of textbooks
• Availability of teaching-learning materials |
|
5. Teacher and Teacher
Preparation |
• Teacher profile
• Class teacher/ subject teacher system
• Difficulties faced during teaching (academic/ administrative)
• Ability to develop and use TLM
• Motivation level of teacher
• Teacher-community relationship
• Support available to the teachers in the school
• Monitoring classroom processes |
|
6. Classroom Practices and
Processes |
• Classroom organization
- Seating arrangement
- Classroom setting
• Display of materials in the classroom
• Grouping of Children
• Methods of introducing the topic
• Teaching-Learning Process (Pedagogy)
• Use of Teaching-Learning Materials
• Students initiative in Teaching-Learning Process
• Assessment procedure followed
• Frequency of Assessment |
|
7. Opportunity Time (Teaching-
Learning Time) |
• Number of teaching hours/ day
• Number of teachers in a school
• Number of classes that each teacher handles
• Learners' attendance |
4. Who is involved in information gathering and organizing the monitoring and evaluation?
In a first phase the education officers and the head teachers from the two districts were trained in multigrade teaching methods. After this training the same people received training in how to monitor the project at school and classroom level. The chosen style for the monitoring and evaluation is ‘participatory’ and ‘user-centered’. This implies a qualitative and continuou approach. A participatory style is inclusive and in harmony with the learner-centered pedagogical approach of the project. In a second phase the district trainers have to train all the teachers in the multigrade teaching methodologies and in how to monitor his or her own class and school. Cluster meetings are held to see the evolution of the whole project.In a third phase a continuous training, monitoring and teaching materials development plan is put in place. The parents are involved in the development of the teaching and learning materials. They are also involved in the different teacher group meetings in the different schools (parents furnish in most of the cases transport (donkey or camel) and tea for the teachers).Head teachers from the partner schools work alongside the teachers to jointly develop and evaluate the training programme. ‘Teacher trainers and their ‘trainees’ (i.e. partner school staff) is involved throughout the planning and evaluation cycle for the training materials. The role of the teacher trainers and their trainees is to work in partnership with the project team to design and adapt the methodology, generate and analyze data, share findings and link them to action. This is a very empowering process for those involved since it shares power, helps develop teachers’ research skills and demonstrates that their views count.The evaluation style is using a judicious mix and sequence of approaches to assess the impact of the project on the quality of teaching and learning in the multigrade classroom. Most of the tools exist for monograde so we only adapted it to a multigrade situation. The only new tool is an observation tool that is used for observing teachers but also head teachers, parents and inspector of schools. The questions are linked to the content of the workshop that all stakeholders received during the Multigrade teaching workshop.
5. The reflection process after the monitoring
As mentioned above, the purpose of the monitoring plan is to assess the impact of the in-service training programme with all the trained teachers. The monitoring is intended to be small scale and in depth. In the pilot project proposal the monitoring approach has the following features. It is based on:
- the development of specific training objectives for the various modules of the training programme
- systematic data gathering throughout all cycles of the action research implementation phase
- a systematic reporting system
- a mixed methods approach combining both qualitative and quantitative data.
The impact of the in-service training programme would be evaluated by assessing:
- teacher’s engagement with the new model of in-service training
- teacher’s ability to design and implement cross-curricular teaching plans, projects and activities that are relevant to their specific school environment .
- teachers’ attitudes to the new model of multigrade pedagogy.
- students’ achievement using the new model of multigrade pedagogy in the classroom.
The teachers reflect on their work in teacher groups and are assisted by the parents. Like there are not many teachers per school the different schools meet in clusters. So the different teachers reflect on their progress in assimilating the multigrade methods. After the individual and collective reflection the teacher reflects with his mentor on the MTG theory and classroom practice in the Teacher
Resource
Center.After every reflection the teacher and the mentor note the progress down in a reflection book. The book will indicate the progress of the teacher in his classroom.
6. Quality communication and reporting
Pedagogical advisors should be able to help the teacher develop a repertoire of instructional methods and materials. While important for all teachers, pedagogical support is especially important for those teaching in multigrade schools because many such schools are located in remote or isolated areas, which brings about the danger of teacher isolation and contributes to outdated and old fashioned delivery methods and content. To counteract such tendencies, teachers in isolated areas of the project created a central meeting place where they can exchange ideas and experiences, collect resources and maintain professional contacts. District supervisors or inspectors have regulatory role to fulfill in ensuring the smooth functioning of the school, and can not neglect their pedagogical support duties. Rural schools are supported through an effective administrative network which ensures that books and supplies are delivered and teachers’ salaries are paid. The decentralized educational system in Mali lends itself to building effective multigrade schools. This system encourages teachers and local education officers to actively participate in managing schools, developing learning materials, and in making decisions regarding curriculum and pedagogical methods.Managing school-community relations in rural areas in Mali are challenging. Teachers find themselves playing many different roles - as school administrator, community resource person, and translator. For some communities, teachers are the principle link to the outside world. They translate letters, initiate small development projects, and sit on local advisory committees. The community is a large contributor of resources to the community school; is involved in the management of the school; and has a higher sense of ownership when contributing to the building of the school.Multigrade teachers feel comfortable in such an environment. The environment in a rural community is important for raising the demand for schooling. Teachers are not only be competent in fulfilling their pedagogical roles, but in fulfilling a role as community animator.
7. The necessary conditions and capacities for evaluation
The chosen style for the evaluation is ‘participatory’ and ‘user-centered’. This implies a qualitative and continuous approach, supplemented with quantitative information where appropriate.A participatory style is inclusive and in tune with the teacher-centered pedagogical approach of the project, the ‘teacher centered approach’. Educators from the partner institutions work alongside the teachers to jointly develop and evaluate the training programme.
‘Teacher trainers’ and their ‘trainees’ will be involved throughout the planning and evaluation cycle for the training materials. The role of the teacher trainers and their trainees is to work in partnership with the project team to design and adapt the methodologies, generate and analyze data, share findings and link them to action. This can be a very empowering process for those involved since it shares power, helps develop teachers’ research skills and demonstrates that their views count.The school teachers monitor and self evaluate their progress with the module Teachers will are encouraged to keep a log of dates and times when they work on the materials and when they receive support from the trainer. Their views on the quality of the materials (user-friendliness, attractiveness, the activities given, the readings required, usefulness of the new pedagogic model being taught) and of the quality of the support given (dates and times of each interaction with trainer, nature of the interaction, friendliness, usefulness of advice given), factors that help or hinder engagement. To assist these process teachers are requested to complete an evaluation format at the end of each module.Trainers will also keep records of dates and times of each interaction with trainer, nature of the interaction, advice given, comments on Progress etc.
Evaluation of the teachers’ ability to design and implement cross-curricular teaching plans
Evidence to assess teacher’s ability to design and implement cross-curricular teaching plans, projects and activities that are relevant to their specific school environment are collected through
1. Analysis of the lesson plans, including the quality of the activities and projects designed.
2. Classroom observation of the organization and management of the teaching (direct whole-class, direct one grade with holding activities for other grades, individual/independent/small group learning, time on task).
3. Observation of other aspects of classroom life (classroom atmosphere, etc)
4. Semi-structured interviews and focus group discussion with trainers and teachers on what went well, and less well, during implementation and how the lesson plan can be modified.
5. Focus group discussions with students on their views of the new pedagogic model.
6. Focus group discussions with parents and PTA.
8.Conclusion
When correctly implemented, multigrade teaching programs force teachers out of the single grade delivery mode and over-reliance on rote memorization. Effective teachers see the results of their efforts reflected in higher student achievement. Teaching can become a rewarding profession when teachers are armed with a variety of delivery techniques, adequate supplies, and receive the proper pedagogical and administrative support. Effective multigrade teaching requires trained and motivated teachers, access to textbooks and learning materials, and a stimulating environment, which includes peer involvement and a library of supplementary materials. Multigrade schools are not a second class option. They can be an effective and efficient means of delivering educational services to rural areas. Because multigrade programs require human and physical inputs to implement, they may result in a marginally higher unit cost, but also lower cost per graduate due to less repetition and dropout. However, programs cannot be, implemented half-heartedly. Multigrade techniques should not be confined to multigrade schools alone. They have many positive pedagogical aspects which can be transferred to the single grade classroom.The reader of this document can see that I am really in love with multigrade for the reason that it is for me to solve the Malian education problem. Thanks to the involvement (participation) of the parents in the whole school process the idea of the previous president of Mali, one village one school, can be realized. This pilot project has even opened the eyes of the World Bank that is ready to built 1 teachers school to ensure education for all for 2015. Every time a school is built teachers will be trained, teacher groups will be started and parents will be involved in the whole process.As I explained in different comment participation is communication and communication is motivation and motivation is development. Of course this is not the end of the project and I hope I will have the possibility to communicate you the outcome of the long term objectives. One thing is sure by defining clearly the responsibility of each individual (Resource centre, Inspector of school, Head teacher, teacher, parent and child) participation will increase and the project will move in the right direction.
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