Curriculum Reform: Initial Primary School Curriculum and Assessment Reform Experiences in Malawi

102 pages

English

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Curriculum Reform: Initial Primary School Curriculum and Assessment Reform Experiences in Malawi , livre ebook

Livingstonia Press - Wezzie Chiziwa

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102 pages

English

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Countries worldwide are engaged in education reforms in trying to respond to certain issues ranging from socioeconomic to political and technological changes. Many countries around the world thus engage in various education reforms to deal with such challenges. Current curricular thoughts contend that the previous education did not prepare the learners with adequate knowledge and skills to deal with the everyday challenges and to enhance lifelong learning. In order to address the shortfalls of the previous curriculum, there has been a paradigm shift in the way education systems operate. Worldwide, countries are embracing the learner centred approach to the teaching and learning process as opposed to the traditional teacher centred approach. Another popular reform is Outcome Based Education (OBE). Malawi embraced OBE in its education system beginning with primary school followed by secondary school in 2001 and 2015 respectively. This book highlights early experiences of primary school teachers in the implementation of OBE. It brings to light the challenges and opportunities associated with the reform in the early stages of implementation.

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Éducation

Education

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Publié par	Livingstonia Press
Date de parution	09 juillet 2021
Nombre de lectures	1
EAN13	9789996098918
Langue	English
Poids de l'ouvrage	3 Mo

Informations légales : prix de location à la page 0,4350€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

CURRICULUM REFORM

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior permission from the publishers.

Published by Livingstonia Press P.O. Box 112 Mzuzu

ISBN eISBN

978-99960-989-0-1 978-99960-989-1-8

Livingstonia Press is represented outside Malawi by: African Books Collective Oxford (order@africanbookscollective.com)

www.africanbookscollective.com

Cover: Josephine Kawejere and Wezzie Chiziwa

Curriculum Reform Initial Primary School Curriculum and Assessment Reform Experiences in Malawi Wezzie Chiziwa

Livingstonia Press Mzuzu 2020

Contents List of Illustrations 6Preface 7Introduction 11Chapter 1 Education Reforms toward Outcome Based Education 14Introduction 14 Global trends in education 14 Definition of OBE 16 Versions of OBE 18 Historical origins of OBE 19 Link with Mastery Learning 19 Competency Based Education 20 Principles of OBE 21 Clarity of focus 21 Design down 21 High expectations 22 Expanded opportunity 22 Assessment in OBE 23 OBE in various contexts 23 The context of the USA 24 The context of Australia 26 The context of the Republic of South Africa 27 Debate Surrounding OBE 29 Problems of the philosophical underpinning of OBE 30 Implementation problems 33 Chapter 2 Genesis of Outcome Based Education in Malawi 36Introduction 36 OBE in the Malawian context 36 Curriculum Structure of Malawi's OBE 38 The Role of Assessment in Malawi's Outcome Based Education 41 Forms of assessment 42 Other notable aspects in PCAR 43 4

Chapter 3 Teachers' Experiences Introduction School based characteristics Limited knowledge about OBE Teachers' knowledge gap Learner inability to read and write, and absenteeism Teacher shortage School culture and management Characteristics of the reform Increased assessment activity OBE's influence on teaching and learning process PCAR's unresponsiveness to government's language policy in schools Teaching and learning material constraints Age appropriateness of content External factors Inadequate training Inconsistent support Lack of teacher incentives Chapter 4 Conclusion and Implications Summary and Conclusion Implications Assessment and record keeping Teaching and Learning Resources Training of Teachers Response of PCAR to Government's Language Policy in schools Teacher supervision Level of primary school teacher involvement in curriculum formulation Teacher incentives Concluding Remarks Bibliography

4444 44 44 46 47 50 59 61 61 69

74 75 78 80 80 82 87 8989 91 91 92 92 93 93

93 94 9496

List of Illustrations Figure 1 Curriculum Structure for Malawi OBE (MoEST & MIE, 2004) Figure 2 Chart Used to Teach Learners Reading. Prepared by Dell Figure 3 Class size in one of the urban schools Figure 4 Class size in one of the rural schools Figure 5. Teachers assisting each other during teaching Figure 6 Incomplete assessment records Figure 7. Duplication of assessment results Figure 8. Learners struggling to use one textbook

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Preface Countries worldwide are engaged in education reforms in trying to respond to certain issues ranging from socioeconomic to political and technological changes. These reforms are, however, shrouded with st contestations. The 21 century, particularly, represents a new era mani-fested by many challenges such as, high crime rates, terrorism, climate change and unemployment, just to mention a few.

Education is taken as a major instrument to deal with the challenges that the human race is facing. Many countries around the world thus engage in various education reforms to deal with such challenges. Current curricular thoughts contend that the previous education did not prepare the learners with adequate knowledge and skills to deal with the everyday challenges and to enhance lifelong learning. In order to address the shortfalls of the previous curriculum, there has been a paradigm shift in the way education systems operate. Worldwide, countries are embracing the learner centred approach to the teaching and learning process as opposed to the traditional teacher centred approach. Another popular reform is Outcome Based Education (OBE). Malawi embraced OBE in its education system beginning with primary school followed by secondary school in 2001 and 2015 respectively. In primary school the reform is known as Primary School Curriculum and Assessment Reform (PCAR) and in secondary school as Secondary School Curriculum and Assessment Review (SSCAR). This book, emanating from my Master's thesis, highlights early expe-riences of primary school teachers in the implementation of OBE. It brings to light the challenges and opportunities associated with the reform in the early stages of implementation. The experiences reflect the context of four primary schools in northern Malawi. This should be a useful book particularly to both pre-service and in-service teachers. Wezzie Chiziwa

Acknowledgements I never thought that one day I would publish this monograph. Thanks to University of Livingstonia for spearheading the establishment of Livingstonia Press. Special thanks to Prof Klaus Fiedler who motivated me to come up with this copy. He said that it is not about sacrifice to publish but about love and passion. To Mary Kumwanje thanks for spotting the potential in me. To my children Symon and Patience this is the bar they must reach. To my wife Nengezi, thanks for the moral and spiritual support. I also acknowledge the supervisory support of Esthery D. Kunkwenzu (PhD) and Ken Ndala (PhD).

Dedication

I dedicate this book to all Teacher Educators who have the passion to educate our children and bring about lifelong learning.

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