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Curricula, examinations, and assessment in secondary education in Sub-Saharan Africa /
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 a...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Washington, D.C. :
World Bank,
©2008.
|
| Colección: | World Bank working paper ;
no. 128. Africa Region human development series. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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.