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OPEN AND DISTANCE LEARNING TEACHER TRAINING PROGRAMME-MALAWI IMPACT EVALUATION DESIGN

OPEN AND DISTANCE LEARNING TEACHER TRAINING PROGRAMME-MALAWI IMPACT EVALUATION DESIGN. SHORT TERM STRATEGY FOR IMPROVING STUDENTS ’ LEARNING OUTCOMES THROUGH REDUCING PUPIL QUALIFIED:TEACHER RATIOS. Presentation by: The Malawi team APEIE Workshop, Accra,Ghana 14 May 2010. Vision statement.

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OPEN AND DISTANCE LEARNING TEACHER TRAINING PROGRAMME-MALAWI IMPACT EVALUATION DESIGN

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  1. OPEN AND DISTANCE LEARNING TEACHER TRAINING PROGRAMME-MALAWIIMPACT EVALUATION DESIGN SHORT TERM STRATEGY FOR IMPROVING STUDENTS’ LEARNING OUTCOMES THROUGH REDUCING PUPIL QUALIFIED:TEACHER RATIOS Presentation by: The Malawi team APEIE Workshop, Accra,Ghana 14 May 2010

  2. Vision statement • Improve students’ learning outcomes through the reduction of pupil:qualified teacher ratios • Teacher training through Open and Distance Learning one of the means for reducing pupil:qualified ratios

  3. Goal and Objective of Evaluation • To compare the quality of teaching using ODL teachers vs. Conventionally trained teachers. • Quality of teaching, which is probably best measured, in an objective way, by standardized tests scores. • Test scores to be measured regularly using standardized tests,not only in standard/grade 8, but also in lower standards/grades, in particular grades 3-7. • Other measurable outcomes to include as enrollment and attendance .

  4. Today’s situation • 5,462 primary schools (EMIS 2008). • 3.6 million students (EMIS 2008) and projected enrolment of 4.8million students by 2017. • 3,500 teachers trained annually through conventional means(1+1 or commonly called IPTE) since 2007. • High pupil :qualified teacher ratio(90:1), worse in some districts 135:1or above. • 45,000 primary school teachers currently employed. • Preferred pupil :teacher ratio of 60:1 by 2013.

  5. Today’s situation(2) • Objective of ODL teacher training project is to have a group of 16,000 teachers over 3 years (29/34 education districts). • ODL teachers more attached to the community and therefore potentially more stable and motivated. • ODL teachers oriented on pedagogical skills for 3 weeks before teaching..2.5 years on the job training plus distance learning. • IPTE teachers trained for 1 year (face to face) then 1 year teaching practice in schools. • Both IPTE and ODL teachers recruited via adverts and aptitude tests (age range-19 to 35 years).

  6. Impact evaluation design • Idea of randomizing ODL teachers across schools more appealing but a key practical issue with that approach. • Randomization at the school level, by which schools will be allocated randomly between “Type 1 schools” and “type 2 schools”. • Type 1 schools would assign ODL teachers to grades 3, 5 and 7 and NEW conventionally trained (IPTE) teachers to grades 4 and 6. • Type 2 schools would assign ODL teachers to grades 4 and 6 and NEW conventionally trained (IPTE) teachers to grades 3, 5 and 7. • Strict enforcement of teacher placements in schools taking part in the evaluation for the entire length of the evaluation.

  7. School level randomisation

  8. Data collection • One important issue with the suggested impact evaluation-the absence of a baseline. • Options to alleviate this issue. • EMIS data, collected on a routine basis every year, will provide useful information on variables such as enrollment, teacher qualifications, infrastructure, etc. • Possibility to use results from the primary school leaving exam at the end of grade 8 as a proxy for overall school quality. • Possibility to use some of the standardized tests administered to a sample of schools in Malawi in grades 2, 3, 5 and 7 in 2008.

  9. Data collection(2) • To administer a standardized test EARLY (September preferably, maybe October) at the beginning of the 2010-2011 school year. • To have an “almost baseline” in September-early October 2010, • Yearly testing, in grades 3-7, at the end of each school year (May?). • Computerized enrollment and attendance records and precise, computerized information about the allocation each teacher (ODL and new conventionally trained) to each school and each grade.

  10. Length of evaluation • IPTE (new conventionally trained) teachers start their job fully trained while the ODL teachers will start teaching at the same time as they will start their training. • On the job distance learning for ODL teachers to take 2 ½ years. It is only after that period that it would be fair to compare ODL and newly qualified IPTE teachers . • 3 batches of ODL teachers, 2010, 2011 and 2012. Implication: evaluation should continue at least until the 2015-2016 school year.

  11. Length of evaluation(2)

  12. Thank you

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