R EDEFINING T HE R OLE O F M ULTI- G RADE T EACHING

1. REDEFINING THE ROLE OF MULTI-GRADE TEACHING CHALLENGES AND POLICY IMPLICATIONS

2. THE CHALLENGE AHEAD • Achieve EFA & education related MDGs • Completion of quality universal primary education • Promote gender equality and empower women

3. The context of basic education in Africa/problems and issues • Rural/urban and gender inequalities in terms of access, retention and completion. • Supply side: shortage of teachers to meet enrolments growth. • Emergence of new categories of teachers – under-trained and low-paid “contractual” teachers. • Fiscal and budgetary constraints to train and recruit additional teachers. • HIV/AIDS epidemic impact: • Expansion of education systems • Quality education • Costs

4. The context of basic education in Africa/problems and issues • Demand side: overcrowded classrooms: high pupils/teacher ratio. • Poor teaching and learning conditions in schools. • Specific problems in rural settings: • Few teacher incentives to work in rural and disadvantaged areas; • Lack of teacher professional development programmes; • Prevalence of incomplete primary schools in some countries, e.g. Zambia and Mozambique

5. Multi-grade Classes – an inevitable option • MGT is not a new idea nor a prescribed approach for developing countries. • In Africa, MGT is probably more common than we realise or care to admit. • Some illustrations • Ethiopia Education Sector Development Plan (ESDP III) 2005/06-2009/10 • “… MGT shall be enhanced for improving

6. Multi-grade Classes – an inevitable option access and internal efficiency of the first cycle of primary education for hard-to-reach remote rural communities, sparse settlement areas, pastoralists, semi-agriculturalist societies; • Appropriate training courses and material development shall also be made for teachers; • Teachers shall also be trained in pedagogy and management for MGT…”

7. Multi-grade Classes – an inevitable option • Zambia, MGT was introduced to: • Increase access to education provision to disadvantaged areas; • Increase access to learning in understaffed schools; • Maximise use of available teachers and classroom space.

8. Multi-grade Classes – an inevitable option • Tanzania • Education and Training Policy (1995) and Primary Education Development Plan put emphasis on quality education and equitable access to primary education.

9. MGT – alternate pedagogic tool to improve quality education • MGT programme demonstrates that pedagogy is about what and how teachers teach. • It analyses the core of learning and question the age grade system of formal education delivery. • All teaching and learning is multi-grade teaching.

10. Multi-grade Classes – an inevitable option • Even in a mono-grade class there is always a considerable range of interests, abilities, maturity and needs. • Paradigm shift from teacher to learner-centred is a main feature of MGT. • Multi-grade makes it possible to provide basic education for small and scattered settlements. • Small moving populations such as nomadic people create the need for MGT.

11. Multi-grade Teaching and Rural Education • Socio-economic factors in rural and sparsely populated communities have often changed the traditional way of organising schooling. • MGT is a workable alternative to traditional modes of teaching – it caters for the needs of teachers and learners in rural areas.

12. Policy implications • For children to learn effectively in MG environment teachers need to be: • well organised • well resourced • well trained and hold positive attitudes on MGT • Key challenges to be addressed

13. Policy implications • The Policy Challenge • MGT as an important strategy that can improve the quality of teaching and learning. • To mainstream MG courses within existing pre and in-service training programmes. • Changing Attitudes • To develop positive attitudes among teachers, parents and education officers of the value of MGT

14. Policy implications • The Curriculum Change • Appropriate teaching learning methodology. • Teachers should be skilled to handle combined grades. • Resource Challenge • To design, reproduce and distribute of self-study materials. • To establish mechanisms for regular supervision, monitoring and support at regional/district and teacher/classroom level.

15. Policy implications • To define minimum standards and benchmarks for pupils learning achievement assessment. • To define minimum standards and benchmarks for physical facilities (classrooms size and set up, equipment, water and sanitation – toilets particularly for girls). • Introduction of ICTs in education – use of Distance Education methods to enhance MGT.

16. Conclusion • Investment in the skills of MGT should be seen as contributing to the goal of quality basic education for all.