Multigrade Teaching In Sub-Saharan Africa: Lessons From Uganda, Senegal, And The Gambia

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Reform
Cover of the book Multigrade Teaching In Sub-Saharan Africa: Lessons From Uganda, Senegal, And The Gambia by Mulkeen Aidan; Higgins Cathal, World Bank
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Author: Mulkeen Aidan; Higgins Cathal ISBN: 9780821380659
Publisher: World Bank Publication: August 28, 2009
Imprint: Language: English
Author: Mulkeen Aidan; Higgins Cathal
ISBN: 9780821380659
Publisher: World Bank
Publication: August 28, 2009
Imprint:
Language: English
In Africa, with the expansion of coverage of primary education in recent decades, many of the remaining out-of-school children are in hard to reach areas, with low population density and poor transport. Providing access to education is challenging in such contexts, as the population in any village is often too small to support a conventional primary school. One of the answers is the use of multigrade teaching, where one teacher works with students of two or more grades.This paper examines the practice of multigrade teaching in three African countries, Uganda, Senegal, and The Gambia. Although these three cases had very different approaches to multigrade, their experiences suggest that multigrade teaching is a promising and cost-effective option, but that successful implementation requires sustained support from policymakers, adequate training of teachers, and careful explanation of the approach to parents and the communities.
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In Africa, with the expansion of coverage of primary education in recent decades, many of the remaining out-of-school children are in hard to reach areas, with low population density and poor transport. Providing access to education is challenging in such contexts, as the population in any village is often too small to support a conventional primary school. One of the answers is the use of multigrade teaching, where one teacher works with students of two or more grades.This paper examines the practice of multigrade teaching in three African countries, Uganda, Senegal, and The Gambia. Although these three cases had very different approaches to multigrade, their experiences suggest that multigrade teaching is a promising and cost-effective option, but that successful implementation requires sustained support from policymakers, adequate training of teachers, and careful explanation of the approach to parents and the communities.

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