Transcript Factors affecting quality education

Facteurs affectant la qualité de l'éducation en Afrique:
Analyse des études pluridisciplinaires ROCARE à travers
le programme des subventions de recherche
Par
Tècle-Mireille Massouka
Et
Mbangwana Moses Atezah
Bamako-Mali
05-10-2010
What is ERNWACA/ROCARE?
ERNWACA is the acronym of Educational
Research Network for West and Central
Africa.
 It is a bilingual network (French/English),
apolitical and non-profit-making
 Created in 1989 in Freetown with
 The aim is to promote educational research
and African researchers
 To improve educational practice and policy.

Vision, Mission, Objectives
Vision is to give an African face to educational research
in Africa.
MISSION is to promote African expertise and a culture
of research to improve education policy and practice.
Objectives:
Build national and regional capacity in education
research;
Conduct quality research pertinent for practitioners and
decision-makers;
Share findings to stimulate policy and public dialogue
and advocacy;
Strengthen ERNWACA partnerships with national and
regional institutions.
Membership





ERNWACA brings nowadays together more than 700
members
in 16 Francophone and Anglophone countries in West
and Central Africa
Benin, Burkina Faso, Cameroon, Congo, Côte d’Ivoire,
Gambia, Ghana, Guinea, Mali, Mauritania, Niger,
Nigeria, Central African Republic, Senegal, Sierra Leone,
and Togo.
ERNWACA members come from a variety of national
institutions,
Including universities, teacher training institutes,
research centres, government and NGOs.
What is the ERNWACA Grants Program?
– The ERNWACA grants program is the largest
ERNWACA program
– It involves all 16 member countries
– It is a unique Program that gives the chance to every
ERNWACA member country to participate in order to
strengthen their research capacities
– The program is intended for doctoral researchers,
teachers and administrators living in Network member
countries.
– The call for proposals is launched every January on
the ERNWACA website and through the media and
posters in member countries’ teaching and research
institutions.
Program objectives

The aim of the ERNWACA Research Grants Program is to strengthen
educational research capacity among researchers.

Four specific objectives determine this grants Program:

To train researchers in research methodology and scientific writing;

To strengthen links between ERNWACA and institutions of
higher education through co- tutoring of teams of researchers ;

To strengthen inter-institutional collaboration in the sub- region ;

To provide research results applied to ERNWACA and
WAEMU/UEMOA priority themes of educational research that are
likely to inform teaching policies and practice related to education.
Role of the scientific mentor






Ensure the quality of the scientific study ;
Develop tools for data collection and field work;
Guide the team for analysis of data collection
and report writing ;
Support the team to write scientific articles with
the findings of the study;
Orientate the team to submit the papers to
conferences where they can present the
research study;
Participate in the validation of final report
Participate in the organisation of ERNWACA
Café with the research team and the national
coordination for dissemination of the findings.
Responsibilities of thematic resource person

Direct by email the recipients, with regard
to the theme of their domain of
specialization;

Comment on reports and articles related to
their specialisation;

Draft a synthesis of the stemming reports
of one of the subjects.
Workshops
There are two types of workshops organised in the programme
•Scientific workshop
•
Capacity building for authors with promising papers
from the previous edition.
The workshop helps the grantees to produce quality
articles
Methodology workshop
Capacity building for research design, qualitative and
quantative analyses of data etc
Workshops and Particippants
Year
Workshops
2002
Particpants
Resource
Persons
Trainers
Mentors
X
X
X
X
2006
Methodology
24
4
1
24
2007
Methodology
21
2
3
21
28
3
4
28
25
3
4
25
30
4
4
30
& scientific writing
2008
Methodology
& scientific writing
2009
Methodology
& scientific writing
2010
& scientific writing
Grants workshop In Yaounde
Studies Already carried out in the Programme (109)
Aperçu des études
25
24
20
15
13
13
Ens Sup
Curriculum
Skills
Gender
Peace
ICT
OMD
HIV/AIDS
Madrassas
African Languages
13
11
10
9
10
8
5
4
5
0
Nombre
Factors affecting quality education
Studies in Côte d'Ivoire, Gambia, Niger, Senegal and
Togo have highlighted the failure of the university to
address its primary mission is to train tomorrow's
intellectuals. The reasons for this doubt is based on many
constraints currently affecting the system of higher
education. These factors include:
•Infrastructure
•teaching materials,
•inadequate quantity and quality of teachers
•Large number of students
Factors affecting quality education
University Reforms
Reform issues were addressed by researchers from Mali
and Guinea, respectively:
• Practical assessment, evaluation at the
university and the adoption of the LMD
system.
•Weaknesses of evaluation are related to two
main factors:
•Malpractices by teachers and students
•Inadequate training of most teachers in general
pedagogy and assessment techniques.
Factors affecting quality education




Violence:
Studies carried out in Côte d'Ivoire, Sierra Leone and
Guinea. In Fourah Bay College (Sierra Leone) cultism
was identified as a major problem that affects both
students and teachers and as a result may reduce the
interest and motivation of students to study.
Sexual and physical abuse were identified in Higher
institutions in Côte d’Ivoire and Guinea Conakry
University strikes were predominant in many
universities and in some cases bring about violence
on school property.
Factors affecting quality education
•The emergence of private universities is a recent phenomenon in many
African countries,
• It was noted that in Côte d'Ivoire and elsewhere private universities still
have the following problems:
•Lack of teachers (part time teachers coming from public universities)
•Lack of laboratory equipment (More theory than practice as a result our
educational system does not adequately address African issues for
problem solving)
• Lack of innovation (teaching, evaluation, problem solving) Inability to
use of appropriate indigenous resources adapted to the modern needs of
our society
•Lack of orientation ( poor admission creteria, ability of students to fit
in the job market).
Factors affecting quality education
•Poor orientation was cited in studies carried out in
Cameroon Burkina Faso, Côte d'Ivoire, Nigeria and Togo
•Students were found to be doing courses without knowing
exactly what is needed in the job market.
•The lectures or contents do not pay attention to African
needs
•The inadequacy of current educational systems and societal
needs.
•Graduates cannot compete in the global economy.
Factors affecting quality education
•Studies carried out in the use of ICTs in Benin, Cameroon, Ghana,
Senegal and Mali showed that many teachers and students do not make
maximum use of the computers, Internet and Cell phones in the
teaching/learning process.
•Computers were taught as computer courses and not as pedagogical
tools.
•Internet use in many cases were used for social networking and not
mainly as pedagical tools.
•Intermittant electricity failures were noticed
•Student and computer ratios ranged from 100:1 and above in many
cases
•Maitenance of computers and Internet were a major problem.
•Distance education was a problem as result of lack of access to ICT
facilities
Dissemination of ERNWACA research results
The ERNWACA grants programme dessiminate the results of
the studies in the following:
•Reports
•ERNWACA cafes in all 16 national chapters (a
form of policy dialogues)
•Presentation at international conferences
•AEDI (African Educational Development Issues)
•ERNWACA website
www.ernwaca.org/www.rocare.org
•Presentation of reports to partners
Sponsors of the ERNWACA Grants Programme
International Development Research Centre (IDRC) 2002
Dutch Ministry of Foreign Affairs 2006-2013
West African Economic Monetary Union (WAEMU/UEMOA)
2006-2008
References
Balde, I., Sawadogo, P.; Ilboudo Thombiano, E., ; Azankpo, R.;& N'dah, D. , ( 2007), Le patrimoine culturel
dans l'enseignement en Afrique: état de la question au Bénin et au Burkina Faso / The cultural heritage in the
education in Africa: state of the question in Benin and in Burkina Faso, ROCARE Bénin, 75p.
http://www.rocare.org/grants/2007/Patrimoine_culturel.pdf
Bourema, K., Sidibe, K., Traore K. D., (2007), Les pratiques d'évaluation à l'université de Bamako: forces et
faiblesses, ROCARE Mali, 39p. http://www.rocare.org/grants/2007/ML_pratiques_evaluation.pdf
Chebli, C.M., Mansary, A., Kadidjatu, H., Pepps Kallon, M., (2007), Cultism on university Campuses/
Cultes dans les campus universitaires, ERNWACA Sierre Leone, 59p.
http://www.rocare.org/grants/2007/Impact of Cultism.pdf
Diaouné,T. M., Millimono, T. N., & Cissé, S, Conté, S., (2008), Le LMD en Guinée et la problématique de la
construction des compétences par les étudiants / The LMD in Guinea and the problem of the construction of
the skills by the students, ROCARE Guinée, 41p. http://www.rocare.org/grants/2008/LMD en Guinee.pdf
Etudor, E.; Akkpan, E. G., ; Usen, F. S., ; & Akpanumoh, U. D., (2007), Quality Delivery in University
Education and Sustainable Development in Nigeria/ ERNWACA NIGERIA, 37p.
http://www.rocare.org/grants/2007/Nigeria_Quality Delivery in Univ.pdf
Goin Bi, Z.; N'Dede Bossoma, F.& Gokou Yode, (2007), Qualité et innovation dans l'enseignement supérieur:
cas des universités privées en Cote d'Ivoire/ Quality and innovation in Higher Education: case of private
Universities in Cote d'Ivoire, ROCARE Côte d’Ivoire, 43p. http://www.rocare.org/grants/2007/Qualite et
innovation.pdf
References
Koutou N'Guessan, C., Acka-Douabele, C., Koffi affoue, P.; Kanon G., L.; & Ettien Ablan
A.M., (2007), Les crises et les violences en milieu universitaire et leurs impacts sur les valeurs
originelles de l'université / Crisis and Violence in Universities and their impacts on the original
values of the University , ROCARE Côte d’Ivoire, 35p.
http://www.rocare.org/grants/2007/Crises_violences.pdf
Mbengue Nguimè, M., Tamibe Patale, S.; Yaoundam, E.; & Dili Palai, C. , (2007) , Université,
NTIC et traditions orales au Nord Cameroun / University, ICT and Oral Traditions in the North
Cameroon, ROCARE Cameroun, 53p. http://www.rocare.org/grants/2007/NTIC et tradition
orales.pdf
Onyene, V., Olusanya, O., Johnson, O., & Salisu, R., Auteur, (2007), Indigenous Productivity
and Development: A Tool for a Sustainable Society / ERNWACA Nigeria, 20p.
http://www.rocare.org/grants/2007/Nigeria_Indigenous orientations.pdf
Souedat Mint,.F., Brahim Ould, A., Ivoukou Mint, A., Lemrabott Ould, M., & Sidi Mohamed
O. A. , (2007), La formation scientifique des filles dans l'enseignement supérieur en
Mauritanie: le cas de l'ENS de Nouakchott/ ROCARE Mauritanie, 64p.
http://www.rocare.org/grants/2007/Filles_enseignement superieur.pdf
Thanks for your Kind
attention
UNESCO 2010