presented by Kathryn TOURE , Education Research Network for West and Central Africa (ERNWACA)
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Transcript of presented by Kathryn TOURE , Education Research Network for West and Central Africa (ERNWACA)
Using Formative Research to create a learning environment to inform
education policy implementation andeducational system regeneration in Africa
presented by
Kathryn TOURE,Education Research Network for West and Central Africa (ERNWACA)
27 March 2006Seminar of Working Group on Education Sector Analysis (WGESA)
ADEA Biennale, Libreville, Gabon+
17 October 2006Rencontres ROCARE
Ouagadougou, Burkina Faso
Formative Research, WGESA / October 2006 - 2
WGESA strategies
WGESA = ADEA Working Group on Education Sector Analysis
Renewed Sector Analysis: beyond planning to implementation
Peer reviews and formative research Africanization:
– deeper appropriation of sector analysis – national and regional capacity among individuals
and within institutions– more local shaping of issues and approaches
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What is formative research?
Assessment toolto modify and improve
policies, programs, or products
during their
planning, development, implementation.
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Formative research
Joël de Rosnay, 1975
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What is formative research? Proscriptive rather than descriptive Entails asking:
- What methods worked well?
- What did not work well?
- How can implementation be improved?
- How can the theory informing the policy,
and the policy itself, be improved?
Involves “finding out together”
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Iterative process
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Burkina Faso: Plan décennal de l’éducation de base (PDDEB), 2001-2010
Gambia: National Education Policy, 2004-2015; developed via highly participatory process
Ghana: Free Compulsory Universal Basic Education (FCUBE) Program, 1995-2005
Mali: Programme Décennal de l’Education (PRODEC), 1998-2008
Niger: Programme Décennal de Développement de l’Education (PDDE), 2003-2013
Nigeria: Universal Basic Education program Sénégal: Programme Décennal de l’Éducation et
de la Formation (PDEF), 2000-2010
ERNWACA / ROCARE countries with sector programs (examples)
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Policy as organic process
ETUDE CRITIQUE DE ROCARE-CAMEROUN SUR LE DOCUMENT
« PLAN D’ACTION NATIONAL DE L’EDUCATION POUR TOUS » 2004
I Analyse du document analytique et diagnostique du Plan EPT Le document analytique et diagnostique du plan EPT se sert des sept objectifs de l’Education pour Tous identifiés dans le cadre d’action de Dakar. Ce document a l’avantage d’avoir eu à exploiter le document de stratégie du secteur de l’Education qui possède des données actualisées en éducation au Cameroun. Par contre, le document gagnerait à avoir une configuration contextualisée du concept de l’EPT , une meilleure systématisation dans le cadrage de la population cible de l’EPT. Et une meilleure cohésion dans le programme de mise en œuvre. Un travail d’identification des zones géographiques et une meilleure quantification des actions à entreprendre par le biais des indicateurs de résultats crédibiliserait mieux le document final. A) Nécessité de bien délimiter les contours de l’Education pour tous
dans le PAN La problématique de l’Education Pour Tous » doit s’inscrire dans une vaste philosophie sociale de formation permanente à tous les niveaux de l a vie . Une telle vision doit être ouverte aussi loin et large que possible, elle nécessite un effort permanent de conceptualisation et un réajustement continu dans la démarche méthodologie quant aux différents modes d’interventions sur le plan stratégique et tactique. Le découpage du processus éducatif dans un pays en secteur formel, non formel et informel facilite une meilleure prise en considération de toutes les strates de l’éducation. Mais sur le plan opérationnel et tactique, il est souhaitable de considérer que l’éducation, a subi un éclatement, tout au long des années: a) sur le plan vertical
- l’éducation prescolaire, primaire et secondaire, supérieure, 3 ème âge. b) sur le plan horizontal
- L’ éducation des filles, - L’éducation des Handicapés divers, des enfants de la rue, des enfants
réfugiés, des enfants pygmées, des enfants montagnards, - l’éducation des parents indigents, - l’éducation des enfants victimes des abus divers « en situation de guerre, enfants
travailleurs , prostitution enfantine », - L’éducation permanente des adultes ( plan de formation pour les adultes demandeurs
d’emplois,
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Why use formative research?
Improve program implementation Reduce policy failure
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Characteristics SYSTEMIC approach PROCESS-oriented designed to support CHANGE PRACTICAL – informs decision-makers draws on CASE STUDY approach and
QUALITATIVE research methodologies
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Advantages Appropriate for analyzing macro and complex
processes Support policy implementation process Promotes dialogue tethered to
implementation and improvement Expands research base Facilitates appropriation of research results
for decision-making Builds competencies and confidence Steers dynamic change to improve results
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Learning process
Learning environment
Educational system regeneration
Educational
policy
formulation
Research/Dialogue
Educational
policy
implementation
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Formative research moves us toward “learning systems” described by ADEA (2003) as follows:
Move towards a system of learning institutions
Focus on learning permeates such a system and gives it coherence
Emphasize continuous improvement and a sustained effort over time
Rely on evidence based strategies grounded in lessons from experience
Create framework for systemic learning from national, regional and international experience
Towards a Learning System
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Actors
Key Questions / Topics
MINISTRY is executing agency
Formative research
ADVISORY GROUP *
RESEARCH TEAM
Coordinating research institution
*researchers, administrators (central/regional/local), teachers, civil society, etc.
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Cadres de concertation - BFAtelier interface chercheur-decideur, Ouaga, janvier 2005
Atelier de Recherche en Education au Burkina (AREB)
Mise en œuvre du PDEB (rencontres gouv. + PTF)
Cadre de Concertation sur l’éducation au Burkina Faso (CCEB)
ANVAR (via CNRST) Direction Général du Centre de Recherche pour
les innovations éducatives et la formation (DGCRIEF)
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Requires specific skills
Human resource management Negotiation Communication
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People process
technicians → → hierarchy → → analysis → → centralized
administrative
management → →
people
partnerships
dialogue
networking
Formative Research involves:
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Use of FR approaches in Africa by…
Ministries Bilateral partners CONFEMEN SACMEQ EPSI of SADC ERNWACA / ROCARE
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Use of FR approaches in education sector
Ghana: Mid-term stocktaking on quality of teaching and learning 1996 vis-à-vis achievement of FCUBE strategic objectives; development of statistical database for assessing achievements, weaknesses and constraints of the program and mapping strategies for improvement; newspaper reports
Mali: MARP approach in 2000-2003 to improve primary school quality and access
Niger: inter-ministerial Technical Committee for Education Sector Analysis of Niger (CTASEN)
Gambia: improved social responsiveness of skills development centres, efficiency dimensions of the programmes of the Gambia Technical Training Institute (GTTI), quality control mechanisms at Gambia College
South Africa: improve university access and retention rates for excluded students
???
??
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EXAMPLE No. 1USAIndiana School District Systemic Change Effort Formative research process accompanied implementation of
Guidance System for Transforming Education (GSTE)
Included studies on:
– Assessing the district`s readiness for change– Core Team concerns: selecting participants,
creating Team dynamic, providing training in systems design
– Identifying competing change efforts– Evolution of mindsets about education
Process is called ``Journey Toward Excellence``
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EXAMPLE No. 2
Transforming the South African Higher Education System
South Africa - Norway Tertiary EducationDevelopment Programme (SANTED) Program aim: Help institutions translate critical strategies into
reality. Formative research accompanied implementation of projects to
improve student access and retention rates, esp. for excluded students:– University of Durban-Westville Upward Bound program
(pre-university program to help high school students improve university entrance & success)
– University of Western Cape Equitable Access through Enrolment Management project (2000-2005)
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Formative Research aims:– Provide research results during project implementation.– Provide summative results upon completion.– Facilitate sharing of learning experiences between the two institutions.– Provide sound base for decision-making on components to be sustained
and/or modified.– Contribute to the success of the projects.– Develop comparative insights into the processes of leadership and
management and organisational learning. Actors:
– South Africa (SA) Ministries of Finance and Education and Norwegian agency for development cooperation
– Center for Education Policy Development, Evaluation and Management (CEPD) in SA as formative research coordinator
– SA institutions of higher learning (two universities), research partner (Norwegian university)
– Appropriate research entities and individuals at above institutions Activities included: research proposal, reading lists, training seminars, visit
to Norwegian University to ``observe`its quality reform process For more information: http://www.cepd.org.za/content/SANTEDformativeresearch.htm#
EXAMPLE No. 2 (SANTED, con’t.)
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EXAMPLE No. 3GhanaFree Compulsory Basic Education (FCUBE)Program, 1995-2005 Mid-term stocktaking on quality of teaching and learning:
– Changes since 1996 vis-à-vis achievement of FCUBE strategic objectives (beneficiary assessment – schools, communities, newspaper reports)
– Development of statistical database for assessing achievements, weaknesses and constraints of the program and mapping strategies for improvement
– Management for efficiency Recommendations included:
– Continuous Assessment training for teachers– Capacity building at district level for management of budget and
other resources – to counter neglect of regional offices in implementation
– National contributory Education Fund – Mobilizing all stakeholders to improve quality of education for girls
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Knowledgeable about national situations, Facilitator
Well-situated among governments,funding and technical agencies,and research community
Understands analytical work as a technical activity and as political activity
Can contribute to refining approach and promote its use
WGESA involvement – why?
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Where to start? Foundation
– study existing examples of FR– capacity for communities– consensus on concerns– resource mobilization
Experimentation: small scale learn-by-doing
Expansion: building on lessons learned…
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Bibliography ADEA (2003). Le defi de l’apprentissage: ameliorer la qualite de l’education de base en Afrique subsaharienne. Document de travail
en cours d’elaboration.
Bennett, Yves & Maikaireh N’Jie (2004). Formative Research in The Gambia, ERNWACA-Gambia, 26pp.
Breier, Mignonne (University of the Western Cape, South Africa) (2002). Some reflections on the South African visit to Bergen (Norway) as part of the SANTED formative research project, prepared for SANTED Seminar Proceedings.
Chevrier, Jacques (1994). La recherche en education comme source de changement. Les Editions LOGIQUE, Montréal (Québec), Canada.
Feldberg, Karen and K.Tornes (2002). Sector Wide Approach Programmes in the Development of the Education Sector: From Project to Process and Partnership. Oslo: Norwegian Ministry of Education and Research.
Journey Toward Excellence: A systemic change effort in the metropolitan school district of Decatur Township, Indianapolis, Indiana, USA, facilitated by Indiana University, http://www.indiana.edu/~ syschang/decatur/formative_research.htm
Kremmerer, Frances (1994). L’analyse sectorielle de l’education et ses utilisations, UNESCO/IIPE, Paris, France.
Namata, Issa; Youssouf Adam; Ernest Ilboudo Mwalimu J. Malale (2005). Report on WGESA International Seminar on Formative Research, Niamey, Niger.
Obanya, Pai (2005). The PAF Approach To Research And Development In Education, ERNWACA-Nigeria, First Annual Café: 17 February 2005, Lagos, Nigeria.
Obanya, Pai ; Paulin Hountondji (2005). Informing Education Policy Development through Formative Research. White paper for ADEA Working Group on Education Sector Analysis (WGESA), Paris, France.
Obanya, Pai and Kathryn Touré (2003). Emerging Trends Emerging Trends in Research on the Quality of Education: A synthesis of educational research reviews from 1992-2002 in eleven countries of West and Central Africa. ERNWACA for ADEA. Bamako, Mali.
Reigeluth, Charles M. and Theodore W. Frick (1999). Formative Research: A Methodology for Creating and Improving Design Theories. In C.M. Reigeluch (ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory. (Volume II). Hillsdale, NJ: Lawrence Erlbaum Assoc.
Revue Canadienne d’Evaluation de Programmes (bilingues)
Savoie-Zajc, Lorraine (1993). Les modeles de changement planifié en education, Les Editions LOGIQUES, Montréal (Québec), Canada.
Tornes, Kristen (2003). A Model for Formative Research, based on experiences from the cooperation between Norwegian and Nepalese ministries of education. Report to NORAD, Norwegian Ministry of Education and Research, 24pp.
Touré, Harouna (2006). La recherche formative : Un outil de mise en œuvre des politiques éducatives, ROCARE-Mali, Bamako.
Viens, Daniel and James Lynch. Decade of Reform and Innovation in Higher Education in Madagascar: Institutional Capacity-Building in a Development Perspective, World Bank, www.worldbank.org/afr/findings/english/find159.htm, 4p.
Voices of Urban Nigerian Youth: Formative Research and Communicating for Change, http://cfcnigeria.org/CONTENT/ready-or-not/formative_research.htm
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We must demystify research by making it more proactive, participatory and accessible.
Alhaji Raheem Gbadamoshi,ERNWACA National Coordinator, Ghana
The ERNWACA logo represents the multiplication of voices in the universe, voices which encourage social
development by creating new dialogues.
Les leçons tirées du passé suggèrent que le renforcement de capacité en recherche et l’analyse des politiques éducatives doivent être poursuivis par une activité continue et soigneusement élaborée.
J.M. Sibry Tapsoba, xCRDI, actuellement à la BAD