Using odfl to increase access to secondary schools in lesotho nyabanyaba
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Transcript of Using odfl to increase access to secondary schools in lesotho nyabanyaba
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Thabiso NyabanyabaNational University of Lesotho
Paper presented at the 1st UNISA international ODL Conference5-7 September 2012
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Project◦ SOFIE (Strengthening open and flexible learning to
support educational access in contexts of high prevalence rates in SADC countries)
Aims ◦ improving retention and ◦ increasing access to learning
Focus group◦ OVCs◦ Children affected by HIV and AIDS
Using open and flexible learning strategies
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Many children experience absenteeism before dropout, due to◦ Push out factors (in-school)
Overcrowding in schools Teacher lack PSS and ability to cope with large classes Lack of infrastructure Curricular irrelevance
◦ Pull out factors (out-of-school) Poverty Early marriage Impact of HIV and AIDS
ODFL strategies have potential to support ‘at-risk’ students (Pridmore, 2006)◦ Offering opportunities for re-entry◦ Improving teacher understanding and empathy towards
‘at-risk’
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To what extent can barriers to access and attainment due to HIV and AIDS be addressed using ODFL as a complement to conventional schooling?
DfID/Economic and Social Science Research funded◦ Institute of Education, London◦ Centre for Educational Research and Training, Malawi◦ Institute of Education, Lesotho◦ South African Institute of Distance Education
Followed a mixed method approach in distinct phases◦ Phase 1: Situational analysis – desk studies of policy,
practices and factors influencing educational access◦ Phase 2: Multi-site, formative fieldwork of factors
influencing educational access◦ Phase3: Development, trial and evaluation school-based
intervention, incorporating ODFL
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Pretest-Posttest Control Group design 20/20 Schools randomly assigned to either of two groups
(matching). Both groups were administered questionnaires and test
papers (Maths and English) ◦ at the baseline (November 2008) and ◦ following implementation (November 2009), but◦ only one group received the intervention package and training
Additional qualitative data collected at various stages◦ Mid-term monitoring visit in August 2009◦ Concurrent with post-intervention visits (November 2009)◦ District-level evaluation workshops held in January 2010.
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School-in-a-box: Club leader manual Self -Study guides (English &
Mathematics) Form B Textbooks (English &
Mathematics) Dictionary English readers Supplementary readers on child
rights, child labour and gender violence.
HIV&AIDS board game ‘Choices & Decisions’
Writing materials Wind-up Radio School-in-a-bag: School bag (rucksack) Mathematical Instrument set 2 Notebooks, a pen and a pencil
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Intervention Control
Sample
female
Male
Sampled students' status
53%
3%21%
6%15% 2%
Non-orphans
Single parents
Paternal orphans
Maternal orphans
Double orphans
Abondoned
No data
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The attendance and progression rate for boys is worse than girls in general, especially in rural areas. ◦ Related to boys being called upon to look after animals. ◦ Initiation
However, girls experience more disruptions as they progress◦ a result of girls being called on to look after sick members
of families and siblings, ◦ early marriage to escape the burden of poverty at home.
Disruptions also associated with the perceived low quality of education
Results ◦ Inequitable access◦ Poor efficiency◦ Low quality◦ Inadequate output/completion
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Control schools Intervention schools
File number NMean
Rank NMean
Rank
SCR:/English score Baseline 1841 1667.63 1819 1708.43
End-of-intervention 1629 1812.21 1578 1688.13
Total 3470 3397
SCR:/Maths score Baseline 1842 1867.56 1818 1680.78
End-of-intervention 1596 1548.62 1559 1698.59
Total 3438 3377
P:/Absenteeism Baseline 1075 1226.67 1205 1332.71
End-of-intervention 1371 1221.01 1439 1313.95
Total 2446 2644
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Slight decline in the scores for English, Slight increase in the mathematics scores Slight decline in the rate of absenteeism
None statistically significant Difference in maths performance was
statistically significant
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ID:/Student status NMean
RankSum of
Ranks
S:/repeated Form A in 2008
club member 224 149.5 33488
non-club member 74 149.5 11063
Total 298
S:/Absenteeism club member 224 151.33 33899
non-club member 74 143.95 10652
Total 298
SCR:/English score club member 220 144.86 31869.5
non-club member 73 153.45 11201.5
Total 293
SCR:/Maths score club member 216 151.69 32764
non-club member 73 125.22 9141
Total 289
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Club-members did significantly better than similar students in maths
Serious inequalities and obstacles remain Conclusion about intervention
◦ Had no impact to negative impact on English◦ No impact on attendance could be found (inadequate
intervention)◦ Reduced dropout rates marginally◦ Had a significant impact on maths performance◦ Schools became better places for learning for OVCs
Reported impact on teacher empathy towards OVCs due to PSS training
◦ Better societal understanding on situation of OVCs
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Need for increased monitoring of attendance◦ Particularly for OVCs at secondary schooling
Lack of understanding and monitoring of childhood and their issues Need for increased PSS support for OVCs
◦ Points to the impact of HIV and vulnerability Child-headed and grandparents households
Need to work through teacher formations in intervention◦ Successful link with Maths teachers’ association resulted in
cooperation Current and emerging socio-economic challenges call for
more research and development of ODFL to complement conventional approaches
Full papers available on: http://sofie.ioe.ac.uk/publications.html
licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License