Researching education outcomes in Burundi, Malawi, Senegal and Uganda: using participatory tools and collaborative approaches: The Improving Learning Outcomes in Primary Schools (ILOPS) Project| Project methodology

Type Report
Title Researching education outcomes in Burundi, Malawi, Senegal and Uganda: using participatory tools and collaborative approaches: The Improving Learning Outcomes in Primary Schools (ILOPS) Project| Project methodology
Author(s)
Publication (Day/Month/Year) 2010
URL http://eprints.ioe.ac.uk/14590/1/ilops_methods_final.pdf
Abstract
Over the past decade, over 40 million m o re children, many of them girls, have attended school worldwide (EFA GMR, 2 0 1 01 ). While this has been cause for celebration in many countries, there are persistent and increasing concerns that, in spite of this significant incre a s e in school attendance rates, children are not actually gaining the knowledge nor developing the skills that will realistically improve their life chances. Though there are many strategies for i m p roving student learning, two i n fluential factors that appear f requently in academic literature are teaching/teacher quality and pare n t a l involvement in childre n ’s education (Edge et al., 2009a). However, the criteria defining how teachers and p a rents best contribute to meaningful c h i l d - c e n t red learning remain a subject of active international debate.

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