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The problem: Why are there low foundational skill levels and poor student…
The problem: Why are there low foundational skill levels and poor student learning outcomes?
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Cause 2:
Poor monitoring of teachers**
Poor school leadership
No competence focused training for school leaders
There is no national qualification for school leaders
No school leadership policy or job description
Insufficient School Quality Assurance Officers (SQAOs)
Insufficiently experience SQAOs
Cause 3:
Low quantity & quality of TLMs
Insufficient government resources
Increased numbers of students in schools
Introduction of FQSE
Government wants to ensure that all students access education
No clear policy on alignment of TLMs with national programming & teacher CPD
New textbooks not informed by latest research on FLN
Cause 1:
Poor quality of teaching
Poor quality of teacher training
TTI courses, teaching and assessments do not sufficiently prepare teachers for the classroom
Policies and courses are outdated.
TTI lecturers are unmotivated and are out of date
TTI reform is not priorised
Cause 4:
No common understanding among all stakeholders' of what high standards look like and ensuring they are achieved
There is no forum for sharing these ideas
There are no clear roles and responsibilities
The policy does not yet exist on how exactly to involve parents and communities
Until recently, there has been an assumption that illiterate parents and communities do not have a role in education
Parents get no guidance on how to best support their children's education
Parents are not involved in supporting high standards in schools
Parent & community governance opportunities are missed & resources are misused
Cause 5:
Low student expectations & engagement
Students see few role models of excellence
Standards were degraded during the war & not sufficiently addressed since
Lack of resources & prioritisation of quality
Agendas controlled by foreigners and donors due to government financial constraints
Teaching is often not engaging
Behaviour Management systems in schools often causes more problems than it solves
Cause 6:
Underachievement of girls
Low self-expectation of girls
Few educated female role-models
Few gender specific programmes to address girls' and women's underachievement
Little disaggregated data to help understand the gender specific concerns
CPD quality is poor
Poor CPD coordination
No prioritisation of issues