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Maurice Galton 《Cambridge Journal of Education》2002,32(2):249-265
Recent classroom observation suggests that the science taught at Key Stage 3 has changed little over the past two decades despite the introduction of the National Curriculum reforms. At the same time the 'high stakes' testing at the end of Key Stage 2 has resulted in less experimentation in Year 6. As a consequence, positive attitudes to science, which are already in decline at primary school, dip further after transfer, particularly among more able pupils. This article examines some of the structural factors responsible for the current situation and argues that the solution has more to do with a shift in pedagogy rather than further changes in the curriculum. 相似文献
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Moses Oketch Maurice Mutisya Moses Ngware Alex C. Ezeh 《International Journal of Educational Development》2010,30(1):23-32
One of the conundrums of free primary education (FPE) policy in several countries in Sub-Saharan Africa is the ‘mushrooming’ of fee-paying private schools. Several researchers have become interested in studying this phenomenon and have raised the question—does free primary education meet the needs of the poor? Emerging voices among this group of researchers suggest that the impact of FPE, particularly in meeting the educational needs of the poor may be over-stated in situations where the poor still utilize what is referred to as ‘private schools for the poor’. The concerns expressed by those voicing this point of view point to the question of why the poor choose fee-paying [low quality] private schools when there is, presumably a free state school? To respond to this question and to contribute to this debate, this paper adopts the excess demand and differentiated demand frameworks to analyse how slum (poor) and non-slum (non-poor) parents utilize education in Nairobi, Kenya following the implementation of free primary education policy in 2003. We conclude that the answer to the ‘mushrooming’ of private schools for the poor is ‘excess demand’. As to whether free primary education meets the needs of the poor, we argue that where supply does not match demand excess demand is likely to arise in the initial stages. We recommend that what is required is greater and possibly differentiated and better targeted investment in education whereby unequals are treated unequally in order for the Kenyan government not to under-invest in the education of the poor. 相似文献
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Moses Oketch Moses Ngware Maurice Mutisya Admassu Kassahun Benta Abuya Peter Musyoka 《Peabody Journal of Education》2014,89(1):17-42
In East Africa, there is great effort directed toward ensuring that there is learning and value for money invested in universal education policies initiated over the past decade. Kenya and Uganda are two countries that typify this effort. The effort includes the work of research organisations such as Uwezo, which assess learning levels; RTI, which assesses language and early grade reading; and the work of African Population and Health Research Center (APHRC), which looks at schooling patterns of different households. All these studies paint a disappointing picture both for the universal access Education for All policy and the large sums of money that have been devoted to achieve it. The verdict is that too many pupils in schools are not learning and too many poor ones are excluded from universal public access. Uwezo reports that 70% of pupils in Grade 3 cannot do Grade 2 work, and 9% of those completing Primary 8 in Kenya cannot do Grade 2 work. Answers are not easy to find, so borrowing what has worked elsewhere has been attempted. This article presents one effort toward finding what can work to improve learning for pupils in early grades. It is based on the idea of “Reading to Learn” implemented elsewhere and attempted in East Africa by Aga Khan Foundation and independently evaluated by APHRC using randomization methods. Lessons presented highlight the role and complexities of randomization in addressing the educational challenges in East Africa. 相似文献