Barriers to Student Success in Madagascar

Autor/inn/en	Wills, Abigail R.; Reuter, Kim E.; Gudiel, Arleen A.; Hessert, Bryan P.; Sewall, Brent J.
Titel	Barriers to Student Success in Madagascar
Quelle	In: Global Education Review, 1 (2014) 4, S.114-134 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Foreign Countries; Success; Barriers; Case Studies; Articulation (Education); Semi Structured Interviews; Class Size; Teacher Surveys; Teacher Attitudes; Science Teachers; Mathematics Teachers; Educational Resources; School Entrance Age; Grade Repetition; Language of Instruction; Rural Urban Differences; Teacher Qualifications; Teaching Experience; Institutional Characteristics; Science Achievement; Mathematics Achievement; Elementary Secondary Education; College Science; Regression (Statistics); Madagascar + Suchen Sie Ihr Suchwort? Ausland; Erfolg; Case study; Fallstudie; Case Study; Articulation; Artikulation (Ling); Artikulation; Aussprache; Klassengröße; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Bildungsmittel; Einschulungsalter; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Teaching language; Unterrichtssprache; Stadt-Land-Beziehung; Lehrqualifikation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Regression; Regressionsanalyse; Madagaskar
Abstract	Various indicators suggest that math and science students in many developing countries are lagging behind their counterparts in other nations. Using Madagascar as a case study, we aimed to: (1) evaluate the effectiveness of education among those enrolled in science and math programs at primary, secondary, and university institutions; and, (2) understand barriers to student progression through the education system. To that end we conducted 63 semi-structured interviews in June and August 2012 with science and math teachers in five population centers, across all three levels of both public and private school systems. We found that crowded classes, limited resources (pedagogical and infrastructural), an average student range in age of seven years per classroom (suggestive of grade repetition and/or late school starting age), and discontinuities in the language of instruction explain why teachers estimated that almost 25 percent of their students would not finish school. Although most secondary and university teachers taught the sciences only in French, they estimated that just one-third of students could fully understand the language. There were also urban-rural and publicprivate disparities. Teachers in urban areas were significantly more likely to teach using French than their rural counterparts, while public schools also housed significantly larger classes than private institutions. While resource equalization will help to resolve many of these disparities, improved early training in French and increased local autonomy in designing appropriate curricula will be necessary to tackle other shortfalls. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01