Recalibrating Baseline Evidence in Burundi, Malawi, Senegal and Uganda: Exploring the Potential of Multi-Site, National-Level Stakeholder Engagement in Participatory Evaluation

Autor/inn/en	Edge, Karen; Marphatia, Akanksha A.
Titel	Recalibrating Baseline Evidence in Burundi, Malawi, Senegal and Uganda: Exploring the Potential of Multi-Site, National-Level Stakeholder Engagement in Participatory Evaluation
Quelle	In: Educational Assessment, Evaluation and Accountability, 27 (2015) 1, S.41-64 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-013-9178-6
Schlagwörter	Foreign Countries; Educational Improvement; Educational Objectives; Outcomes of Education; Primary Education; Educational Policy; Curriculum Implementation; International Cooperation; Parent Participation; Teacher Effectiveness; Stakeholders; Participative Decision Making; Group Structure; Capacity Building; Social Networks; Teamwork; Cooperative Planning; Burundi; Malawi; Senegal; Uganda + Suchen Sie Ihr Suchwort? Ausland; Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Primarbereich; Politics of education; Bildungspolitik; Internationale Kooperation; Internationale Zusammenarbeit; Elternmitwirkung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Gruppenstruktur; Social network; Soziales Netzwerk
Abstract	This paper details our collaborative work on the Improving Learning Outcomes in Primary Schools (ILOPS) project in Burundi, Malawi, Uganda and Senegal. ILOPS set out to establish an innovative template for multi-stakeholder, multinational participatory evaluation (PE) and examine the fundamental roles, relationships and evidence that underpin the national-, state- and district-level implementation of primary education policy and practice. To achieve these goals, ILOPS brought together national-level education leaders from each country to design and implement a strategy to explore and challenge the current evidence on parental participation and teacher quality. This paper highlights how ILOPS established an organizational infrastructure to support our national-level PE strategy, secured stakeholder participation and developed an innovative design to engage stakeholders. We report participant perspectives on how their ILOPS experience influenced the development of new knowledge, built professional capacity and enhanced social networks. In conclusion, we set forth a brief set of recommendations associated with employing participatory methods within and between national-level stakeholder teams. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01