A Framework for Using Qualitative Research To Inform Policy-Makers and Empower Practitioners: Lessons from Madagascar.

Autor/inn/en	Heneveld, Ward; Craig, Helen
Titel	A Framework for Using Qualitative Research To Inform Policy-Makers and Empower Practitioners: Lessons from Madagascar.
Quelle	(1995), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Developing Nations; Educational Environment; Educational Policy; Educational Quality; Effective Schools Research; Elementary Education; Foreign Countries; Outcomes of Education; Qualitative Research; School Effectiveness; Teacher Influence; Theory Practice Relationship; Madagascar + Suchen Sie Ihr Suchwort? Schulleistung; Developing country; Developing countries; Entwicklungsland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Schulforschung; Elementarunterricht; Ausland; Lernleistung; Schulerfolg; Qualitative Forschung; Schuleffizienz; Theorie-Praxis-Beziehung; Madagaskar
Abstract	National education policy reforms often do not translate into changes at the classroom level. This paper presents a conceptual framework developed for Sub-Saharan Africa to assist policy-makers in bridging the gap between school practice and national policies. It also describes how the framework was applied to current school-improvement efforts in Madagascar. The framework identified 16 school-effectiveness factors and divided them into five main categories--supporting inputs, enabling conditions, school culture and climate, and the teaching/learning process. The Madagascar Quality Study, conducted as part of a larger World Bank research effort, sought to identify the school-level factors that most influence student learning and academic persistence. The World Bank report relied on three different studies to assess the quality of primary and secondary education in Madagascar: (1) the Quality Study, a case-study analysis of 36 schools 12 at each of the primary, junior secondary, and senior secondary cycles of the system; (2) a quantitative assessment of the achievement scores of 2,874 students in 181 primary schools, conducted by the French government; and (3) a quantitative study on dropouts, conducted by the Ministry of National Education. Findings indicate that three key factors affected primary schools--school leadership, community participation, and teachers' guides/textbooks. It is recommended that improvement efforts at the primary level should focus on strengthening school leadership, providing more learning materials, and fostering community support. Other suggestions include: (1) create and sustain a positive climate for educational reform; (2) give primary and secondary education priority over higher education in budget allocations; (3) favor instructional purposes in budget allotments; and (4) invest in more and better facilities and equipment. Three figures and one table are included. The appendix contains examples and indicators of school effectiveness. Contains 11 references. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC