Strengthening Child Inclusion in the Classroom in Rural Schools of Pakistan and Afghanistan: What Did We Learn by Testing the System Dynamics Protocol for Community Engagement?

Autor/inn/en	Trani, Jean-François; Bakhshi, Parul; Mozaffari, Alan; Sohail, Munib; Rawab, Hashim; Kaplan, Ian; Ballard, Ellis; Hovmand, Peter
Titel	Strengthening Child Inclusion in the Classroom in Rural Schools of Pakistan and Afghanistan: What Did We Learn by Testing the System Dynamics Protocol for Community Engagement?
Quelle	In: Research in Comparative and International Education, 14 (2019) 1, S.158-181 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499919829230
Schlagwörter	Foreign Countries; Access to Education; Rural Schools; Equal Education; Educational Quality; Elementary Education; Group Dynamics; Workshops; Models; Inclusion; Parent Role; Teacher Role; Teaching Conditions; Educational Environment; Poverty; Social Justice; Pakistan; Afghanistan + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Quality of education; Bildungsqualität; Elementarunterricht; Gruppendynamik; Lernwerkstatt; Schulung; Analogiemodell; Inklusion; Parental role; Elternrolle; Lehrerrolle; Lehrbedingungen; Unterrichtsbedingungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Armut; Soziale Gerechtigkeit
Abstract	Access to education has been the central tenet of the Millennium Development Goal 2, which focused strongly on increasing enrolment yet failed to promote education quality and equity and address contextual complexities that sustain exclusion. As a consequence, many children are not learning. There is growing recognition that effective, efficient and equitable education for all will not be achieved without better accountability. The present paper details innovative methods for strengthening the learning process through better social accountability. The paper defines and tests in rural schools of Afghanistan and Pakistan a community-based system dynamics protocol using participatory group model building (GMB) techniques. We tested the protocol with two groups of teachers and one group of children, with the three produced causal loop diagrams highlighting factors that influence learning in the classroom from the perspectives of the participants. The sessions showed interest, engagement, quick mastery of how GMB methods work and clear understanding of how the current classroom system hinders learning for many students. Researchers found that large autonomy and initiative could be left to the workshop participants, keeping the facilitator's role to one of explaining the method and asking clarification about causal relations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01