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Volumn 43, Issue 1, 1999, Pages 36-63

Including local priorities to assess school quality: The case of save the children community schools in Mali

(1)  Muskin, Joshua A a  

a NONE

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EID: 0033249364     PISSN: 00104086     EISSN: None     Source Type: Journal    
DOI: 10.1086/447544     Document Type: Article
Times cited : (9)

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    • note
    • This 3-year recruitment cycle did not happen, with only one of the 4-year schools initiating a second cohort. See Muskin, "An Evaluation"; for a discussion of this situation.
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    • For a more complete assessment of the operational aspects of the Community School model and experience, see Muskin, "An Evaluation"; and Jean-Pierre Vélis, Blazing the Trail: The Village Schools of Save the Children U.S.A. in Mali, Education for All Making It Work Innovation Series, no. 4 (Paris: Unesco, 1994).
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    • The current article is based on an evaluation of Save the Children's community schools project in Kolondiéba, Mali, organized jointly by Save the Children and the Institute for Policy Reform, the latter contracted by USAID's Human Resources and Democracy Division of the Office of Sustainable Development, Bureau for Africa. The evaluation was implemented jointly by researchers from Mali's Ministry of Education and Institute for Policy Reform, with agents from Save the Children (from both Mali and the United States) playing significant direct roles in both the preparatory and the implementation phases of the study. The field research portion of the evaluation occurred over 3 weeks in March and April 1996.
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    • The members of the evaluation team debated seriously the potential that testing the two groups in different languages would compromise the ability to compare results, worrying both that the Government School students would be unfairly disadvantaged by taking the test in French and that the equivalence of the different test items could not be guaranteed, especially for the language test. The two languages were maintained largely to respect the students' respective academic experiences. In addition, most of the arithmetic questions required the students to work with shapes and numbers, so language skill was less relevant. Perhaps most important, however, the evaluators consider that the choice of French or Bambara as the medium of instruction, not to mention as the ultimate literacy futures for the two groups of students, is a purposeful pedagogical choice for the two models, so the test language should reflect this. The evaluators do admit the possibility that the language difference was important but stand by the decision because the results of same-language tests would have been equally problematic. There is surely room for further study to test some of the assumptions of this decision.
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    • (1981) Schooling and Language Minority Students: A Theoretical Framework
  • 46
    • 85033948146 scopus 로고    scopus 로고
    • note
    • It should be noted that Save the Children took special care with the first group of schools to involve villages and create conditions that would maximize the potential for success, which might also explain the greater differences. However, several project administrators, teachers, and others identified factors that might disadvantage this inaugural group of schools: (1) a too great age range for the students enrolled, affecting both student-student and student-teacher dynamics; (2) ongoing "fine tuning" of pedagogical materials and delays in their delivery to the teacher and classroom; (3) devising effective strategies for teacher training, monitoring and support; and (4) an exaggerated attrition rate in this first class because of the many older students, with more boys leaving to find work in Côte d'Ivoire (the custom in the region) and more girls leaving to marry.
  • 47
    • 85033959165 scopus 로고    scopus 로고
    • n. 12 above
    • Muskin, "Primary Schooling" (n. 12 above), pp. 339-51, found that a major factor in Côte d'Ivoire's abandoning its televised primary education experiment of the 1970s was the inability of the program's graduates to conform to the conventional, rote style of instruction that they faced in their secondary level classes. Their primary schooling had featured a learner-centered approach, emphasizing the expressive participation of the students.
    • Primary Schooling , pp. 339-351
    • Muskin1
  • 48
    • 85033956173 scopus 로고    scopus 로고
    • note
    • Indeed, some of the Malian evaluators had originally agreed only reluctantly to employ this test, protesting that it would unfairly disfavor the GS students, for whom these topics do not figure explicitly in their formal curriculum.
  • 49
  • 50
    • 85033970323 scopus 로고    scopus 로고
    • note
    • In some of the smaller communities, government schools use a 2-year recruitment cycle, so some schools have only a composition of first, third, and fifth grades or second, fourth, and sixth grades.
  • 51
    • 85033955137 scopus 로고    scopus 로고
    • note
    • This figure is calculated without the inclusion of the dropout numbers for the fourth-year school of Koloni-Boundio. The reason for this exclusion is that this school suffered some extraordinary circumstances, such as the death of one teacher and the temporary abandonment of the other. As a consequence, the village now has just one cohort, with over half the original recruitment class now gone. The adoption of such statistical poetic license for the current study should not be seen as a diminution of the consequence of such occurrences. Unfortunately, death and prolonged unexcused absences by teachers are real factors in Mali. The case of Koloni-Boundio may be seen as pointing out the relative vulnerability of the CS model in such situations, although it may be seen as an extreme coincidence that these two unfortunate events happened in the same village. Indeed, after the one teacher's death, the other teacher simply took over the second cohort as well, much as happens in similar circumstances in government schools.
  • 52
    • 85033946664 scopus 로고    scopus 로고
    • note
    • The need for this somewhat clumsy, bifurcated approach rests on the limited overlapping of the two samples. Despite the evaluators' efforts to gather household data for every student for whom personal and family data were gathered, various circumstances prevented this from occurring. Consequently, while the sample sizes for each data set are ample (about 180 for each), when merged, the number of cases covered by both sets dropped to only 44.
  • 53
    • 85033954076 scopus 로고    scopus 로고
    • note
    • A second, "fixed-effects" regression model, which added to the aggregate "Save the Children" variable a sequence of "dummy" variables for each individual school (less one), was also employed in order to determine if the effects that might appear attributable to the Save the Children variable, a program effect, are not really masking what might better be explained by individual school effects. This complementary analysis showed that the inclusion of the individual school variables not only does not rob the Save the Children dummy variable of any robustness or significance, it seems to attribute even more explanatory value to this program effect.
  • 54
    • 85033946850 scopus 로고    scopus 로고
    • note
    • The values presented were generated from 1-hour observation sessions conducted by two (sometimes three) evaluators, usually involving the assessment of two lessons. After the observations, the evaluators compared notes and completed three different observation guides, the third of which served as a more general summary of the other two. This is the one that is analyzed here.
  • 55
    • 85033973748 scopus 로고    scopus 로고
    • note
    • The results of any classroom observation activity cannot be assumed to fully represent a teacher's classroom management style. First, there is virtually no chance that a teacher uses the full range of his or her techniques or approaches in any single or restricted group of classes. This is especially true when the ealuator has observed only a very limited sample of the full range of topics taught, as was the case with the present evaluation. Second, it should be expected that both the teacher's and the students' performances are altered by the presence of strangers in the classroom. The present evaluator's experience has shown that teachers in such instances tend to emphasize lessons and techniques that favor discipline and chances for students to demonstrate mastery; frequently the review of a recent lesson. Finally, every evaluator brings to such observation exercises his or her own biases, which must also influence these subjective valuations.
  • 56
    • 85033944068 scopus 로고    scopus 로고
    • See Cummins (n. 21 above); California Office of Bicultural Education (n. 21 above)
    • See Cummins (n. 21 above); California Office of Bicultural Education (n. 21 above).
  • 58
    • 85033962352 scopus 로고    scopus 로고
    • note
    • The Nouvelle Ecole Fondamentale initiative announced by the minister of national education in 1994 established a plan for expanding access to schooling that closely resembles the Save the Children's (and others') CS approach in Mali, including instruction in the mother tongue in the early grades and the full incorporation of local knowledge into the curriculum.


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.