Chapter 1 - Introduction

Rationale for the study

There is a paucity of research into children’s learning in developing countries. The studies which do exist, mostly describe the quality of an educational system, or part of the system, in terms of ‘input’ into the teaching process (teachers, equipment, materials, etc.) or look at student achievement in relation to these inputs (Jansen, 1995; Lockheed and Verspoor, 1991). Such studies are often conducted outside the real context of the classroom and are largely summative. There is very little research which uses ‘insider perspectives’ (Prophet & Rowell, 1990; Sato, 1990) of what happens in schools and classrooms, nor are there many studies which have adopted approaches which were able to monitor standards over time.

Moreover, although teachers are the most natural ‘insiders’ and indeed carry out assessments into children’s learning, the methods of assessment, recording and interpreting learning outcomes they currently use rarely provide adequate information upon which to make judgements about the quality of education. It was to address these two needs that this study into the quality of learning and teaching in two developing countries was undertaken.

Aims of the Study

The main aim of the study was to develop a framework in which the achievements of primary aged children in Malawi and Sri Lanka in Literacy and Mathematics could be described. This objective was to be achieved through a methodology which involved developing appropriate protocols for classroom-based assessments, collecting evidence of children’s work, and recording their achievements in terms of literacy and numeracy ‘profiles’.

The specific aims of the study were

i. to develop a profiling system capable of providing reliable and valid indicators of children’s learning at particular stages of primary schooling

ii. to enhance the capacity of teachers to collect information about children’s learning and to keep records of their achievements.

The research fell broadly within the tradition of developmental and ‘interventionist’ approaches encouraged by socio-cultural and activity theorists (Cole 1995;1998; Wertsch et al 1995). The methodological approach adopted was based on the belief that socio-cultural studies should be involved in changing, and not just examining, human action and the cultural, institutional and historical settings in which it occurs (Wertsch, del Rio and Alvarez 1995:29).

Thus, the research approach adopted in this study set out to bring about changes to learning and teaching through encouraging teacher and pupil activity. The ultimate gaol was to achieve ‘sustainable new systems of activity in existing institutions’, (Cole 1995:199)

There were five broad stages of the research process. 30 teachers in each country were involved in:

i. Reviewing the learning requirements as stated in curricula, syllabi, and textbooks in each country for particular stages of primary schooling;

ii. Establishing standards and norms based on their professional experiences and an emerging literature on learning;

iii. Developing procedures for assessment;

iv. Administering assessment tasks, collecting evidence of children’s achievements and recording outcomes;

v. Developing profiles of children’s achievements