The workshop also focused on taking workshop participants from practice to theory and back to practice. This process involved an analysis of the context of globalization and current policy reforms within which active learning is being promoted, by Marjorie Mbilinyi of HakiElimu. The results of the national participatory poverty assessment were used by Kate Dyer to explore grassroots expectations for education in that context. The need to develop flexible learning methodologies that are sensitive to individual differences among pupils was emphasized in a presentation by Professor Mwajabu Possi on multiple intelligences. The contribution which REFLECT methodologies have made to raise community awareness and link analysis to action was also analyzed, drawing on experiences in Ghana and India by means of a documentary film, and verbal presentations of its issues in Tanzania by Wilson Manyiri and Tibuhinda Audax.
The Context of Active Learning in Tanzania
Professor Marjorie Mbilinyi, from HakiElimu, structured the presentation in the following manner. The theme in this session was establishing justification for why active learning is important in the Tanzania
Assumptions on development
The presenter began by posing a strategic question, what do we want? This was answered as: participation in decision-making and, participatory development where all people benefit in terms of resource management and budgetary monitoring. The second question was what are the challenges to that? The challenges included: the issue of an autonomous sustainable development; the challenges of global capitalism; the forces of Neo-liberalism; and, the demise of socially oriented ideologies.
These challenges were viewed in the context of growing inequity and ingenuity; marginalization of various people; and the vagaries of HIV/AIDS. There was a growing popular resistance to patriarchy, class exploitation and corporate led globalization. People were in search of better livelihoods and jobs (formal and non formal) and more direct control over basic resources at all levels. Many activists called for power sharing and resource redistribution, in place of poverty reduction.
Development of policy context
Opportunities for participation in policy formulation, implementation and monitoring have increased for NGOs and to lesser extent, communities and individual citizens as a result of recent policy reforms. These include Poverty Reduction Strategy (PRS), Public Expenditure review (PER), and Local Government Reforms (LGR), including the push for village democratization through village assemblies (Mkutano Mkuu). The Primary Education Development Program (PEDP) has provided an expanded space for local participation directly through school communities.
At the same time, activists at all levels were engaged in action to transform the power structure at all levels. Space for decision making also existed and was being contested within the family, community and civil society itself, often led by women, youth, the poor and the marginalized.
What then is needed to meet these challenges?
The presenter identified the following requirements as crucial: critical analytical skills; problem solving; creativity; self confidence; planning skills; leadership skills; animation skills; collective organizing skills; knowing the right questions to ask; access to information; holistic understanding of society; and, knowledge of human rights. These were therefore the elements which constituted the context within which the active learning approach is being discussed, promoted and suggested for mainstreaming.
What the Tanzania Participatory Poverty Assessment (PPA) suggests people want out of schooling
Kate Dyer from “Maarifa ni Ufunguo”, wanted to show what people were saying about what they wanted from education or schooling in Tanzania, and to compare this with the points the previous presenter had made in terms of knowledge and skills to meet current development challenges..
What is Tanzania
Participatory Poverty Assessment (PPA) which was part of the national poverty monitoring structure) was carried out in 30 selected areas within mainland Tanzania
The presentation related active learning to what people had to say as regards knowledge, skills, and values and attitudes. Maarifa Ni Ufunguo used the findings of the PPA in order to prepare a policy brief on Education and Vulnerability. One focus of this was to document what people wanted to get out of schooling.
What people are saying about knowledge: The importance of knowledge acquired in school is in its relevance to their daily life after schools - (This includes for example improved farming methods), knowledge of finance institutions; legal awareness; awareness of relevant policies (e.g., land; coping with HIV/AIDS; and how to run a cooperative).
What people are saying about skills: they want to acquire: critical and creative thinking - (You can teach agricultural science or English or Kiswahili in a way which provides for; problem solving and not rote learning). They want to participate - (This is skill which can be learned through school barazas, school committees and through being listened to. However negative lessons about participation can also be learned.
What people are saying about values and attitudes?
a) People want hope and optimism. The opposite is reinforced by failures in examinations.
b) People want to learn about cooperation. Collaborative as opposed to individualized learning).
c) Equitable use of power. Some pupils reported in the PPA that they had learned negative lessons about power from the way teachers were felt to abuse pupil work on self reliance plots. They said “we work but who ultimately consumes?”
d) Equal opportunities and rights – (e.g., especially the rights of marginalized people).
e) People want participation and governance, and they need to have confidence in structures and their ability to make real decisions.
The study also found out that extension services by and large, did not reach the poorest and most marginalized in the country. As regards access to information through the media, women in Same District, for example, said that they didn’t have radios or enough time to sit and listen, so if they didn’t get information through schooling things would have been even worse for them. School, therefore, was critical for enabling most people acquire practical life skills.
Conclusion
The strongest impact on vulnerability to poverty happens when government initiatives complement what people are doing and asking for. If this was what people were saying they needed out of schooling and education, what can we do to ensure they get it?
Comments on the Presentation
· School premises have been encroached and occupied illegally by local communities in search of land.
· Mutual trust seems to have vanished among senior and junior education officers.
· Obstacles faced by girl pupils hamper gender rights and development.
· What people want is very complex and complicated.
· The existing education system discourages creativity and skills among teachers and pupils.
· Low quality education has severely reduced the attractiveness for teaching as a profession.
· An education system that cannot meet the needs of learners should be changed immediately.
· A teacher is a human being and so he/she needs similar levels of work privileges as others.
· Globalization influences and bad governance threaten to destroy basic education.
Multiple Intelligences
Professor Mwajabu Possi, from Tanzania School of Journalism, started with a definition of multiple intelligence and learners in the Tanzania
On how Tanzania
Comments on the Presentation
a) Based on experience with street children, it is possible to increase the focus on multiple intelligences to include alternative education.
b) Self-confidence and the ability to express oneself are key results in active learning.
c) Teacher observations are vital and important in identifying multiple intelligences.
d) There is a need for more research on training of teachers to produce the desired quality.
e) Pupils who are slow catchers should not be underestimated. Their strength may lie at some point of learning.
f) Recent studies show that when teachers are assisted in their daily activities perform better, but existing constraints demoralize their work.
Video Film on REFLECT Methodologies (Lines in the Dust)
The contribution which REFLECT methodologies have made to raising community awareness and linking this to adult literacy was explored through a video. REFLECT is an innovative approach to adult learning and social change currently being used by over 350 organisations in 60 countries. It enables groups to develop their own learning materials by constructing maps, calendars and matrices or through drama, songs and story telling which capture social, economic, cultural and political issues from their own environment. In the process, the development of literacy and communication skills becomes linked with people’s engagement in wider processes of development and social change. Examples given in the video showed how a village trader in rural Ghana learned to challenge traditional gender roles, and a marginalized farmer in India
Comments on the Video
a) Most of the people in the video changed their perceptions on gender relations.
b) There was an element of discouragement in promoting wide spread gender sensitizations.
c) Community members from different age groups e.g. husbands, wives, men, women, boys, girls, children, all participated effectively in the REFLECT exercises.
d) Local tools available in the local rural environment were largely utilized in the exercises.
e) Questions were asked why rural oriented businesses were always not so successful.
f) The video showed many aspects of facilitating people to build self-confidence and self-expression.
REFLECT methodologies in Tanzania: Contributions from Aide et Action and Save the Children
The presentation was done by Wilson Manyiri's Presentation from Aide et Action, in Mwanza Region. Based on utilization of REFLECT methodologies in Tanzania
Magu District has 39 primary schools, while Misungwi District had 24 such schools. There were 5 Community based Organisations (CBOs) in Magu district. The District Executive Committees played a very important role in management of the schools. The first question posed by the presenter was, how are the REFLECT methods used in the two Districts? This was answered by the observation that, these methods were engaged through REFLECT circles (‘miduwara’), wherein there were discussions, identification, and analysis of problems in the community infrastructure, as well as the quality of services. The ‘mduwara’ were also used in finding appropriate solutions to the identified problems. The method was seen as effective in facilitating community members be involved in addressing their issues and also promoted free discussion by all.
The second question by the presenter was, ‘what are the challenges of REFLECT methodologies?’ these were identified as being: time constraints, heavy work load, and absence of allowances. As concerns achievements of REFLECT methods, it was observed in Mwanza that these were mainly two: SCF members training to spearhead the process and the integration with other approach Aide et Action.
Active Learning in the Context of PEDP - Save the Children (UK
Another presentation was made by Tibuhinda Audax, from Save the Children (UK) Mtwara. Audax focused on their Pilot Programme on Active Learning, Child Friendly Methods. The pilot project was being implemented within the context of PEDP. Save the Children Education Project in Mtwara was working in partnership with the Mtwara Rural District Council. The Council’s Education Department was piloting active learning and children friendly methods in schools within the district. The program started in December 2002 with the training of all teachers in 5 pilot schools. It was agreed in the beginning that Standard 3 to be taken as the pilot class in all 5 schools. The objective was to promote child-friendly approaches in teaching, and promoting listening to children's views at classroom level.
Training materials and training process
To start with, Save the Children (UK
a) Children's experience.
b) Listening to children.
c) Learning experiences.
d) How children learn.
e) Recognizing children learning style.
f) Positive and negative aspects of teaching.
g) Teacher - student relations.
h) How to motivate children into learning.
i) Teachers’ classroom practice and relevance.
j) Teachers' experience in using community resources.
k) Relating classroom learning and out of classroom situations.
l) How to make learning active.
m) Teaching aids: selection and use.
n) Teachers' self-evaluation.
o) Student assessment.
p) Visual spatial skills.
q) Kinesthetic skills.
r) Speaking and listening skills.
s) Reading
t) Numbers and logic.
u) Music.
v) Practical sessions: preparing teaching Aids.
w) Lesson planning for microteaching.
x) The convention on the rights of the child.
y) The implications of the CRC for teachers.
z) Classroom case studies and the CRC.
aa) Awareness-raising for children's rights
Other materials included: Learner Centered Education Module (from Namibia
The Save the Children (UK) training is a continuous process that employs some of the children participation techniques (children analyze their school situation; developing their notion of an ideal school and ideal teachers; and making presentations during training sessions). Training of facilitators was also executed, focusing on techniques of how to enable children to participate and work effectively through participatory methods. Facilitators provided assistance in the classrooms; while teachers made self-evaluations, and other teachers made comments and provided assistance wherever necessary. Implementation involved the school children in doing their evaluation and reflection in a participatory way. This process created numerous benefits for teachers and pupils, such as:
From the teachers perspective
1) Teachers have improved their teaching methods and use of teaching aids.
2) Teachers are much more competent with subject content and are not skipping topics.
3) They have developed peer assistance approaches and developed classroom monitoring and evaluation system.
4) Teachers have introduced remedial teaching in their schools.
5) Teachers have reduced corporal punishment and in most cases, if necessary to punish, they administer the punishment in a more humane manner.
6) Teachers have gained more knowledge in child rights, and how to promote child participation. Other teachers are slowly changing their attitudes.
7) Children are becoming more active in the whole learning process.
From the child's perspective
2) Teachers are using teaching aids and some are using locally made materials.
3) Practical exercise sessions have increased.
4) Teachers are giving more examples and explanations.
5) Teachers are involving children in groups or at individual level.
6) Some teachers start with the known going to the unknown in the learning process.
7) Children say the more they are involved in discussions especially in their groups. The more they understand the lesson the more confidence is built.
8) Children now consider themselves as a source of answers and solutions.
9) Most teachers have changed their attitude in using corporal punishment strokes and bad language while teaching.
10) Teachers are now giving more time in guidance, counseling and listening to children. The approach has developed better discipline among pupils.
11) Schools have established a system for remedial teaching, especially for pupils who cannot read or write.
12) Meanwhile, pupils say things could have improved more. Those who cannot read or write cannot participate fully in the learning process.
Problems and Challenges
Problems or challenges were similarly experienced, and some of these were shared by the presenter. The challenges listed are:
1) Not all teachers have changed; some are still using old traditional methods and they are not ready to change. Children complain of such teachers, because they frighten them. The result is pupils fail to ask questions even if they don't understand. Subjects taught in this way are disliked by pupils.
2) Lower primary school classes with higher numbers of pupils (e.g., over 40 pupils, and sometimes upwards to 100+), face difficulties in applying active learning techniques.
3) Some pupils cannot read and write and this hinders their effective participation.
4) Some teachers have high workloads; meanwhile active learning methods have plenty of preparations and a good number of teaching aids. (Teacher-Pupil Ration of over 1:45).
5) Shortage of teaching and learning materials (e.g., textbooks, teaching aids, exercise books) and, also limited time (e.g., 40 minutes for a lesson).
6) Inadequate knowledge of local dialects by the teachers restricts communication with standard 1 pupil.
Plenary Discussion of Broader issues coming from other inputs from the morning
After the well-presented experiences, the workshop provided space for discussion of broader issues on the same topic. Comments included:
1) Teachers are working and living in poor conditions, this subdues their morale.
2) School committees are elected by community members, and not appointed.
3) There is need to review teachers’ remuneration package and salaries.
4) There is a re-emergence of class divisions among communities which can affect the child’s ability to learn.
5) What can we do to improve our active learning in primary schools?
6) There is a need for strategies to foster wider empowerment in primary schools and the education sector in general.
7) We should set our objectives on improving working and living conditions for teachers.
8) Issues of threats and harassment against teachers should be dealt with effectively.
9) Teachers should be duly promoted and their incentive packages improved.
10) The poor working environment in most primary schools affects the respect and status of teachers and the teaching profession.
11) The overriding question is, what should we do in order to make the teaching profession more attractive to other people?
12) The large size of the curriculum is impeding faster and better learning.
13) The existing examination system is focused at testing retention skills, or rather it only tests what the pupil’s memory has retained; it does little to facilitate active learning.
14) It is important to recognize that Teachers are making great efforts in educating pupils in such poor conditions, as is the case today.
15) Active learning is the best way forward.
16) Focusing on TRCs may not be the best solution for all the teachers.
17) Need for increased tracking of disbursement of education funds.
18) There is need to place more importance on enabling pupils to know their rights and duties.
19) There are rights and duties or responsibilities for all.
Revisiting our Understanding of Active Learning
The REFLECT session was followed by a session on revisiting our understanding of the concept of active learning. Sub-groups which were based on sector or interests. These were: Early childhood Care and Development (ECCD), Teachers Resource Centers (TRC), Primary Schools, Curriculum Developers, Teacher Trainers, and NGOs. The questions the groups were to address were: what are the implications of active learning to this group? What are the opportunities for carrying it forward at the present time
ECCD Group
Observations were:
a) A teacher should have the ability to identify and understand the child's needs.
b) A teacher should be both creative and committed to utilizing the necessary skills in his/her work. S/he must have good communication skills.
c) A teacher must be ready to act.
d) Parents and teachers should be able to follow up the child's development and help the child succeed.
e) An employer should be ready to listen to the needs of the employee (teacher).
f) A child should be given enough opportunity to develop learning skills, tools, time management, and so on.
Comments on the ECCD Observations
a) If the society is ready about active learning, then it can be achieved.
b) How do you help the child to identify their needs without active learning?
c) The Ministry of Education & Culture has issued a circular that calls upon every primary school to have a pre-school facility. But in what capacity could each primary school establish such special classes?
TRC Group
Observations made in the TRC group started with identifying the TRC objectives for promoting active learning, which were stated as being:
a) To develop teacher’s ability and skills;
b) To educate the local community on issues of children’s learning; and,
c) To share and exchange information between teachers
The present TRC status was such that there were about 500+ Centers in the country. Most are supported by MoEC and some are under NGOs. Then the group looked at challenges facing the TRCs. These included: lack of funds and, issues on ownership.
Regarding TRCs position on promotion and advancement of active learning, it was noted that they were positioned towards:
a) Empowering TRC facilitators in active learning methods;
b) Establishing multiple links with other actors;
c) Conducting evaluation on progress;
d) Creation of practical tools; and,
e) Mainstreaming active learning at the national level.
Primary School Level Group
Observations were:
a) Creating awareness on active learning in all schools.
b) Sensitizing teachers in active learning through in-service training.
c) Engaging active learning methodologies into in-service training including: role plays; games; miming; rhymes; flash discussion; debate; involvement of students in the improvisation of teaching and learning aids; dramas; visits; problem solving; and, use of learning and teaching materials.
d) Creating a conducive environment which enables teachers to practice active learning (e.g. manageable class sizes; enough time for presentation; and, adequate periods and personal involvement).
e) Establishing appropriate incentives for teachers.
f) Payment of salaries on time.
g) Establishing a system of recognizing good practice which is shared among schools.
Comments on the Primary School level Group Observations
a) Recent research in Tanzania shows that the hours taught by teachers in the PEDP program are less than those compared to their counterparts in Kenya
b) There is a problem of underutilization of teaching capacity.
c) Why is leave given for 45 days and not the stipulated 25 days?
Curriculum Group
The group observed:
a) Need to reduce the size of the curriculum.
b) Need to understand the reasons from multiple stakeholders as to why the curriculum should be downsized.
c) Emphasis that the revised curriculum should include active learning approach.
d) Teacher and learning guide and materials should also be made available.
e) Examinations should reflect active learning approach.
Teacher Training Group
Observations were:
a) Incorporate active learning in all training programs.
b) Designing active learning into in-service training programs for existing teachers.
c) Training new and existing teachers on how to make and use teaching aids from locally available materials.
d) Encouraging sharing of teaching and learning aids from TRCs in pursuit of promoting active learning.
e) Creating lessons plans that accommodate the requirements of the present time.
f) Capacity development of all practitioners within the education sector.
NGOs promoting Active Learning Group
Observations made in the NGO group provided the following information as regards the need for fostering active learning in primary schools.
a) Developing competence and capacity among existing teachers in regards to active learning in schools.
b) Training of teachers on active learning.
c) All stakeholders should encourage collaboration between NGOs which promote active learning and the Teacher Training Colleges offering training on active learning.
d) Organising monitoring and evaluating the implementation of active learning.
Taken from a Report by Edward Hiza Mhina. “Understanding what Child Friendly Learning and Teaching means in the Context of PEDP.” 4th to 6th November, 2003. White Sands Hotel, Dar es Salaam.
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