Contextualising teaching and learning in rural primary schools

118 Pages·2005·0.39 MB·English

Contextualising teaching and
learning in rural primary schools:
Using agricultural experience -
Volume 1 - Education Research
Paper No. 20, 1997, 64 p.
Table of Contents
EDUCATION RESEARCH
Peter Taylor and Abigail Mulhall
May 1997
Serial No. 20
ISBN: 1 86192 045 8
Department for International Development
Table of Contents
Department for International Development - Education papers
List of DFID education papers available
List of acronyms
1. Executive summary
2. Context of the research/terms of reference
2.1 Background
2.2 Purpose of the field research
2.3 Methodology
2.4 Outcomes
3. The state of primary school education in developing countries
3.1 The benefits of primary schooling
3.2 Trends in primary education provision
3.3 EFA and gender
3.4 Spending on primary education
3.5 Recent donor strategies for primary education
3.6 Constraints on primary education provision
3.7 Educational innovations
3.8 The focus of this research
4. Primary schooling in rural areas
4.1 The learning environment
4.2 Innovations at school level
4.3 Contextualising teaching and learning
4.4 Using agricultural experience as a medium for contextualisation
5. Contextualisation - Implications for practice
5.1 Contextualising teaching of a subject-based curriculum
5.2 Contextualising language
5.3 Contextualising science
5.4 Contextualising mathematics
5.5 Contextualising food, nutrition and health
5.6 Contextualising social studies
5.7 Application of the theory into practice
6. The role of agriculture as a contextualising subject in primary school education:
Examples of practice from the literature
6.1 Malaysia
6.2 Uganda
6.3 Cameroon
6.4 Jordan
6.5 Papua New Guinea
6.6 Sri Lanka
6.7 Tanzania
6.8 Brazil
6.9 Kenya
6.10 India
6.11 Colombia
6.12 Ethiopia
6.13 Zambia
6.14 Guatemala
6.15 Lessons learned
7. The research study
7.1 Aims of the field research
7.2 The research questions
7.3 The research methodology
7.4 Summary of the country studies
7.5 Issues and implications from the research findings
8. Issues and implications from the research
8.1 Issues
8.2 Implications for contextualising teaching and learning
8.3 Opportunities for further research and intervention
9. References
Contextualising teaching and learning in rural primary schools: Using agricultural
experience - Volume 1 - Education Research Paper No. 20, 1997, 64 p.
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Department for International
Development - Education papers
This is one of a series of Education Papers issued from time to time by the Education
Division of the Department for International Development. Each paper represents a
study or piece of commissioned research on some aspect of education and training in
developing countries. Most of the studies were undertaken in order to provide informed
judgements from which policy decisions could be drawn, but in each case it has become
apparent that the material produced would be of interest to a wider audience,
particularly but not exclusively those whose work focuses on developing countries.
Each paper is numbered serially, and further copies can be obtained through the DFID's
Education Division, 94 Victoria Street, London SW1E 5JL, subject to availability. A
full list appears overleaf,
Although these papers are issued by the DFID, the views expressed in them are entirely
those of the authors and do not necessarily represent the DFID's own policies or views.
Any discussion of their content should therefore be addressed to the authors and not to
the DFID.
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Contextualising teaching and learning in rural primary schools: Using agricultural
experience - Volume 1 - Education Research Paper No. 20, 1997, 64 p.
[Previous Page] [Table of Contents] [Next Page]
List of DFID education papers
available
No. 1 Pennycuick, David. 'SCHOOLS EFFECTIVENESS IN DEVELOPING
COUNTRIES: A SUMMARY OF THE RESEARCH EVIDENCE' ISBN: 0
902500 61 9
No. 2 Hough, J.R. 'EDUCATIONAL COST-BENEFIT ANALYSIS' ISBN: 0
902500 62 7
No. 3 Gray, Lynton et al (Staff College) 'REDUCING THE COST OF
TECHNICAL AND VOCATIONAL EDUCATION' ISBN: 0 902500 63 5
No. 4 Williams, E. 1993 'REPORT ON READING ENGLISH IN PRIMARY
SCHOOLS EN MALAWI' ISBN: 0 902500 64 3
No. 5 Williams, E. 1993 'REPORT ON READING ENGLISH IN PRIMARY
SCHOOLS IN ZAMBIA' ISBN: 0 902500 65 1
No. 6 Lewin, Keith. 1993 'EDUCATION AND DEVELOPMENT: THE ISSUES
AND THE EVIDENCE' ISBN: 0 902500 66 X
No. 7 Penrose, Perran. 1993 'PLANNING AND FINANCING: SUSTAINABLE
EDUCATION SYSTEMS IN SUB-SAHARAN AFRICA' ISBN: 0 902500 67
8
No. 8 (not issued)
No. 9 Brock, C and Cammish, N.K. 1991 'EDUCATION RESEARCH: FACTORS
AFFECTING FEMALE PARTICIPATION EN EDUCATION IN SIX
DEVELOPING COUNTRIES'
No. 10 Rogers, Alan. 1994 'USING LITERACY: A NEW APPROACH TO POST-
LITERACY METHODS'
No. 11 Mcgrath, S. King, K. et al. 1995 'EDUCATION AND TRAINING FOR THE
INFORMAL SECTOR' Vol. and Vol. 2 - Case studies. Vol. 1 ISBN: 0
902500 59 7 Vol. 2 ISBN: 0 902500 60 0
No. 12 Little, Angela. 1995 'MULTI-GRADE TEACHING: A REVIEW OF
RESEARCH AND PRACTICE' ISBN: 0 902500 58 9
No. 13 Bilham, T. Gilmour, R. 1995 'DISTANCE EDUCATION IN ENGINEERING
FOR DEVELOPING COUNTRIES' ISBN: 0 902500 68 6
No. 14 Bamett, E. de Koning K., Francis, V. 1995 'HEALTH & HIV/AIDS
EDUCATION IN PRIMARY & SECONDARY SCHOOLS IN AFRICA &
ASIA' ISBN: 0 902500 69 4
No. 15 Gray, C. Warrender, A.M. Davies, P. Hurley, G. Manton, C. 1995 'LABOUR
MARKET SIGNALS & INDICATORS' ISBN: 0 902500 70 8
No. 16 Lubben, F. Campbell R. Dlamini B. 1995 'IN-SERVICE SUPPORT FOR A
TECHNOLOGICAL APPROACH TO SCIENCE EDUCATION' ISBN: 0
902500 71 6
No. 17 Archer, D. Cottingham, S 1996 'ACTION RESEARCH REPORT ON
REFLECT' ISBN: 0 902500 72 4
No. 18 Kent, D. Mushi, P. 1996 THE EDUCATION AND TRAINING OF
ARTISANS FOR THE INFORMAL SECTOR IN TANZANIA' ISBN: 0
902500 74 0
No. 19 Brock, C. Cammish, N. 1997 'GENDER, EDUCATION AND
DEVELOPMENT - A PARTIALLY ANNOTATED AND SELECTIVE
BIBLIOGRAPHY' ISBN: 0 902500 76 7
OTHER DFID EDUCATION STUDIES ALSO AVAILABLE
Threlfall, M. Langley, G. 1992 "CONSTRAINTS ON THE PARTICIPATION OF
WOMEN IN TECHNICAL COOPERATION TRAINING DUE TO LACK OF
ENGLISH LANGUAGE SKILLS'
Swainson, N. 1995 'REDRESSING GENDER INEQUALITIES IN EDUCATION'
Wynd, S. 1995 'FACTORS AFFECTING GIRLS' ACCESS TO SCHOOLING IN
NIGER'
Taylor, P. 1995 'CONTEXTUALISING THE CURRICULUM IN RURAL PRIMARY
SCHOOLS: THE ROLE OF AGRICULTURE'
Phillips, D. Amhold, N. Bekker, J. Kersh, N. McLeish, E. 1996 'EDUCATION FOR
RECONSTRUCTION' Rosenberg, D. 1996 'AFRICAN JOURNAL DISTRIBUTION
PROGRAMME: EVALUATION OF 1994 PILOT PROJECT'
All available free of charge from DFID Education Division, 94 Victoria Street,
London SW1E 5JL. A free descriptive catalogue giving farther details of each
paper is also available.
The authors of this study wish to thank the Education Division of the Department for
International Development for funding this research, particularly Malcolm Seath, Terry
Allsop and Graham Larkbey for all their assistance and advice. The assistance and
support of colleagues in the AERDD of the University of Reading are also
acknowledged, especially Katerina Mantzou who had considerable input into the
original literature review on which part of this report is based.
Fred Lubben and Bob Campbell at York University and David Archer at ActionAid
provided many useful comments and suggestions regarding the concept of
contextualisation.
The work, commitment and patience of the four partner researchers, Professor George
Malekela, University of Dar es Salaam, Tanzania; Padmini Ranaweera, National
Institute of Education, Colombo, Sri Lanka; Professor C. Seshadri, Mysore, India; and,
Berhanu Dibaba, Oromia Education Bureau, Addis Ababa, Ethiopia, are also
acknowledged gratefully.
Thanks go to the many teachers, pupils, parents, policy makers, researchers,
educationalists and community members in the four case study countries who were
willing to give time, information and their views in the course of this research.
Finally, the proof-reading skills and patience of Christina H. N'tchougan-Sonou of St.
Peter's College, Oxford, are gratefully acknowledged, as are her many helpful
comments and suggestions.
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Contextualising teaching and learning in rural primary schools: Using agricultural
experience - Volume 1 - Education Research Paper No. 20, 1997, 64 p.
[Previous Page] [Table of Contents] [Next Page]
List of acronyms
ALPS Active Learning through Professional Support Project
APPEP Andhra Pradesh Primary Education Project
BEIRD Basic Education Integrated into Rural Development
CAPE Comprehensive Access to Primary Education
DFID Department for International Development (formerly ODA)
EDURURAL Northeast Basic Education Project
EFA Education For All
EVAs Emotions-Values-Aesthetics
GER Gross Enrolment Ratio
GNP Gross National Product
ICDR Institute of Curriculum Development and Research
INSET In-service Education and Training
NER Net Enrolment Ratio
NGOs Non-Governmental Organisations
NIE National Institute of Education
OECD Organisation for Economic Co-operation and Development
PEAP Primary Education Assistance Project
PECR Primary Education Curriculum Renewal
PROAP (UNESCO) Principal Regional Office for Asia and the Pacific
PSA Primary Schools Agriculture
PSEDP Plantation Sector Education Development Programme
RPSs Rural Primary Schools
SHAPE Self-Help Action Plan for Education
SIMAC National System of Human Resources Improvement and Curriculum
Adaptation
SKP Shilsha Karmi Project
TTI Teacher Training Institute
UNESCO United Nations Educational, Scientific and Cultural Organisation
UNICEF United National Children's Fund
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Contextualising teaching and learning in rural primary schools: Using agricultural
experience - Volume 1 - Education Research Paper No. 20, 1997, 64 p.
[Previous Page] [Table of Contents] [Next Page]
1. Executive summary
1. The purpose of this research was to examine the role of agricultural experience as a
vehicle which can support the development of learners in rural primary schools whose
needs are extremely diverse, and whose life experience has been enriched by
agricultural practice. This involved a review of literature which sought to investigate a
"new role" for agriculture as a key element of primary schooling. In particular it
examined from a conceptual point of view, and through the use of case studies from the
literature, the capacity of agriculture to act as a familiar vehicle for the development of
young rural learners' basic skills of literacy, numeracy, and other life skills which are
perceived as necessary for a fruitful and productive life. The intention was not to
explore issues relating to teaching agriculture as a distinct subject area in the
curriculum.
In addition, case studies were carried out in four countries, Tanzania, Sri Lanka, India
and Ethiopia. These countries were selected because of evidence that government
policy was supportive of the concept of contextualisation, even though this might not be
stated explicitly. Also, in each country, a co-researcher was identified who had
published work, or had some expertise, relating to the basic ideas underlying the
concepts of contextualised teaching and learning, and their contributions became a key
element in this research project.
2. Primary school education in developing countries is considered of great importance
because of its wide range of benefits. These include the shaping and strengthening of
the child as an individual in relation to his or her fellow people, to nature, and to the
world as an environment. Primary schooling is thought also to build a capacity for life-
long learning in individuals, and to develop knowledge, skills and attitudes which will
contribute to the general development of the community in which individuals live by
meeting manpower needs and improving community life.
3. Although most countries in the world have set themselves the goal of achieving
universal primary education, and despite high investment, studies reveal low
participation, high drop-out rates and under-education of pupils in many cases. This is
due to constraints which include inadequate necessary inputs, a lack of facilitating
conditions and an absence of the will to act.