Education for All and Multigrade Teaching
Challenges and Opportunities
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Beschreibung
Multigrade teaching poses a challenge to learning. Millions of learners worldwide are taught by teachers who, at any one time, are responsible for two or more school grades/years. These are the invisible multigrade teachers who struggle to provide learning opportunities for all within curriculum and teacher education systems designed for monograded classes. In many countries multigraded classes arise out of necessity and are regarded as second class education. Yet in some parts of the world learning and teaching in multigraded settings is embraced as the pedagogy of choice, offering equivalent, and sometime superior, learning opportunities. Multigrade teaching provides an opportunity for improved learning.
This book is based on original research on challenges and opportunities in Colombia, England, Ghana, Malawi, Nepal, Sri Lanka, Sudan, Peru, Turks and Caicos and Vietnam. Its purpose is to raise awareness among educational policymakers and practitioners worldwide of the realities of multigrade classes in the context of Education for All, and to explore the implications for teachers, teacher educators, curriculum developers and educational planners.
Multigrade teaching poses a challenge to learning. Millions of learners worldwide are taught by teachers who, at any one time, are responsible for two or more school grades/years. These are the invisible multigrade teachers who struggle to provide learning opportunities for all within curriculum and teacher education systems designed for monograded classes. In many countries multigraded classes arise out of necessity and are regarded as second class education. Yet in some parts of the world learning and teaching in multigraded settings is embraced as the pedagogy of choice, offering equivalent, and sometimes superior, learning opportunities. Multigrade teaching provides an opportunity for improved learning.
This book is based on original research on challenges and opportunities in Colombia, England, Ghana, Malawi, Nepal, Sri Lanka, Sudan, Peru, Turks and Caicos Islands and Vietnam.
Presents original and systematically conducted field research that identifies the challenges and the opportunities posed by multigrade teaching Raises awareness among educational policymakers and practitioners worldwide of the realities of multi-grade classes Concludes with a checklist of policy questions designed to increase awareness and increase support for learners and teachers in multigrade classes
Autor*in
Angela W. Little
Themen in »Education for All and Multigrade Teaching«
Curriculum Diversity education learning literacy mathematics quality learning and instruction