Education for all and multigrade teaching: making the school an integrated part of the indigenous world
The central argument in this article is that for children in schools that serve impoverished, indigenous/rninority ethnic populations to learn well, the traditional Western model of schooling generally provided needs to be reformed. The aim is to deliver qualig education at the margins and for th...
| Main Author: | |
|---|---|
| Format: | Article |
| Published: |
Universiti Kebangsaan Malaysia
2009
|
| Online Access: | http://journalarticle.ukm.my/3404/ http://journalarticle.ukm.my/3404/ |
| Summary: | The central argument in this article is that for children in schools that serve
impoverished, indigenous/rninority ethnic populations to learn well, the
traditional Western model of schooling generally provided needs to be
reformed. The aim is to deliver qualig education at the margins and for these
schools to become an integratedpart of the students' world whilst still offering
them new horizons, should they want them. Firstly, it uses a case study of
teaching and learning in small, remote schools in the highlands of North
Vietnam to identify challenges to the educational quality and reviews
experiences from other countries to further illuminate the multidimensional
nature of the challenges. Secondly, it reviews lessons learned from observation
of multigrade teaching in successful remote schools to identzfy opportunities
to improve quality and relevance through improved classroom management
and more situated learning. Thirdly, it draws out the implications of the
research findings for reform of teacher education and makes suggestions for
adapting and expanding curricula so that all teachers are equipped with the
complete set of skills they need to guide culturally sensitive and relevant
learning by managing student diversity through dzfferentiati of learning
tasks and outcomes. |
|---|