CONTRIBUTORS
Silas Onyango
Post-Doctoral Research Scientist
Charity Waweru-Mwangi
Communications Officer
Background and Context
The Continental Education Strategy for Africa (CESA 16-25) calls for investment in a strong and resilient education system that meets the knowledge, competencies, skills, innovation and creativity required to promote sustainable development at the national, sub-regional and continental levels”. In this, strategic objective one (SO1) emphasizes the need to revitalize the teaching profession to ensure quality and relevance at all levels of education
According to CESA 16-25, enhancing quality assurance and assessment mechanisms for learning outcomes is one of the key strategic actions to revitalize the teaching profession in Africa. This requires that teachers engage in quality assurance processes – designing assessment programs, engaging learners and providing feedback on learning outcomes, as well as professional conversations with other actors such as school administrators, supervisors, peers and parents to improve the learning environment and learning outcomes.
Available evidence shows renewed interest to improve the quality of education in Africa through the adoption and implementation of CESA 16-25 manifested in more e countries placing the issue of learning assessment systems at the top of the list of national education sector plans and their implementation agenda in the education sector. Despite the positive progress, many countries in sub-Saharan Africa are reported to struggle to assess learning outcomes especially at the earliest years. For example, a recent comprehensive regional scoping review and situation analyses (SiTANs) from multiple countries in West Africa revealed that teacher capacity gaps on assessment methods continue to affect early learning assessment. As a result, this limits the understanding of children’s development and reduces the likelihood of identifying necessary interventions to support their growth and ensure they thrive.
The Current Landscape: Unpacking the Gaps
A Regional scoping review which analyzed evidence from 58 articles to identify suitable assessment tools and frameworks to improve early learning quality for children aged 3–7 in SSA revealed that educators in SSA face numerous challenges in administering early learning assessments.
A significant challenge is the absence of standardized assessment tools specifically designed for the region’s unique cultural and developmental contexts. While the situation analysis showed that various assessment tools are available, many are foreign and often fail to be culturally responsive or age-appropriate. This discrepancy makes it difficult for teachers to utilize these instruments effectively. Even when they are interested in adapting existing tools or creating new ones, many educators lack the necessary training to execute the assessment activities.
This gap in training not only undermines the accuracy of the assessments but also hampers the identification of learners’ specific learning needs, which are crucial for their academic development. The SITAN report from The Gambia revealed that when teachers are unaware of how to interpret the results of diagnostic assessments, their ability to deliver effective instruction, particularly for learners who require additional support, is significantly reduced. This limitation is particularly evident in core subjects such as reading and mathematics, where tailored approaches are necessary.
Adding to these complications are the high child-to-teacher ratios prevalent in many classrooms. The regional scoping review revealed that large class sizes pose a significant barrier to personalized learning, making it challenging for teachers to conduct individual assessments and provide the targeted support required by each learner. This situation has led to a one-size-fits-all approach that neglects the diverse needs of learners, further widening the educational gap.
Moreover, teachers are often excluded from multidisciplinary assessment teams, especially those addressing the needs of children with disabilities. Despite their firsthand insights and observations within the classroom, SITANs reveal that teachers are often excluded from discussions that shape the educational strategies developed for the learners. Their exclusion limits collaborative opportunities and compromises the quality of support that can be offered to vulnerable learners.
Improving teachers’ professional development
To address the challenges in early learning and promote a more equitable landscape, the scoping review and the SITANs recommended that a substantial investment in teacher professional development is essential. Policymakers and leaders in the education sector need to prioritize the development of comprehensive training programs specifically designed for primary school teachers. By equipping teachers with essential skills and knowledge, complex challenges of early learning assessment in SSA can be better addressed, thereby enhancing the quality of education for all learners.
The SITANs also revealed that teaching is deeply reliant on the accurate administration and interpretation of assessment tools. Teachers must develop a thorough understanding of various assessment methods to provide meaningful insights into learners’ progress. By enhancing their knowledge and skills in assessment procedures, teachers can tailor their instructional approaches to address the diverse needs of their learners. Additionally, integrating technology into assessment practices is crucial in today’s digital age; recent technological advancements allow teachers to streamline processes, gather data more efficiently, and report findings in ways that enhance overall effectiveness.
The review also found that identifying developmental milestones and employing observational techniques are also key components of effective assessment. Teachers play a critical role in detecting potential delays in their students by honing their observational skills and understanding of developmental benchmarks. This targeted approach enables them to tailor instruction to each child, resulting in improved learning outcomes.
Furthermore, promoting culturally responsive and inclusive practices is vital for addressing the varied developmental paths of children within diverse cultural contexts. When assessments are adapted to reflect each student’s unique background and circumstances, educators can create an environment where every child has the opportunity to thrive.
Collaboration among educators is fundamental for achieving effective assessment practices. By integrating classroom teachers with specialized personnel in multidisciplinary assessment teams, we can establish a comprehensive view of each child’s learning journey. The insights teachers provide, derived from daily observations and formative assessments, are invaluable in understanding student needs. Continuous professional development is also crucial for maintaining best practices in early learning assessments; regular workshops, mentorship, and access to resources foster an environment of growth.
Investing in our teachers is investing in the future of our children. The pathway to effective early learning assessment in SSA lies in prioritizing teacher professional development, recognizing that it’s a collective responsibility that will ultimately foster a brighter future for all learners.
Attribution: “The blog benefited from insights from Situational Analysis (SiTAN) reports from Guinea Conakry and The Gambia, and input from KIX Early Learning Assessment Project Coordination Team from consortium partners (The Africa Early Childhood Network, African Population and Health Research Center and UNICEF Regional office in West and Central Africa (WCARO).”
Acknowledgement and disclaimer: “This work is supported by the Global Partnership for Education Knowledge and Innovation Exchange, a joint endeavor with the International Development Research Centre, Canada. However, “The views expressed herein do not necessarily represent those of IDRC or its Board of Governors.”