Strategies for assessing the impact on primary school pupils of a language development programme directed at teachers
No Thumbnail Available
Date
2017
Authors
Dawjee, Rabia Cassim
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Millions of rands have been invested in teacher development programmes provided by South
African non-governmental organisations (NOOs) since the mid-1970s. This investment
increased dramatically through the 1980s and levelled off in the first half of the 1990s. Money
will continue to be invested in in-service teacher education and training (INSET) as the need
is still huge. However funders are asking the challenging question of what impact these
programmes have on pupils.
The Teacher's English Language Improvement Programme (TELIP), a University based
educational NGO which provides English language improvement courses for primary school
teachers must also address this question: what impact does it's programme have on pupils?
TELIP does not prescribe how and what teachers should be teaching their pupils but it directly
develops teachers' language skills and confidence, Therefore, assessing the impact on pupils
is a challenge. This study aimed to find an appropriate model of impact assessment for TELIP
specifically and for other NGOs with similar orientations.
The research design was based largely on a literature review, interviews with specialists in the
field and workshops with TELIP staff. The four research methods studied were; experimental
design, longitudinal model, action research, and ethnographic research, The research findings
indicate that a longitudinal study would be appropriate for TELIP to assess the impact of its
English language development programme on pupils. There are four arguments favouring this
model. Firstly, it provides an opportunity to do an in-depth study tracing the progress of the
pupils in relation to the skills learnt and put into practice by the teacher during and after the
TELIP course; secondly, baseline data could be collected by testing pupils; thirdly, pupils'
written and spoken English can be monitored according to the criteria set by the project; and
fourthly, the need to find a matching control group is eliminated. The findings also emphasise
the need to work out specific assessment criteria and to consider contextual factors which impact
on learning, such as, the authoritarian, bureaucratic nature of the education system, poor facilities
and equipment, ethos of learning and teaching, other INSET courses that teachers do, and pupil
maturation.