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EII Workshop 3

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14 views

EII Workshop 3

Uploaded by

kelvin mandere
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Workshop 3:

Reflecting on
Implications of our
Selected Issues for
Educational Quality
EII BEd Honours 2024
A couple of opening questions…

1. What is educational quality?

2. Does your chosen issue relate in some way to the


attainment of educational quality? How is it of
relevance to educational quality in South Africa?
Defining Quality in Education (UNICEF,
 2000)
Quality Learners (good health and nutrition, early childhood psychosocial
development, regular attendance for learning, family support for learning)
 Quality Learning Environments (physical elements, psychosocial
elements, service delivery)
 Quality Content (student-centred, non-discriminatory, standards-based
curriculum structures, uniqueness of local and national content, literacy,
numeracy, life skills, peace education, challenges in reaching large numbers
of children with quality content)
 Quality Processes (teachers, supervision and support)
 Quality Outcomes (outcomes sought by parents, outcomes related to
community participation, learner confidence and life-long learning,
experiential approaches to achieving desired outcomes, health outcomes,
lifeskills and outcomes)
Think Piece: Conceptions of Quality and ‘Learning as
Connection’: Teaching for Relevance
Heila Lotz-Sisitka

 The framework of the three intersecting discourses is used to evaluate


and define educational quality, particularly in contexts related to
sustainability and environmental education.
 The framework consists of three key discourses.
The three intersecting discourses on educational
quality (adapted and revised from Lotz-Sisitka, 2008):

p. 32
Discourses on educational quality:
1. Efficiency/mastery discourse on educational quality
 focuses on the efficiency of education in terms of measurable
outcomes, mastery of content, and economic utility.
 aligns with traditional views of education that prioritise
standardised testing, skill acquisition, and preparation for the
workforce.
 seeks out mastery, efficiency, and learner achievement and
performance
 brought into African education by colonial educational
discourses that followed ‘mastery-of-the-subject’ strategies in
respect of pedagogy and teaching
Discourses on educational quality:
 2. Inclusivity/participatory discourse on educational quality
• emphasises the importance of equity, access, and
participation in education.
• advocates for education as a democratic process where every
individual, regardless of background, has the right to participate
fully and benefit equally.
• often aligns with human rights and social justice
perspectives.
• seeks out inclusion in the education system as its measure of
quality
• i.e., if girls are included in the school system, the quality of the
system is seen to be higher or better, or if learners’ views are
Discourses on educational quality:
 3. Sociocultural & socioecological discourse: Learning as
connection
• highlights the importance of context, culture, and relationships in
learning.
• views learning as a social process that is situated within specific
cultural and ecological contexts.
• emphasises the interconnectedness of individuals, communities, and
the environment in the learning process.
• emphasises the processes of meaning-making
• i.e., the meaning that occurs at the interface between context and
concept
“These three conceptions of educational
quality, when considered together,
significantly deepen the manner in which
educational quality is approached
conceptually but also practically and
pedagogically.”
The three intersecting discourses on educational
quality (adapted and revised from Lotz-Sisitka, 2008):
Assignment Question: What can you conclude about this issue in
your context in relation to educational quality?

Connect the Issue to Educational Quality:
 Efficiency Discourse: Does the issue impact the efficiency or mastery
of learning in your context? For example, a lack of resources might affect
students' ability to achieve mastery in subjects.
 Inclusivity/Human Rights Discourse: Does the issue challenge the
democratic process of education? For instance, if certain students are
marginalised due to language barriers, this would relate to inclusivity and
equal access to quality education.
 Sociocultural & Socioecological Discourse: Does the issue affect the
connection between learning and the social or cultural context? For
example, a curriculum that doesn't reflect students' cultural backgrounds
might limit their engagement and relevance of learning.
Assignment Question: What can you conclude about this issue in
your context in relation to educational quality?

Analyse the Implications for Educational Quality:


 How does your chosen issue influence the attainment of
educational quality?
 Which of the three discourses does it affect most (Efficiency,
Inclusivity, Sociocultural)?
 How does it hinder educational quality in your context?
Assignment Question: What can you conclude about this issue in
your context in relation to educational quality?

Draw Conclusions:
 Synthesize your analysis.
 Articulate what your issue reveals about the state of
educational quality in your context.
 For instance, if the issue is predominantly impacting inclusivity,
you might conclude that educational quality is compromised for
marginalised groups in your context. If the issue relates to
efficiency, you could conclude that without addressing this
challenge, the overall effectiveness of education might be at
risk.
Take some time to work through this guide with your
chosen issue: Connect the Issue to Educational Quality:
 Efficiency Discourse: Does the issue impact the efficiency or mastery of learning in your
context?
 Inclusivity/Human Rights Discourse: Does the issue challenge the democratic process
of education?
 Sociocultural & Socioecological Discourse: Does the issue affect the connection
between learning and the social or cultural context?

Analyse the Implications for Educational Quality:


 How does your chosen issue influence the attainment of educational quality?
 Which of the three discourses does it affect most (Efficiency, Inclusivity, Sociocultural)?
 How does it hinder educational quality in your context?

Draw Conclusions:
 Synthesize your analysis.

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