The Hidden Drop Out challenge in Albania

1
The Hidden Drop Out challenge in Albania

• Achievements, Challenges and
• Way Forward
• Tirana, 27 October 2006
• Ronald G. Sultana
• Euro-Mediterranean Centre for Educational
  Research
• University of Malta

2
Key points

• The HDO project
• The process of disengagement
• The study
• The HDO initiative
• - achievements after 4 years
• - endogenous challenges
• - exogenous challenges
• - recommendations

3
The Hidden Drop Out Project

• Implemented in Albania by the Development of
  Education Association
• With the support of UNICEF
• With backing of MoES
• Launched in 2001
• Piloted in five regions
• Addresses widespread but hidden phenomenon

4
The process of disengagement

• Teachers engage in whole-class teaching
• Focus solely on achieving students
• Ignoring the rest of the class
• Leads to
• - disengagement of pupils from 1st cycle
• - lack of achievement in core competencies
• - abandonment of the school

5
The study

• Qualitative review of a low cost, high impact
  initiative
• Two-week period in Tirana, Korçë and Gjirokastër
  
• Interviews with students, parents, teachers,
  Principals, deputy Principals, inspectors and
  Regional Education Directors, key staff from the
  DoE Association, UNICEF, the MoES, and several
  NGOs working in the field of education
• Observation of classes taught by teachers in
  schools piloting the approach
• Fieldwork supplemented by desk research, by
  preliminary data provided by a local consultant

6
The HDO initiative

• Focuses on 1st cycle of basic school (Grades 1 to
  4)
• Focuses on two key curricular areas (Albanian
  language and Math)
• Trained teachers to design Minimum Necessary
  Learning Objectives relating to the learning
  units for the Grade that they taught
• Helped teachers and Principals develop continuous
  assessment techniques use of mini-testing
  verifying mastery of MNLOs
• Supported teachers to cater for at-risk pupils
  peer-learning programmes and adult volunteers
• Trained Principals in improved annual school
  planning open to partnership with teachers and
  the community, more focused on learning
  achievement and outcomes

7
Achievements after 4 years

• Positive impact on the pupils, schools and
  communities
• Broader multiplier effect on educational policy
  and practice
• Qualitative and quantitative evidence
  significant gains in learning achievement
• Less hidden drop-outs in the pilot schools
• Focus on learning outcomes places accent on
  accountability and transparency
• Teachers much more aware of the variegated needs
  of different learners in their classrooms took
  account of this when teaching, assessing,
  homework-setting practices

8
More achievements

• Principals and inspectors more supportive and
  formative
• Teachers less insular and defensive, more open to
  alternative ways to enhance effectiveness
• Teachers worked together in the planning of
  MNLOs - away from classroom isolation a
  community of reflective practitioners
• Heightened awareness improved learning
  achievement for all requires the support of other
  partners (e.g. students - through peer learning
  programmes, community members)

9
Endogenous challenges

• Difficulties of teachers to cater for learning
  needs in heterogeneous classroom settings
• Difficulties for teachers to design MNLOs and
  mini-tests that take into account the different
  abilities in the classroom
• Issues with competency approaches presenting
  knowledge in fragmented ways lessons as a series
  of isolated sequences rather than as a part of a
  network of connected knowledge structured around
  powerful ideas
• Need to develop a more integrated, whole-school
  approach to educational change (piloting in 4
  Grades and in 2 curricular areas creates
  discontinuities of practice

10
More endogenous challenges

• Unintended consequences
• - of public display of results of learning
  outcomes
• - of comparison of results
  within/across schools
• Achievement is related to school intake
  schools and teachers cannot completely address
  injustices that have their origins in the way
  resources, power and life-chances are allocated
  and distributed in Albanian society
• The persistence of whole-class, traditional
  teaching styles among teachers few implementing
  child-centred, joyful forms of learning
• The negative impact of the label hidden
  drop-out

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Exogenous challenges

• Unequivocal and enthusiastic support of the
  project and MNLO approach on the part of the MoES
  - only the Ministry can mobilise the resources to
  take project to scale
• Greater connectivity between the different
  educational reforms the different elements to
  form a mosaic (e.g. interactive, learner-centred
  pedagogies)
• Principled appointment of lead staff in
  directorates and schools otherwise demotivation
  and disengagement
• More clear articulation of roles and obligations
  of teachers expectations of extra remuneration
  for regular work responsibility of donors

12
Recommendations

• HDO project at a critical stage - firm decision
  has to be made about going to scale
• Initiative grown strong roots in educational
  communities
• Has developed the breadth of vision, the
  effective tools, and the legitimacy and
  credibility to go to scale
• Can promote multiplier effects - vehicle a
  paradigm shift
• UNICEF gained much experience in supporting the
  piloting much to offer in ensuring in deepening
  the impact
• The State with the strategic help of its
  international partners, has the capacity to
  sustain a fledgling initiative that has proven
  itself, but which now requires major investment