Volume: 5, Issue: 1/2
1/05/2013
1/05/2013
DESCRIPTORS: Comparative Education, Teacher Preparation, Globalization, Ugandan Education.
SYNOPSIS: Engaging in comparative education dialog with colleagues in global contemporary education systems serves two purposes. First, it enables one to assemble and reflect on the practices and effectiveness of their own system, make decisions both in policy making and in pedagogy, and to enhance their educational praxis. Second, participation in global colloquy provides opportunity to transcend ethnocentrism and assist colleagues in their assessment of their own systems. This paper describes the initial steps in establishing a partnership between a teacher preparation program in the United States and teacher preparation programs in colleges and universities in Uganda.
If the world is indeed becoming ‘smaller,’ as the platitude suggests, the opportunities to reach out to colleagues in professional discourse should be employed. The resulting shared visions and conversations should, in turn, be put into practice and examined for effectiveness and practicality. This is no less appropriate for education and teacher preparation as it is for other fields of study and endeavor. Comparing purpose, pedagogical assumption, implementation and assessment ideology in connection with results should only serve to reaffirm or debilitate national, state, and local educational practices. Von Kopp (2010) suggests that comparative education is by nature “border crossing” and, when viewed in that context, it remains favorable for snapshots of theory, research, and practice. Noah (1986) emphasized that:
“. . . comparative education can deepen understanding of our own education and society; it can be of assistance to policymakers and administrators; and it can form a most valuable part of the education of teachers. Expressed another way, comparative education can help us understand better our own past, locate ourselves more exactly in the present and discern a little more clearly what our educational future may be” (p. 154).
There is currently a great deal of imploring for the need for comparative education in a globalized society. Schleicher (2011) emphasizes that comparative education has the capacity to enable nations to set measurable goals by considering the structure and accomplishments of other nations, and to ascertain the process and practicality of their own system. Konig and Blomeke (2012) recently expressed the value of comparative education in determining effectiveness in teacher preparation programs. Though globalization has the potential to promote convergence and standardization in education across geographic and political boundaries, Von Kopp (2010) argues that “a comparative education which is adopted and continuously adapted to the contradictory changes is needed more than ever” (p. 11).
Ultimately, engaging in comparative education dialog with colleagues in global contemporary education systems serves two purposes. First, it enables one assembly to reflect on the practices and effectiveness of their own system and make decisions, both in policy making and in pedagogy, to enhance their educational praxis. Second, participation in global colloquy provides opportunity to transcend ethnocentrism and assist colleagues in their assessment of their own systems. This paper describes the partnership between a teacher preparation program in the United States and teacher preparation programs in colleges and universities in Uganda. Through the lens of comparative education and with the exchange of ideas, faculty, and students, all parties hope to enhance their effectiveness in working with pre-service and in-service teachers.
Background
In July 2011, Dr. James W. Hynes a faculty member from Sam Houston State University (SHSU), acting as a project team member funded by a grant from the U. S. Department of State, observed a large number of school aged children attending what appeared to be a significant number of both private and public elementary and secondary schools in both urban and rural districts of Uganda. The obvious student numbers, the plethora of different schools (each signified by its own uniform), and the constant reference to education in the daily press raised the question of how education and teacher preparation are addressed in this post-colonial, post-conflict country, and what the United States might learn from Ugandan educational policy and practice.
Working on the project with Mr. Denis C. Akwar, a faculty member at the Gulu Core Primary Teachers College, led to a series of conversations about the possibility of collaboration in matters of comparative education. Upon returning to the United States, Dr. Hynes recruited Dr. William D. Edgington, a colleague at SHSU to join the discussions. The following objectives were established within the context of comparative education:
The investigators traveled to Uganda in March of 2012 to learn about the structure of education and teacher preparation in Uganda, and to meet with administrators, faculty, and students in teacher preparation programs as well as public and private elementary and secondary schools.
Structure of Education in Uganda
As a former British colony, Uganda’s education system closely resembles the British system. With the introduction of Early Childhood Development Policy by Uganda’s Ministry of Education and Sports, some learners (at the age of 3 years old) begin their schooling in Nursery (Kindergarten in the United States); while others (especially in rural areas) start from Primary Level 1 (P1) and may continue through Senior Level Six, or S6 (the American equivalent of a second year of college). Mandatory career-developing examinations (O-level exams) administered by Uganda National Examinations Board (UNEB) are given at the end of Primary Education Cycle (P7). This is to enable one to attain a Primary Leaving Examinations (PLE) Certificate to join either a secondary school or vocational (skill) training institution. Upon completion of Lower Secondary Education (S1 to S4), candidates are subjected to national examinations (A-level exams) leading to the award of Uganda Certificate of Education (UCE). Successful candidates can either be enrolled in Universities, Colleges and other professional institutions for certificate courses or proceed to Advanced Secondary Education (S5 and S6) to attain Uganda Advanced Certificate of Education (UACE) to prepare them for professional courses (Diplomas and Bachelor Degrees) that suit their career in institutions of higher learning (Colleges and Universities).
After high school, students who qualify per the O-level examinations may go through a two-year primary teachers’ college. Upon completion and passing of certification exams they are certified to teach grades P1-P7. Teachers in secondary schools typically have completed their A-level studies at a university or college in a field of concentration before they become certified. There are in-service teacher education and training opportunities for the Ugandan teachers to upgrade from certificate to diploma and then attain bachelor/masters degree and PhD qualifications on specialized courses.
Visits With Teacher Preparation Institutes
The investigators had the opportunity to visit with the principal, or director, of a Primary Core Teacher College (PTC) in Northern Uganda, along with the college’s director of in-service programs and director of pre-service programs. They explained that primary level pre-service teachers go through a two-year program. Field experience is an important part of their program, eventually going out in the field for four weeks and then coming back to debrief. The students study general pedagogical aspects of teaching, general methods, and specific content methods in math, social studies, science, English, music, art, physical education. Additionally, the investigators met with the head of the department of teacher education at a large university in the capitol city of Kampala. He discussed the implementation of national standards and curriculum and the importance of preparing secondary teachers, who typically have an advanced degree in a specific content field.
The administrators stressed the challenges in preparing teachers. The central concerns are having the candidates apply their knowledge in a practical setting, enlarging the scope of candidates’ context in order to see how they need to be involved in the community, and fighting the distortion of the image of the teacher as less-than-worthy profession. The perception by the public of teaching as an inferior occupation is not limited to Uganda, and certainly exists in the United States.
These concerns mirrored the challenges are identified in teacher preparation programs in the United States. Faculty members in a teacher preparation program are constantly struggling with providing opportunities for candidates to engage in field experience that is reflective of the educational pedagogy and strategies teacher education programs espouse; it can be difficult due to partner schools often focusing on preparation of their students for standardized tests.
The faculty of teacher preparation institutes articulated numerous challenges in preparing teachers. Candidates having the appropriate content knowledge, the accessibility of information (articles, ideas through books or net) for instruction, and the commitment of candidates to teaching as a profession were especially troublesome. In addition, they identified other challenges as being a limited time available for preparing primary teachers (2 years), candidates not seeing in the field what they see in their teacher preparation courses, and much of what they teach candidates at the PTC not emphasized in schools because it is not assessed formally by the country (i.e., art, music, and physical education). They stressed the negative attitude of students towards non-academic subjects (“They want to look smart with a tie”) and the fact that candidates like to teach subjects that are tested because it makes them look smart as being similarly frustrating. Lastly, they expressed the desire to have more professional development for themselves.
The similarity between the concerns of the faculty members and the concerns of colleagues in the United States is striking. With the emphasis on certification examinations in both countries, teacher preparation programs must find the balance in providing opportunities for candidates to receive adequate content knowledge while delivering instruction in pedagogy. Reflecting the public’s perception in both countries for teaching as a less than worthy occupation, too many candidates enter teacher-training programs with little commitment to the profession. Many candidates underestimate the rigor involved in the programs, seek to become teachers because that is their parents’ choice for them, or simply do not know what else to do with their lives. Consequently, they lack the necessary dedication to excel both as students and teachers.
In addition, what candidates experience in the field not always paralleling what they experience in their teacher training courses is hardly unique to one country. Teacher preparation programs typically weave educational philosophy with pedagogy in attempting to make practical applications, while schools often break instruction down to its most expeditious form in order to prepare students for standardized tests. Coupled with differences in instructional approaches perhaps, is the reality in both countries that “if it isn’t tested, it isn’t taught.” That is, subjects that are not formally assessed nationally or on the state level are given little attention in the classroom. Yet, in order to meet the qualifications mandated by national policymakers, candidates are oriented in the instruction of these subjects, causing them to question the relevance of those subjects in their professional training.
As a result of conversations with administrators and faculty of teacher preparation programs it is plainly evident that there are many commonalities between the United States and Uganda with respect to challenges faced in preparing teachers. Ultimately, in both countries there exists a feeling of disconnect between what teacher candidates experience in their training and what they experience in the field, and a feeling of urgency to promote the significance of teaching as a profession to the public and to its own candidates.
Visits in Ugandan Schools
Just as important as the meetings with teacher preparation administrators and faculty were the visits to public and private schools on the primary and secondary levels. Two are reported here.
In Kampala, the investigators observed a public primary school with 34 teachers serving 1900 students in grades P1 through P7. Several classrooms with approximately 100 students in attendance were visited; a fairly typical occurrence in Urban areas of the country. Each classroom displayed teacher-made visuals and there were no textbooks and few workbooks. Instruction was primarily recitation-based and when called upon, students stood up to address the teacher and classmates. In each class higher order thinking questions were posed and teachers extended students’ answers leading to meaningful discussions. A teacher of sixth grade integrated health and life-style choices into a science lesson by discussing types of single cells and diseases that they may cause. Other than a few instances of social whispering, no classroom management issues were observed.
In Gulu, a private secondary school was observed. The school has 14 teachers and serves 240 students in grades P7 through S4. In addition to college prep courses, the students also take Swahili because the school feels it will help them in the future as Uganda will be part of the East Africa union and that language is spoken in parts of each of the nations involved. The students board at the school and it tries to be self-sufficient through vegetable gardens, fruit orchards, and raising cattle, turkey, fish, hogs, and chickens. It was interesting to note that the local area’s history and culturewere woven into the curriculum. In a class of early adolescents studying English, the teacher validated attempts to answer his questions even though the answer might be incorrect. In a S3 math class the teacher attempted to get everyone involved and had students explain their answers aloud while working problems on the blackboard.
While there are certainly differences between the classrooms we visited and their counterparts in American schools, there are some remarkable similarities. The issue of student diversity is emerging as one of the biggest challenges facing both American and Ugandan education. Instruction in both countries seems to emphasize the inclusion of higher order thinking skills and the need to make learning relevant to the lives of the learners. In addition, teachers seemed to operate under the philosophy that importance should be placed on the student, and not on the class or content, as is also advocated in the United States. The instructional strategies utilized by teachers of both countries are very similar. We found differences to be most evident in the class sizes of public schools and the lack of instructional resources available for many Ugandan teachers.
Just as interviews with faculty at teacher preparation institutes uncovered commonalities with colleagues in the United States, interviews with teachers at each school revealed similar challenges in teaching children in Uganda and America. Perhaps the two biggest challenges are the lack of instructional resources and materials, and unrealistic standards and expectations for students set by national policy makers. Other identified challenges were not having enough instructional time in which to teach all that they are mandated to teach, and policy makers expecting the same performances of all students; that is, not recognizing that a student with a gift in art or music may not be able to, or care to, perform as well in math or science. During conversations with Ugandan teachers, the investigators felt as if they were talking with teachers anywhere in the United States.
A Return to Uganda
The conversation and observations in the preliminary meetings proved to be enlightening. Knowledge of the Ugandan educational system and the organization of teacher preparation in the country, along with a rudimentary understanding of the corresponding philosophies and pedagogies, were beneficial as plans for further exploration were made. In January of 2013, the investigators returned to Uganda with a delegation from SHSU to meet with national education administrators and teacher preparation institutes to actualize the target objectives for this global collaboration. Outcomes from these discussions included identifying long-term objectives, possible sources of funding, and customizing collaborative activities to fit the needs of both the American and Ugandan students and professors. Faculty and administrators from a number of universities and colleges were very helpful in discussions concerning collaboration. The charge of global responsibility can be found in each institution’s strategic plan and they were enthusiastic about opportunities to guide their universities towards the goal of internationalization. In addition, it was suggested that whether engaged in professional development or graduate studies, caution be taken when designing mode of instruction due to unreliable technological infrastructure in various parts of the nation. It was also requested by many of the faculty across these universities and colleges to receive guidance and practice in becoming more effective teachers. There is a need for hybrid delivery of instruction due to a lack of consistently dependable technology infrastructure.
Based upon the conversations with the identified stakeholders, the delegation from SHSU inferred that there were three areas of collaboration that showed promise: professional development for teachers, professional development for university faculty in becoming an effective teacher, and on-line or hybrid SHSU graduate degrees for teachers and faculty.
Conclusion
Although Foster, Addy, and Samoff’s (2012) review of comparative education research indicates that there exists more diversity than global commonality in education, we found a number of shared features in regards to education and teacher preparation in Uganda and the United States. For example, teachers are encouraged to incorporate higher order thinking skills in each lesson and try to engage each student, although this can be a challenge with over one hundred students in a class, and integrate subjects when applicable. Also, curriculum development and continuous assessment are integral parts of the Ugandan educational system, as they are in the United States. Faculty concerns and perceived challenges in private and public schools and in teacher preparation mirror those of their counterparts in the United States.
In preparation for the next phases of the program, there will need to be caution prescribed and administered. Adamson (2012) warns against engaging in comparative education research when the units of comparison have little in common, making the comparison meaningless and to avoid overgeneralization when elements of a unit’s system are inherently distinct. Comparative analysis inferring direct comparison can be uncertain and possible misleading (Von Kopp, 2010) due to the limitations in educational data gathering and reporting of many nations. Adamson (2012) cites the feelings of Sadler, expressed well over one hundred years ago:
“If we study foreign systems of education thoroughly and
sympathetically – and sympathy and thoroughness are both necessary
for the task – I believe that the result on our minds will be to make us
prize, as we have never prized before, the good things which we have
at home, and also to make us realize how many things there are in
our (own education systems) which need prompt and searching change” (p. 648).
Through the lens of comparative education and the exchange of faculty and the integration of instructional techniques and curriculum, colleagues in the United States and Uganda hope to suggest that global collaboration may result in universal application.
References
Home | Copyright © 2025, Russian-American Education Forum
