VIEWS Vo Volunteer Service Overseas (VSO) olunteer ServiceOverseas (V O) (VSO)


Sowing the seeds o f change in Ta


Tanzania


Paul Jennings fromWest Londonwas a teacher for nine years. Nowhe’s on a VSO volunteering placement in one of themost deprived areas of Tanzania. He’s been sharing his skillswith secondary school teachers in the coastal town of Lindi. As his eighteen-month placement draws to a close, Paul reflects on his experience.


ry


As a Teacher Facilitator, I’ve been working alongside teachers in twelve local secondary schools helping them to improve their teaching methods so they can create more dynamic, engaging and productive lessons for children.


Tanzania has quite poor educational outcomes. Lindi is one of the lowest in terms of national grades and retaining pupils as they move from primary into secondary school is challenging, particularly for girls. My work entails observing teachers and giving them feedback on how to improve their lessons. I help them plan their lessons which we then teach together. I also work with ‘TeacherMentors’ – these are teachers who have been identified as being particularl trained them up to do essentially what I am doing, so can impart their knowledge to other s.


that then the y good. I’ve


One such teacher is Rebecca from Angaza School - have found her. She came forward to work with me a


y


nd had only been I feel lucky to


teaching for a year. She has so much enthusiasm and rapport with her class - you don’t see that very often. She has genuine warmth, laughter and joy. She’s so enthusiastic, very positive and really professional. She’s turned out to be a real star.


Education is the root of everything. Although key, it’s one of the hardest things to address. If you don’t educate children, they can’t really take advantage of any opportunities that come up. They might make lifestyle choices that will make it difficult for them to escape poverty. It’s about giving them technical skills and knowledge, as well as an understanding of routes through a system, whi ch can lead to a


VSO volunteer decent future.


ing is a good way to tackle education issues,


melding of exper with local partne own right and ca depravation and


thinking.


I’ve often wondered in the last 18 months how much of a difference I’ve really made here. Change can be very slow. It’s a bit like watching your fingernail grow - it’s growing, but you’re not convinced! After a few rounds of observing the new teaching methods and the scores, I began to notice a real positive difference over time. I also think that the work we’ve done with our ‘TeacherMentors’ was a real leap forward. VSO has really broadened by horizons. Undoubtedly, with any experience in life, you do change. Now, I will quite happily chop off the moldy bit of a tomato, rather than throw it away. I’ve become a little more frugal and patient too.


Although I’m working hard here, there’s also more time for me to


relax. I’m not sure, but I’m convinced that some of the hair on the back of my head is growing back, but that might just be w ful thinking !


ish


poverty. VSO volunteers are education experts in their n share a huge amount of knowledge. By working rs, we can find the best match for the solution. It’s a iences that will hopefully lead to more innovative


BritishEduca cational SuppliersAs cture


A mixed pictur of assessment?


Amixed pict of assessment?


This month, BESA Director Patrick Hayes offers his view on the current state of assessment in schools.


Thismonth, BESA Director Patrick Hayes offers his viewon the current state of assessment in schools.


The removal of levels back in September 2015, came as a surprise to most. As part of the national curriculumreform, schools were left to develop their own assessment system, which teachers’ lives easier and keep parents better the plan !


The removal of levels back in September 2015, came as a surprise to most. As part of the national curriculum reform, schools were left to develop their own assessment system, which in turn would make teachers’ lives easier and keep parents better informed; well, that was the plan!


informed; well, that was in turn wouldmake


Our two recent research reports ‘Assessment in Primary Schools’ and ‘Assessment in Secondary Schools’ show that schools appear to have a different view of the Government’s policy and reveal the progress they havemade with introducing new assessment Complicating the issue further, we have th


GL Assessment’s recent poll, which reports that ‘four in 10 teachers say they are spendingmore time on administrative tasks linked to pupil assessment than on interpreting and acting on the results of the tests.’ It is not that teachers are opposed to assessing and analysing student data, as 95 per cent of those surveyed agreed that data has a place in the classroom.


purpose.


The problem lies in how the information is collected and for what purpose.


appear to show amismatch between what is and what they actually need.


For example, 53 per cent of primary schoo


assessments in the reception year, with 69 per cent saying they are unlikely tomakemuch use of the information.Meanwhile, only 18 per cent of secondary schools feel that they have a probable or definite need for formative assessment.


For example, 53 per cent of primary schools disagree with base line assessments in the reception year, with 69 per cent saying they are unlikely to make much use of the information. Meanwhile, only 18 per cent of secondary schools feel that they have a probable or definite need for formative assessment.


ls disagree with base line being asked of schools


However, despite an early resistance to the need to replace levels, primary schools in particular, now appear to be ‘toeing the line’. In our 2014 review of assessment, 53 per cent of primary schools indicated being unsure as to when they would stop using levels, while a further third had no plans to stop. This opposition to change continued into 2015, with 43 per cent of respondents indicating that the old levels were still being used. The latest findings, however, show thatmost schools are now, at least, on the road to designing and deploying a new or revised solution. 47 per cent of primary schools are already using a new assessment approach, which is up from7 per cent the same time last year.


However, despite an early resistance to the need to replace levels, primary schools in particular, now appear to be ‘toeing the line’. In our 2014 review of assessment, 53 per cent of primary schools indicated being unsure as to when they would stop using levels, while a further third had no plans to stop. This opposition to change continued into 2015, with 43 per cent of respondents indicating that the old levels were still being used. The latest findings, however, show that most schools are now, at least, on the road to designing and deploying a new or revised solution. 47 per cent of primary schools are already using a new assessment approach, which is up from 7 per cent the same time last year.


In terms of authority schools, only 11 per cent are still in the process of investigating options; suggesting that the remainder either have a systemin place or are well on their way to implementing one. However, when we turn to secondary schools, the picture seems less positive in some areas. Taking assessment o f the formative subject s (English,maths and science) as an example, opinions appear to be moving in the opposite direction.


In terms of authority schools, only 11 per cent are still in the process of investigating options; suggesting that the remainder either have a system in place or are well on their way to implementing one. However, when we turn to secondary schools, the picture seems less positive in some areas. Taking assessment of the formative subjects (English, maths and science) as an example, opinions appear to be moving in the opposite direction.


Back in 2014, 91 per cent of secondary schools felt there was some or an extensive need for assessment of the formative subj


Of course there aremany aspects of ‘asses themselves and the various tests that need to


assessm assessm in each hard to


here.


this had dropped slightly to 89 per cent acceptance, but this year it has dropped significantly to 69 per cent.


Back in 2014, 91 per cent of secondary schools felt there was some or an extensive need for assessment of the formative subjects. By 2015 this had dropped slightly to 89 per cent acceptance, but this year it has dropped significantly to 69 per cent.


bjects. By 2015


Of course there are many aspects of ‘assessment’: the systems themselves and the various tests that need to be carried out. While it is hard to find exact explanations for the differing shifts in schools’ views in each area, what the research does highlight is the whole issue of assessment solutions is far from solved. The day of new levels of assessment that meet the Government’s original objectives is not yet here.


find exact explanations for the differing shifts in schools’ views area, what the research does highlight is the whole issue of ent solutions is far fromsolved. The day of new levels of ent thatmeet the Government’s original objectives is not ye t


For information fromBESA contact: Patrick Hayes 020 7537 4997


For information from BESA contact: Patrick Hayes 020 7537 4997


www ww.vso.org.uk/bethevolunteer/ June 2016 2016 r/education


patrick@besa.org.uk www.besa.org.uk


patrick@besa.org.uk www.besa.org.uk


www. wwweducation-today.co.uk.co.uk 7


be carried out.While it is sment’: the systems


Our two recent research reports ‘Assessment in Primary Schools’ and ‘Assessment in Secondary Schools’ show that schools appear to have a different view of the Government’s policy and reveal the progress they have made with introducing new assessment measures. Complicating the issue further, we have the findings of BESA member GL Assessment’s recent poll, which reports that ‘four in 10 teachers say they are spending more time on administrative tasks linked to pupil assessment than on interpreting and acting on the results of the tests.’ It is not that teachers are opposed to assessing and analysing student data, as 95 per cent of those surveyed agreed that data has a place in the classroom.


Our research reports of 731 schools (408 primary and 323 secondary) appear to show a mismatch between what is being asked of schools and what they actually need.


The problemlies in how the information i s collected and for wha t Our research reports of 731 schools (408 primary and 323 secondary)


VIEWS British Educational Suppliers Association (BESA) rs Association(BESA) A)


e findings of BESAmember measures.


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