Curricula, examinations, and assessment in secondary education in Sub-Saharan Africa / [Ramon Leyendecker, Wout Ottevanger, Jan van den Akker].

Includes bibliographical references (pages 97-101).

Cover -- Contents -- Foreword -- Acknowledgments -- Executive Summary -- Résumé analytique -- 1 Introduction -- The CASASE Study -- Methodology of the Study -- Definitions -- Advance Organizer -- 2 Context of the Sub-Saharan African Secondary Education -- Enrollment in Secondary Education in Sub-Saharan Africa -- Primary Completion Rates, Transfer Rates, and Gross Enrollment Ratios -- Teachers and Student Teacher Ratios -- Differences Across Sub-Saharan African Countries -- Social Perceptions of Education and Vocational Education -- 3 Access, Equity, Quality, and Curriculum -- Access -- Equity -- Quality -- Tensions Between Quality and Access -- Quality and Curriculum Reform -- 4 Formal Curriculum and Curriculum Structures in Sub-Saharan Africa -- Lengths of Educational Cycles Across Sub-Saharan Africa -- Curriculum Structures in the Five Countries Visited -- Position of Technical and Vocational Education -- Exit Skills -- Issues in Secondary Education Curriculum -- Literacy and Language of Instruction -- Junior Secondary Education as Part of Basic Education -- Subjects and Learning Areas in Junior Secondary Education -- Curriculum Extensions at Both Junior and Secondary Level -- General Senior Secondary Education Curriculum Structure -- Vocationalized Education -- 5 Technical and Vocational Education and Training. -- Starting Points for TVET -- Unification of TVET -- Qualification Frameworks and Integration -- Implications of Frameworks -- 6 Operational Curriculum: Current Trends in Instructional Methodology -- The Need to Move Toward More Active Teaching and Learning Approaches -- Active Learning and Learner-centered Education -- The Reality of Classroom Instruction and Learner-centered Education -- The Implementation of LCE -- Equity and Physical Resources -- Further Curriculum Issues Influencing Instructional Quality -- Curriculum, Teacher and Learner Support Materials -- Textbooks -- 7 Attained Curriculum: Assessment and Assessment Practices in Sub-Saharan Africa -- Assessment, Examination, and the Wider Picture -- Examinations, Assessment, and the Curriculum -- Examination Results: Junior Secondary Level, and Results of the TIMSS study -- Examination Results Senior Secondary Level -- Standard Setting and Quality Assurance of Secondary Education Examinations -- Alignment Between Curriculum and Assessment -- Assessment Items and Examination Practices -- Continuous Assessment and Assessment Instruments -- Summary and Practical Suggestions for Examination and Assessment -- 8 Curriculum Development Processes -- Policy Framework -- Addressing the Gap Between Plan and Achievement -- Considerations About Curriculum Implementation -- 9 Capacity Building -- The Need for Capacity Building in Sub-Saharan Africa -- Teacher Professional Development -- Implementing In-service Education -- Other Factors Influencing Implementation Education Reforms -- Pre-service Teacher Education -- 10 Conclusions and Recommendations -- Reform Potential and Focal Points -- Complexity of Curriculum Reform -- Curriculum Reform and Wider Educational Reform -- The Importance of the Implementation Process, and the Technicalities of Curriculum Design -- The Need for Capacity Development at All Levels -- References -- Table 1. Enro.

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