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Using odfl to increase access to secondary schools in lesotho nyabanyaba

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Thabiso Nyabanyaba

This document summarizes a study on using open and flexible learning strategies to address barriers to education for orphans and vulnerable children (OVCs) affected by HIV/AIDS in Lesotho. The study tested an intervention incorporating open distance and flexible learning (ODFL) materials in 20 schools. Results found a significant improvement in math scores for students who used the ODFL materials, but no significant impacts on attendance, English scores, or overall dropout rates. The study concluded that ODFL strategies have potential to support at-risk students but need to be improved and better monitored, especially attendance for secondary OVCs.

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Thabiso Nyabanyaba National University of Lesotho Paper presented at the 1st UNISA international ODL 5-7 September 2012 Conference
Project SOFIE (Strengthening open and flexible learning to support educational access in contexts of high prevalence rates in SADC countries) Aims improving retention and increasing access to learning Focus group OVCs Children affected by HIV and AIDS Using open and flexible learning strategies
Many children experience absenteeism before dropout, due to Push out factors (in-school) Overcrowding in schools Teacher lack PSS and ability to cope with large classes Lack of infrastructure Curricular irrelevance Pull out factors (out-of-school) Poverty Early marriage Impact of HIV and AIDS ODFL strategies have potential to support at-risk students (Pridmore, 2006) Offering opportunities for re-entry Improving teacher understanding and empathy towards at-risk
To what extent can barriers to access and attainment due to HIV and AIDS be addressed using ODFL as a complement to conventional schooling? DfID/Economic and Social Science Research funded Institute of Education, London Centre for Educational Research and Training, Malawi Institute of Education, Lesotho South African Institute of Distance Education Followed a mixed method approach in distinct phases Phase 1: Situational analysis desk studies of policy, practices and factors influencing educational access Phase 2: Multi-site, formative fieldwork of factors influencing educational access Phase3: Development, trial and evaluation school-based intervention, incorporating ODFL
Pretest-Posttest Control Group design 20/20 Schools randomly assigned to either of two groups (matching). Both groups were administered questionnaires and test papers (Maths and English) at the baseline (November 2008) and following implementation (November 2009), but only one group received the intervention package and training Additional qualitative data collected at various stages Mid-term monitoring visit in August 2009 Concurrent with post-intervention visits (November 2009) District-level evaluation workshops held in January 2010.
Using odfl to increase access to secondary schools in lesotho nyabanyaba
School-in-a-box: Club leader manual Self -Study guides (English & Mathematics) Form B Textbooks (English & Mathematics) Dictionary English readers Supplementary readers on child rights, child labour and gender violence. HIV&AIDS board game Choices & Decisions Writing materials Wind-up Radio School-in-a-bag: School bag (rucksack) Mathematical Instrument set 2 Notebooks, a pen and a pencil
Sample Sampled students' status 1200 Non-orphans 1000 2% Single parents 800 15% 6% Paternal orphans female 600 Maternal orphans Male 53% 400 21% Double orphans 3% Abondoned 200 No data 0 Intervention Control
The attendance and progression rate for boys is worse than girls in general, especially in rural areas. Related to boys being called upon to look after animals. Initiation However, girls experience more disruptions as they progress a result of girls being called on to look after sick members of families and siblings, early marriage to escape the burden of poverty at home. Disruptions also associated with the perceived low quality of education Results Inequitable access Poor efficiency Low quality Inadequate output/completion
Control schools Intervention schools Mean Mean File number N Rank N Rank SCR:/English score Baseline 1841 1667.63 1819 1708.43 End-of-intervention 1629 1812.21 1578 1688.13 Total 3470 3397 SCR:/Maths score Baseline 1842 1867.56 1818 1680.78 End-of-intervention 1596 1548.62 1559 1698.59 Total 3438 3377 P:/Absenteeism Baseline 1075 1226.67 1205 1332.71 End-of-intervention 1371 1221.01 1439 1313.95 Total 2446 2644
Slight decline in the scores for English, Slight increase in the mathematics scores Slight decline in the rate of absenteeism None statistically significant Difference in maths performance was statistically significant
Mean Sum of ID:/Student status N Rank Ranks S:/repeated Form A club member 224 149.5 33488 in 2008 non-club member 74 149.5 11063 Total 298 S:/Absenteeism club member 224 151.33 33899 non-club member 74 143.95 10652 Total 298 SCR:/English score club member 220 144.86 31869.5 non-club member 73 153.45 11201.5 Total 293 SCR:/Maths score club member 216 151.69 32764 non-club member 73 125.22 9141 Total 289
Club-members did significantly better than similar students in maths Serious inequalities and obstacles remain Conclusion about intervention Had no impact to negative impact on English No impact on attendance could be found (inadequate intervention) Reduced dropout rates marginally Had a significant impact on maths performance Schools became better places for learning for OVCs Reported impact on teacher empathy towards OVCs due to PSS training Better societal understanding on situation of OVCs
Need for increased monitoring of attendance Particularly for OVCs at secondary schooling Lack of understanding and monitoring of childhood and their issues Need for increased PSS support for OVCs Points to the impact of HIV and vulnerability Child-headed and grandparents households Need to work through teacher formations in intervention Successful link with Maths teachers association resulted in cooperation Current and emerging socio-economic challenges call for more research and development of ODFL to complement conventional approaches Full papers available on: http://sofie.ioe.ac.uk/publications.html licensed under a Creative Commons Attribution- NonCommercial 3.0 Unported License

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Using odfl to increase access to secondary schools in lesotho nyabanyaba

  • 1. Thabiso Nyabanyaba National University of Lesotho Paper presented at the 1st UNISA international ODL 5-7 September 2012 Conference
  • 2. Project SOFIE (Strengthening open and flexible learning to support educational access in contexts of high prevalence rates in SADC countries) Aims improving retention and increasing access to learning Focus group OVCs Children affected by HIV and AIDS Using open and flexible learning strategies
  • 3. Many children experience absenteeism before dropout, due to Push out factors (in-school) Overcrowding in schools Teacher lack PSS and ability to cope with large classes Lack of infrastructure Curricular irrelevance Pull out factors (out-of-school) Poverty Early marriage Impact of HIV and AIDS ODFL strategies have potential to support at-risk students (Pridmore, 2006) Offering opportunities for re-entry Improving teacher understanding and empathy towards at-risk
  • 4. To what extent can barriers to access and attainment due to HIV and AIDS be addressed using ODFL as a complement to conventional schooling? DfID/Economic and Social Science Research funded Institute of Education, London Centre for Educational Research and Training, Malawi Institute of Education, Lesotho South African Institute of Distance Education Followed a mixed method approach in distinct phases Phase 1: Situational analysis desk studies of policy, practices and factors influencing educational access Phase 2: Multi-site, formative fieldwork of factors influencing educational access Phase3: Development, trial and evaluation school-based intervention, incorporating ODFL
  • 5. Pretest-Posttest Control Group design 20/20 Schools randomly assigned to either of two groups (matching). Both groups were administered questionnaires and test papers (Maths and English) at the baseline (November 2008) and following implementation (November 2009), but only one group received the intervention package and training Additional qualitative data collected at various stages Mid-term monitoring visit in August 2009 Concurrent with post-intervention visits (November 2009) District-level evaluation workshops held in January 2010.
  • 7. School-in-a-box: Club leader manual Self -Study guides (English & Mathematics) Form B Textbooks (English & Mathematics) Dictionary English readers Supplementary readers on child rights, child labour and gender violence. HIV&AIDS board game Choices & Decisions Writing materials Wind-up Radio School-in-a-bag: School bag (rucksack) Mathematical Instrument set 2 Notebooks, a pen and a pencil
  • 8. Sample Sampled students' status 1200 Non-orphans 1000 2% Single parents 800 15% 6% Paternal orphans female 600 Maternal orphans Male 53% 400 21% Double orphans 3% Abondoned 200 No data 0 Intervention Control
  • 9. The attendance and progression rate for boys is worse than girls in general, especially in rural areas. Related to boys being called upon to look after animals. Initiation However, girls experience more disruptions as they progress a result of girls being called on to look after sick members of families and siblings, early marriage to escape the burden of poverty at home. Disruptions also associated with the perceived low quality of education Results Inequitable access Poor efficiency Low quality Inadequate output/completion
  • 10. Control schools Intervention schools Mean Mean File number N Rank N Rank SCR:/English score Baseline 1841 1667.63 1819 1708.43 End-of-intervention 1629 1812.21 1578 1688.13 Total 3470 3397 SCR:/Maths score Baseline 1842 1867.56 1818 1680.78 End-of-intervention 1596 1548.62 1559 1698.59 Total 3438 3377 P:/Absenteeism Baseline 1075 1226.67 1205 1332.71 End-of-intervention 1371 1221.01 1439 1313.95 Total 2446 2644
  • 11. Slight decline in the scores for English, Slight increase in the mathematics scores Slight decline in the rate of absenteeism None statistically significant Difference in maths performance was statistically significant
  • 12. Mean Sum of ID:/Student status N Rank Ranks S:/repeated Form A club member 224 149.5 33488 in 2008 non-club member 74 149.5 11063 Total 298 S:/Absenteeism club member 224 151.33 33899 non-club member 74 143.95 10652 Total 298 SCR:/English score club member 220 144.86 31869.5 non-club member 73 153.45 11201.5 Total 293 SCR:/Maths score club member 216 151.69 32764 non-club member 73 125.22 9141 Total 289
  • 13. Club-members did significantly better than similar students in maths Serious inequalities and obstacles remain Conclusion about intervention Had no impact to negative impact on English No impact on attendance could be found (inadequate intervention) Reduced dropout rates marginally Had a significant impact on maths performance Schools became better places for learning for OVCs Reported impact on teacher empathy towards OVCs due to PSS training Better societal understanding on situation of OVCs
  • 14. Need for increased monitoring of attendance Particularly for OVCs at secondary schooling Lack of understanding and monitoring of childhood and their issues Need for increased PSS support for OVCs Points to the impact of HIV and vulnerability Child-headed and grandparents households Need to work through teacher formations in intervention Successful link with Maths teachers association resulted in cooperation Current and emerging socio-economic challenges call for more research and development of ODFL to complement conventional approaches Full papers available on: http://sofie.ioe.ac.uk/publications.html licensed under a Creative Commons Attribution- NonCommercial 3.0 Unported License