Sample Results of Open-Ended Questions From Surveys

• In Event: Educating Diverse Democracies: Comparing the Voices of Teachers and Students on Activity-Based Learning in Eight Countries

Abstract

Trinidad
• Many lack basic numerical and literacy skills (29)
• Removal of remedial teacher and subject teachers were asked to work with students who need remediation (untrained)(3)
• NEC exams were scraped and replaced with CVQ and CSEC (6), too difficult for most students (3)
• “With introduction of laptop (every child gets one entering Grade 7 in Trinidad), students performance has declined. Students use laptop for entertainment (Social media, games, Youtube)” (13)
• No WIFI in school, teachers not given laptops, little or no training (12)
• School Based Assessment (SBAs) as 30% of CSEC is problematic, e.g. not submitted (4), standards of marking (1), too rushed (1), too many (1), too much time spent
Uganda
• “Students are too much spoon fed by the teachers and some of them do not see the need of education” (Math teacher)
• “Negative attitudes because of the abstract methods of teaching and failure to relate the course to everyday life.” (Science HOD).
Sierra Leone
• Introduction of the 6-3-3-4 sytem (18) increased standards (15), increased numbers of students (13), fewer dropouts (13), and the addition of TVET (6).
• Students’ attitudes divided - improving (20% of respondents), negative attitudes (19%).
• Cheating was evident and also pointed to the problem of “students [who] disregard school work and [who] prefer private lessons... to pass.”
• Sample teachers were asked to express their opinions of major changes in the past five years in secondary education. Typical comments will be shared.

Chinese Teachers on Quality Education Reform

• “Major change is that students want teachers to use new teaching methods and new ideas, more patience, and pay attention to their aptitudes.” (Senior HS English teacher)

• “Quality Education is implemented with a lot of resistance.” (Senior HS politics teacher)

• “High school exam system is not good. It should not be “a single exam to decide one’s fate.” Students should have an all-round development, and not restricted to an exam-oriented education.” (Female senior HS student)

Authors

• Peter Yee Han Joong, University of Toronto

• Thomas Gerald Ryan, Nipissing University

• Peter Francis Wintz, University of Guyana

• Kathryn A. Noel, University of Western Ontario

• Nalini Ramsawak-Jodha, The University of the West Indies