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Assessment of Sub-Saharan numeracy and literacy

Africa; Ghana; Zambia

General informationCentre for Research in Primary Science & Technology, University of Liverpool
University of Liverpool
Goal 2. Universal primary education; Goal 6. Quality education
Teaching profession; Learning; Educational systems and levels; Educational sciences; Educational population; Educational policy; Educational evaluation; Primary teacher education; Numeracy; Literacy; Primary education; Educational research; Rural population; Curriculum development; Educational quality
Project description
The Centre for Research in Primary Science and Technology at the University of Liverpool, UK, carried out research to develop formative and diagnostic assessment tools for basic numeracy and literacy skills in primary education among disadvantaged sub-Saharan populations. The research project investigated to what extent it was possible to describe sequences of progression in educational achievement that have transferable currency in the geographical region.
The project aimed to conduct applied educational research. It set out to describe a series of educational achievements as baseline information to be used by teachers to diagnose their students’ educational achievements and needs and match their teaching to the student’s knowledge. By providing local teachers with appropriate and adapted assessment tools enabled those teachers to target their teaching more effectively and to have a greater impact on learning.
The project solicited direct participation from local teachers and children in Malawi, Ghana and Zambia and established links with Ministries and higher education institutions. Reusable resources (teachers' guide, poster for non-literate parents) were produced to support teachers' assessment, communities' understanding of children's educational progress and administrators' capability to monitor sub-groups' differential performance.
PartnersRussell, Terry