Strengthening child inclusion in the classroom in rural schools of Pakistan and Afghanistan: What did we learn by testing the system dynamics protocol for community engagement?
Strengthening child inclusion in the classroom in rural schools of Pakistan and Afghanistan: What did we learn by testing the system dynamics protocol for community engagement?
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DOI：
10.1177/1745499919829230
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发表时间：
2019-03-01
影响因子：
2.1
通讯作者：
Hovmand, Peter
中科院分区：
文献类型：
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作者：
Trani, Jean-Francois;Bakhshi, Parul;Hovmand, Peter
受教育机会一直是千年发展目标2的核心原则，该目标着重于提高入学率，但未能促进教育质量和公平，也未能解决导致排斥现象的复杂背景问题。因此，许多孩子没有学习。人们日益认识到，如果没有更好的问责制，就无法实现有效、高效和公平的全民教育。本文详细介绍了通过更好的社会责任来加强学习过程的创新方法。本文在阿富汗和巴基斯坦的农村学校定义并测试了一个基于社区的系统动力学协议，该协议使用参与式群体模型构建（GMB）技术。我们在两组教师和一组儿童中测试了该协议，并从参与者的角度制作了三个因果循环图，突出了影响课堂学习的因素。这些课程展示了学生对GMB教学法的兴趣、参与、快速掌握以及对当前课堂系统如何阻碍许多学生学习的清晰理解。研究人员发现，很大的自主权和主动性可以留给研讨会参与者，使引导者的角色保持在解释方法和要求澄清因果关系。
Access to education has been the central tenet of the Millennium Development Goal 2, which focused strongly on increasing enrolment yet failed to promote education quality and equity and address contextual complexities that sustain exclusion. As a consequence, many children are not learning. There is growing recognition that effective, efficient and equitable education for all will not be achieved without better accountability. The present paper details innovative methods for strengthening the learning process through better social accountability. The paper defines and tests in rural schools of Afghanistan and Pakistan a community-based system dynamics protocol using participatory group model building (GMB) techniques. We tested the protocol with two groups of teachers and one group of children, with the three produced causal loop diagrams highlighting factors that influence learning in the classroom from the perspectives of the participants. The sessions showed interest, engagement, quick mastery of how GMB methods work and clear understanding of how the current classroom system hinders learning for many students. Researchers found that large autonomy and initiative could be left to the workshop participants, keeping the facilitator's role to one of explaining the method and asking clarification about causal relations.