Key Issues

Key issues that may need resolution

The change is a major one	The expansion of the secondary system from a small elite academic system to a mass education system is a major change; probably the largest that the system has ever undergone. It cannot be done effectively simply by refining the existing system. All countries that have undergone this change in the last five decades or so have ended with an education system that is radically different from what existed before the change. Ministries are therefore strongly advised to bring the whole of their current system under scrutiny. It is easier to make major changes all at once than to be forced into doing them overtime. It is also fairer on the learners and teachers to minimise the periods of major disruption. This page looks at some of the major issues that ministries may wish to reconsider

Major issues	These issues are all ones that may require decisions at a policy level.
The structure of the system	The expansion upwards of mass education offers an opprtunity to reconsider phase boundaries. In the past African systems have been characterised by two mass education phases, lower primary in which the main focus has been on basic numeracy and literacy skills and then upper primary where a major focus has been preparation for life beyond school for the majority of students. The main focus of this phase will change withthe expansion to one of foundation laying for secondary education. In view of the change in focus, are the lengths of each phase appropriate? What do other countries do?	More
Reform of the whole curricuum	In the past in Africa each phase of education has had its own main focus. This has meant that the content of each phase could be developed largely independently of the content of other phases. Secondary expansion creates a wholly new situation in which the curriculum becomes a continuum through which learners will proceed at a pace determined rather more by their own abilities and aptitudes than by an external logic determined by the curriculum content. This means that the curriculum must be viiewed in a much more holistic way. It is no longer an option simply to build a secondary curriculum on the top of a pre-existing primary one.
Grade K	Many countries are currently making considerable strides in establishing pre-school education, very often run by dedicated NGOs very economically. Assisting this effort with training and basic materials can often be a very cost-effective way of improving eduactional quality, particularly by improving the mastery of basic skills. Should a grade K curriculum be part of the revised national curriculum?
Examinations and assessment	Secondary examinations have generally been of a traditional nature testing mainly academic knowledge and understanding. They have been norm-referenced pass-fail examinations. This is not appropriate for a mass system which will demand assessment of a much wider set of skills and competencies, criterion referenced testing, and a widened degree of differentiation. In many countries the concept of pass-fail has been replaced by the concept of a record of achievement.
Attainment testing	In the past, the effectiveness of the system and of the schools within it could be judged by the public examination results. The expansion will make this an increasingly unreliable instrument. A regime of attainment testing at two or three levels will help determine more accurately how the system is functioning by measuring accurately the level of understanding of key subjects by children. This provides schools with objective feedback on how well they (and the system) are performing.
Addressing the needs of all learners	This is the biggest change from the system that prevails in most countries. The existing system caters for some 20-30% (many might say less) of all learners. The remaining 70-80% have dropped out before secondary education, often because their experience of school has been one of increasing poor performance or failure. Addressing teh needs of this great majority of learners requires a completely new parallel system (the model chosen by most countries) or a new holistic system of which the old academic strand will be a subset.
The goals and philosophy of the education system	Does the move to mass education demand a rethink of the goals and philosophy of the system? Probably yes. This must be done before the curriculum is developed and the new curriculum will be a reflection of the new goals.
ICT	ICT is now deeply integrated into curricula worldwide. Even if it may feature little in current secondary curricula, this is an area where rapid development can be expected. Is there an IT in education policy and if there is, is it in need of review? It is desirable that the basics of this policy be in place before the new curriculum is developed as it will build on them.

Other important issues	The following issues are key elements in the reform but probably do not require political level decisions
HIV	How HIV issues, and health issues generally, are built into the curriculum will require review. In the past, African systems have been characterised by primary classes of children with a large range of ages and by a curricuum where primary level education is the terminal level for the geat majority. Neither of these will be as important under the expanded system and a review of what HIV and health issues are taught when and will be desirable.
Personal and social education. Careers education.	The expansion of secondary education offers an opportunityto rethink both the content of this important section of the curriculum and the way it is delivered, both of which seem to be regarded as currently unsatisfactory in many countries. A crucial question seems to be how can this be made a 'serious' subject when it is not examined?
Gender	Almost all current African secondary curricula are gener discriminatory, many consdeably so. This is reflected in almost all aspects, the numbers admitted, the choice of subjects, the subject details, the methodology, the assessment and the learning materials. Gender 'lenses' for analysing all aspects of curricula, teaching and learning have been developed or could readily be developed. One member of the technical groups could be assigned the task of a 'gender inspector' to ensure that gender issues are addressed at all stages of the development process.