VERSION 14-(February 2012)
Teaching and Learning
A vision on Education and Development
Background information
Edukans is a professional educational development organisation with a long tradition (since
1879) in child-centred and value-driven education, as well as parental involvement in
education. The predecessor of Edukans1 was an emancipating Christian-social movement of
parents demanding quality education for their children based on Christian values. In 1920,
strong lobbying and advocacy resulted in article 23 of the Dutch Constitution, granting equal
rights and funding to parent-controlled schools and public schools. Until today, parental
involvement, pedagogical climate in schools and citizenship are major cornerstones in
Edukans policy and strategies. In 1966, Edukans started to support local partner
organisations in developing countries in Africa, Asia and South America.
Together with its partners in developing countries and in the Netherlands Edukans aims to
offer quality education to underprivileged children and adolescents in developing countries.
It also wants to counter the prevailing view by showing that development cooperation does
work. With ‘Education is development’ as its starting principle Edukans offers an appealing
alternative: education is a sustainable investment opportunity.
As an education expert Edukans plays a leading role in supporting and enhancing the quality
of the education programmes in developing countries. In addition, Edukans provides a
unique way of connecting pupils, teachers and school managers in the Netherlands with
their counterparts in developing countries. The Edukans exchange programmes for students,
teachers and trainers create opportunities for mutual understanding and mutual learning.
To enhance the quality of education at classroom level as well as at school level, Edukans will
show in this vision document how to analyse and make operational the concept of quality in
education. A clear vision will help the organisation to identify and develop goals and
objectives for new education programmes.
Philosophy
Edukans believes that each individual is unique and that each person develops himself on
the basis of his/her own identity and culture, by making use of his own talent and potential.
An individual has to discover his unique identity in contrast to others, but also in
relationship, interaction, and communication with others. (UnieNZV, 2010)
Based on this philosophy, Edukans encourages the personal development of children and
youth to promote:
- being worthy (self awareness, self confidence, trust) in order to stand up for
oneself and show own initiative;
1
This Christian, but non-denominational, movement was called ‘Union School with the Bible’, changed in the
sixties to ‘Union School and Gospel’ and in the nineties of the last century into ‘Foundation for Christian
Education’. Since 2002 Edukans exists, as a development organisation for education and as a manifestation of
our broader vision, mission and core-values, as explained in this document.
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-
the road to independency (development, perspective);
commitment to society (taking part, thinking and deciding).
An individual discovers its unique identity in contrast to others, but also in relationship,
interaction, and communication with others. Ubuntu (a Zulu word) serves as the spiritual
foundation of African societies. It defines the individual in terms of his/her relationship with
others: "that I am because we are, and since we are, therefore I am". Ubuntuism, as
understood by people like Paolo Freire, Martin Buber and Levinas, emphasizes that only
through dialogue about what constitutes the common good we become fully human; and
that interaction between the self and the other should be the guiding principle in public life
and of social ethics.
This philosophy is also reflected in the values of Edukans (UnieNZV, 2010), aiming to
stimulate the development of children and young people in confidence (trust), perspective
(hope) and involvement (commitment).
Vision Model: the way from Trust to Hope via Commitment
HISTORY
FUTURE
The road to independence
dialogue
Trust
Hope
Life Long Learning
Commitment
confidence
perspective
relationship
opportunities
We believe that the personal development of people is rooted in the historical and cultural
context (trust), aiming towards the future (hope) and connected through relationship and
dialogue with others (commitment). Personal development is part of the process of lifelong
learning. Although formal education is just one part of our personal development, an
average person in developed countries spends 12-16 years on formal schooling.
Therefore, education should create a safe and reliable environment. Such an environment
provides confidence in children to develop themselves. Growing in (self-)confidence is
important for children to gain insight in their own identity, talents and abilities. Therefore,
besides knowledge development, education also requires a focus on personal development,
skills and competencies.
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Good education helps to create opportunities and prospects for the future. For that reason
education needs to be relevant for the target group and connected to their daily life. From a
pedagogical perspective this means that education should provide a stimulating
environment to support the vitality and strengths of children. Hope is also closely connected
to a religious, philosophical or spiritual dimension. A vision that encourages expectation. For
the personal development it is therefore important that children learn about their own
sources of inspiration and that of others.
Good teaching promotes engagement, commitment and responsibility. Solidarity with and
an interest in others are fundamental values for personal development. Individual
development is inextricably linked to the other, whether nearby or far away: developing
knowledge, showing an interest for and paying attention to global issues, other cultural and
religious traditions, and acting righteously.
Theory
Learning
Traditionally, teachers direct the learning process and students play a receptive role in their
education. Influenced by psychologists such as John Dewey, Maria Montessori, Jean Piaget
and Lev Vygotsky, whose work focussed on how students learn, the Constructivist Learning
Theory was developed. This theoretical framework claims that learning always builds upon
knowledge that a student already possesses, and that learners construct their own
knowledge on the basis of interaction with the environment (Gagnon, 2005).
Learning is more than receiving and processing information transmitted by teachers.
Students learn best when they are allowed to construct a personal understanding, based on
experiencing things and reflecting on those experiences. A Constructivist Classroom is a
Learner-Centred Classroom.
Learner-centred learning means reversing the traditional teacher-centred understanding of
the learning process, putting the student at the centre of the learning process instead of the
teacher. In a teacher-centred classroom, teachers are the primary source for knowledge;
rote learning or memorizing teacher notes or lectures is the norm. On the other hand,
learner-centred learning allows learners to actively participate in learning processes and it
promotes distinctive learning styles. Because learning can be seen as a form of personal
growth, learners are encouraged to utilize self-regulation practices in order to reflect on
their own work.
Over the past few decades a shift in curriculum has occurred where teachers now act as
facilitator in a learner-centred classroom. This shift has made an impact on the method of
teaching and the way learners learn. It is important for teachers to acknowledge the
increasing role and function of their educational practices.
As our educational practices change, so does our approach to learning and teaching.
Teaching
What teachers know, do, expect and value has a significant influence on the nature, extent
and rate of learners learning. The powerful phrase ‘teachers make the difference’ captures
the key role they play in shaping the lives and futures of their learners. For teachers to
maintain excellence they need to be reflective practitioners. They need to deepen and
refresh their own knowledge and engage in professional learning exchange with their
colleagues.
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Box 1
“Each of us remembers the great teachers who touched our lives, kindled our interest and
pressed us to do our best. We retain powerful images of such teachers. They exhibited a
deep caring and love for children. They conveyed a passion for the subjects they taught,
captivating their students with that passion. They approached their work with creativity and
imagination, striving constantly to improve.”
(US National Board for Professional Teaching Standards, 2009-2010)
The recent redefinition of teachers’ functions and tasks has produced designs for
professional profiles, describing the essential qualities required by their renewed roles.
However, these statements of what teachers are expected to know and be able to do, reflect
only one part of the teacher education context. Teachers do not simply adopt professional
standards or competencies exactly as they are described or prescribed in terms of
knowledge, skills and attitudes. They will differ in how they deal with the expectations
depending on the value they personally attach to them.
In line with this, Korthagen’s (2004) onion-model shows that preparing future teachers for
the teaching profession should not only focus on changing behaviour, competencies or
beliefs, but should also take into account their identity and mission as a teacher on a more
profound level.
Figure 1: The onion model of Korthagen, Copyright Korthagen
Managing:
In addition to learners and teachers, schools are in need of good managers to motivate the
team and the students. Research suggest that successful school leaders influence teacher
and student achievement in several ways, through their influence on other people and
through their influence on school processes. Leithwood, Seashore-Louis, Anderson and
Wahlsrom (2004) outline three sets of core leadership practices:
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• Developing people — Enabling teachers and other staff to do their jobs effectively,
offering intellectual support and stimulation to improve their work, and providing
models of practice and support;
• Setting directions for the organisation — Developing shared goals, monitoring
organisational performance, and promoting effective communication;
• Redesigning the organisation — Creating a productive school culture, modifying
organisational structures that undermine the work, and building collaborative
processes.
Leadership appears to have a distinct impact on the quality of teaching in schools. School
principals should provide focus and direction to their staff and manage the organisation
efficiently to support learning. Principals evaluate teachers and make decisions about their
classroom performance. When classroom instruction is weak in schools, or when there are
large numbers of unqualified teachers in (underperforming) schools, responsibility rests with
the principal.
Good school leaders understand teaching and are respected by their staff. Moreover they
are willing to hold themselves and others responsible for student learning and enhance the
capacity of teachers to meet their goal: creating a safe learning environment where students
can excel.
Quality Education
Many definitions of quality in education exist. The terms efficiency, effectiveness, equity and
quality have often been used synonymously. Today there is considerable consensus around
the basic dimensions of quality education.
According to the Education Working Group of Unicef (2000) quality education includes:
 Learners who are healthy, well-nourished and ready to participate and learn, and
supported in learning by their families and communities;
 Trained and motivated teachers (the most crucial ingredients in the provision of
quality education);
 Content that is reflected in relevant curricula and materials for the acquisition of
basic skills, especially in the areas of literacy, numeracy and skills for life, and
knowledge in areas as gender, health, nutrition, HIV/AIDS prevention and peace;
 Processes through which trained teachers use a child-centred teaching approach in
well-managed classrooms and schools and are able to facilitate Active Learning in the
classroom;
 Environments that are healthy, safe, protective and gender-sensitive, and provide
adequate resources and facilities;
 Outcomes that encompass knowledge, skills and attitudes, and are linked to national
goals for education and positive participation in society.
This definition allows for an understanding of education as a complex system embedded in
a political, cultural, social and economic context.
Quality Framework
Edukans is convinced that individuals develop themselves on the basis of their own identities
and culture, and through the use of their own talents and potential. Within this vision
Edukans aspires to encourage the personal, social and emotional development of the
learners. To achieve such developments, education should not only focus on knowledge
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(knowing) and skills (doing), but also on the creation of attitude (willing) and the moral
dimension of behaviour.
The three above mentioned levels of improving the quality standards in schools (Learning,
Teaching, Managing) combined with the three focus dimensions (Knowledge, Skills, Attitude)
that should enable a person to achieve his or her goal, has led to the following Education
Quality Framework (see figure 2)2. The framework shows that the three focus dimensions
are all applicable to the many products and processes in the educational setting. We shall
concentrate on the three levels mentioned above: learning, teaching and managing.
With the Quality Framework Edukans attempts to apply the contribution of the various
definitions of educational quality to the different aspects of the practical educational
processes of teaching, learning and managing. Furthermore, the framework helps to make
the theoretical concept of quality operational and applicable.
Learning
Teaching
Managing
Knowledge
(knowing)
Skills
(doing)
Attitude
(willing)
Figure 2 Edukans Quality Framework, copyright Edukans
Approaches
Applying teaching theory to teaching practice is a huge challenge for many different reasons.
As Pontefract and Hardman (2005) put it: “Although teacher training colleges might
advocate child- centred approaches, they are unlikely to be practiced or are little
understood. Once in the classroom teachers will teach as they were taught themselves”.
(Hoeksma, M., Sieswerda, M.F. 2010).
Based on field experience (see box 2 and 3) Edukans believes that in order to change current
educational practices, the starting point should always be the actual teachers’ daily practice,
also known as the bottom-up approach. Teachers, trainers and supervisors have to monitor
their own process and progress. “This is an answer to the lack of success in similar projects
where local practising of educators – those who know most about the schools – is not taken
into account in research concerning the improvements to be put to the test” (Heneveld,
2007).
Box 2
Learning in Progress
In response to the situation outlined above two Quality Improvement Projects were carried
out by Edukans in Ethiopia and Uganda, in close cooperation with instructors at the
Graduate School for Teaching and Learning of the University of Amsterdam. The projects
aimed at improving the teaching and learning process in dozens of primary schools.
The starting-point for changing the existing educational practices was the teachers’ daily
practice. Through the so-called: Monitoring-Sharing-Improvement (MSI) approach teachers
2
Edukans, Quality Education Framework,(2010)
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were trained to observe and analyse the actual teaching and learning practice and to pay
attention to the relationship between teaching methods and students’ learning behaviour.
Two important techniques applied to facilitate this aim are digital video recording and the
students’ time on task observation method. At the end of the project period it was
concluded that the schools involved in the project had made considerable progress in
moving towards a learner-centred approach.
In Edukans’ approach, change starts from the classroom and is thus geared towards the local
situation. Teacher Training Colleges, existing education training and supervision structures
and the local coordination offices of Edukans play an important role in coordinating and
linking the student-classroom based innovation to wider education policies.
Another key element for a successful intervention is mutual learning. As teachers, pupils,
trainers and supervisors work together, they learn from each other. Learning is not a oneway process (from instructor to teacher or from teacher to pupil) but a diverse process
where all participants should be open to each other. When given the right guidance, children
will learn a lot from each other instead of listening to the teacher only. Mutual learning also
applies to Edukans international exchange programmes. In the international linking and
learning programmes of Edukans, Dutch teachers, educators and teacher-students
cooperate with their local counterparts.
Box 3
World Teacher Programme
Since 2009, Edukans implements the World Teacher programme in Uganda and India. Later
Ethiopia, Kenya and Malawi were added to the programme. It is a long-term exchange
programme in which groups of Dutch teachers yearly visit selected schools for a period of
two weeks. Mixed groups (both Dutch and native) study education practices and the local
educational system. Along with their colleagues and partners of Edukans they develop ideas
for changes and improvements in education.
From the teachers’ reports on the effects of the programme it can be concluded that effects
are accomplished on both sides, especially in the area of teacher motivation and teaching
practice (Buissink, 2011). From the WT programme in Ethiopia (2011) it was learned that:
“By discussing teacher performance and different teaching strategies the Ethiopian and
Dutch teachers became aware of their own strengths used during lesson planning, teaching
in class and during evaluation. This awareness of strengths made teachers more selfconfident, resulting in the motivation to use new didactical and pedagogical strategies. The
new strategies used inside classrooms encouraged the teachers to use a more learnercentred approach. Learners worked on tasks more easily and motivated the teachers to
continue our programme, using games and other learning activities that stimulate learners
to learn in a learner-centred way”.
Finally, Learning by doing (learning through real and authentic experiences) is considered to
be the most important method. John Dewey, one of the most influential authorities on
education in the 20th century, declared in a speech in the 1940’s that: “The world is moving
at a tremendous rate. Going no one knows where. We must prepare our children, not for the
world of the past. Not for our world. But for their world. The world of the future”. Schooling
is not just about the individual. It is the coming together of the student’s interests with those
of the society or the community. Today's Web-based tools extend that idea to the global
community.
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Making the theory operational: the framework
As said before, the Quality Framework provides a checklist to turn the theoretical concept of
quality education into a practical tool for teachers, school managers, and other education
stakeholders.
The three dimensions of learning
Looking at learning within the dimension of knowing, learning is defined as a quantitative
increase in knowledge, as acquiring information, but also as storing information that can be
reproduced, or as acquiring facts, skills and methods that can be used when required (Säljö,
1979)3. In the framework the dimension attitude is added as a third dimension of knowing
following the suggestion of Ramsden (1992) that takes the internal or personal aspects of
learning into consideration.
Gilbert Ryle (1949) defined the different dimensions of learning as “knowing that” and
“knowing how”. In the latter definition learning is seen as something that you do in order to
understand the real world. Following Bakker (2004) we propose that learning is loaded with
values and is connected with the view of life and the moral aspects of behaviour. Within this
dimension we note an important role for motivation and, more specifically, the pupil’s
motivation to learn. Pupil motivation to learn is both a trait and a state. It involves taking
academic work seriously, trying to get the most from it, and applying appropriate learning
strategies in the process (Woolfolk, 2008).
The three dimensions of teaching
The seven competency areas, as defined by the Foundation for Professional Quality of
Teachers4, provide insight in the three dimensions of quality of teaching:
1. Interpersonal competencies: a teacher has good leadership capabilities and makes
sure that there is a pleasant and friendly living and working environment.
2. Pedagogical competencies: a teacher creates a safe learning environment during and
after his lessons.
3. Professional and didactical competencies: a teacher is able to help and guide children
in their effort to achieve the goals that are reflected in the curriculum.
4. Organisational competencies: a teacher is responsible for all the aspects of class
management with special attention to the group.
5. Competencies to cooperate in a team: a teacher must adjust his own work to make it
correspond to his colleagues’ work, in order to contribute to a well-functioning
school organisation.
6. Competencies to cooperate with the environment: a teacher keeps contact with
parents. He also has to balance his professional activities with other activities outside
the school.
7. Competencies in reflection and development: a teacher has the capacity to reflect
constantly and to develop himself professionally.
Following the constructivist5 approach to learning processes within the teaching process, it is
furthermore important to integrate theory with practical experiences, reflection and selfdirected learning, to develop an inquiring attitude and to pay attention to individual
3
4
5
Säljö (1979) asked a number of adult students what they understood by learning.
Stichting Beroepskwaliteit Leraren (SBL)
Typical for the constructivist approach, in all its forms, is an active, constructive, cumulative and focused
learning process.
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development. The concept "teach as you preach" is an important addition because the
teachers’ own continuous lifelong learning process forms a solid basis for planning learning
processes of learners and the quality of teaching. Within this dimension the biography of the
teacher determines his or her degree of professionalism (Bakker, 2004). Within the teaching
process Bakker stresses the religious and value dimensions of educational practice.
The three dimensions of managing
Educational management is a field of study and practice concerned with the operation of
educational organisations. The definition of leadership overlaps with two related terms:
management and administration. ‘Management’ is widely used in Europe and Africa, , while
’Administration’ is preferred in the United States, Canada, and Australia. According to
Dimmock (1999) school leaders experience tension between competing elements of
leadership, management and administration. When leadership and management are given
equal prominence, schools operate effectively in achieving their objectives. Leadership
becomes inspiring leadership when leaders exert themselves to achieve the practicable
objectives of the organisation paying due attention to the consent of the teachers, students
and parents.
Figure 3 School Leadership Capability Framework, Copyright: State of NSW
The New South Wales Department of Education and Training in Australia developed the
School Leadership Capability Framework (SLCF) (Scott, 2002). This framework describes the
capabilities that school leaders may exercise in order to operate effectively. It is divided into
5 domains, each of which consists of a number of elements and descriptors. The five
domains are interrelated and are underpinned by a set of three leadership skills of a higher
order. The domains; (1) Educational, (2) Personal, (3) Strategic, (4) Organisational and (5)
Interpersonal, are interrelated and underpinned by a set of leadership skills, also reflected
in the Edukans Quality framework.
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The above described dimensions of learning, teaching and managing has led to the following
framework:
Learning
Teaching
Knowledge
(knowing)
Point of departure is
the academic
content as enshrined
in the national
curriculum
Content
Teaching knowledge
(didactical
knowledge)
Skills
(doing)
Apply knowledge
vocational skills
social skills
lifelong learning
Attitude
(willing)
Pupil motivation to
learn
Moral dimensions of
behaviour
Values
Managing
Working processes
Policy processes
(Financial,
organisational,
personnel)
School and society
Pedagogical
Vision
Professional
Leadership
Organisational
Cooperation
Inter-personal
Life-long learning
Cooperation in a
People Management
team
/ dealing with
Cooperation with the parents
environment
Supervision
Life-long learning
Motivation to teach
Motivation
Courage (intrinsic
Practice what you
value)
preach
Normative
Inspiring leadership
professionalism
Biography of the
Biography of the
manager
teacher
Identity (ethos) of
Practice what you
the school
preach
Using the framework
The framework provides a means of organizing and understanding the different dimensions
of education quality. It should be remembered that quality is a multidimensional concept
and always depends on the context. Quality of education has a different meaning for
different people. The context-specific characteristics of quality in education are ‘cultural
indicators’. They are highly qualitative and subjective: for example pedagogical environment,
relevant learning content, and style of teaching. Other, more quantitative and objective
characteristics, are called ‘structural indicators’ of quality in education. Examples of these
structural aspects are the basic achievements in language and mathematics.
While the framework is by no means the only one available or possible, it does provide a
useful checklist of elements which can be used for the development and planning of the
Edukans education projects and programmes.
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From framework to school practice (STAR-school© model)
Several models for education quality have been developed, e.g. the UNESCO-framework for
understanding education quality (Unesco, 2005). Models like this are helpful, but not easily
translated into concrete interventions. For Edukans the starting point for quality education is
the school. The most relevant question is: “What makes a school a good (or complete)
school?” To this end, Edukans developed the so-called STAR-school© model.
Figure 4 STAR-school model, copyright Edukans
The Star-school model is composed of 5 essential elements, explained as follows:
1.
an adequate, safe learning environment (infrastructure & facilities, accessibility);
2.
students learning in an effective and joyful way (relevant knowledge, skills,
attitudes);
3.
qualified and committed teachers teaching effectively (knowledge, skills,
attitudes);
4.
capable school management, with vision, monitoring capacities and maintaining
good relations with parents, communities and other stakeholders;
5.
structural parent and community involvement in governance of the school (and
not incidentally, when a specific job has to be done).
The STAR-school model places teaching and learning in the broader perspective of parental
and community involvement. At the same time, a facilitating and challenging school
environment (decent class rooms, furniture, toilets, availability of text books), provides
quality learning facilities for all children, adolescents and learners from whatever
background, getting the means to develop themselves into a self aware, committed and
empowered person in the global community.
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The model can be used in three different ways:
1. for identification of projects on school level and making a school improvement plan with
local stakeholders (main results to be achieved, activities needed, corresponding budget
allocations);
2. for assessment and monitoring the actual situation and reporting on yearly progress.
Specific elements can be selected – e.g. teaching, learning and school management – for
inclusion in Edukans’ exchange programmes (World Teacher, Education Experience) 6;
3. for communication and fundraising purposes, for Edukans, its partner organizations and
other implementing NGOs. We have to share the results and impact of our work with
those who support us, financially or otherwise (institutional financiers, companies,
foundations, participating schools, private contributors).
Conclusion
This vision document is the foundation of Edukans’ approach to quality education. It guides
our expertise development and mutual learning with partners in developing countries and in
the Netherlands. The framework of learning, teaching and managing is operationalised in a
hands-on model – the STAR-school© - to give substance to verifiable, evidence-based
improvements of performance of learners and teachers in a conducive, supportive
environment.
Theory and practice go hand in hand. In collaboration with our partners, Edukans is
determined to show that quality education offers tangible results and a measurable impact
on social, economical and cultural development of children, youth and their communities.
With its educational expertise, Edukans will support different stakeholders:
 within and between the education country programmes funded by the two alliances
we work in (ICCO-alliance and Connect for Change), from schools to supporting
partners and educational institutions;
 in the linking and learning programmes of Edukans (e.g. World Teacher, Edukans
Education Experience);
 institutions, organisations, foundations and private enterprise outside the alliances
we work in (to set up new programmes and projects, to improve on existing
programmes and projects, to link these with existing educational programmes or
good practices).
The following expertise and capacity building can be offered by Edukans:
 support on project and programme development (advise on strategies and
implementation modalities);
 educational expertise (capacity building) on teaching, learning and (school)
management;
 integration of life skills and SRHR (comprehensive sexuality education) in educational
programmes and curricula;
 vocational training and linking to employment opportunities;
 linking with educational knowledge institutions and practitioners.
We hope that this document will contribute to more intensified partnerships and shared
commitment for true empowerment by education!
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Of course, more indicators can be added, according to local needs and specific fields of interest. The model
confines itself to indicators Edukans regards as crucial, minimal requirements.
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