Abstract
Within the context of the global learning crisis and calls to focus on the quality of education, one international organisation took a systematic and holistic approach to improve learning, wellbeing, and development in schools. Known as the Quality Learning Environment (QLE) Framework, it conceptualised the quality of the learning environment in schools with four guiding principles: emotional and psychological protection of learners, physical wellbeing of children, active learning processes, and close collaboration between school and parents/community. From 2013 – 2017, the framework was piloted in three countries of Cambodia, Uganda, and Zimbabwe to improve learning environments and outcomes while documenting the process, methods, and results of the QLE pilot in their country. The interventions in the three countries were closely tracked by a longitudinal research study. This paper explores the ambition of global and national research firms to carry out rigorous cross-country research alongside contextualized and evolving school interventions.
Highlights
3.12 The learning environment encourages expression of child right and learners are knowledgeable about their rights
According to Save the Children’s documentation, selection criteria were mainly based on four areas: 1) teachers must be competent and well-trained; 2) officials must have the capacity to support; 3) children, parents, and communities are essential participants in the educational process; and 4) schools must have the necessary physical elements, such as infrastructure and materials (University of Oslo, 2018)
At the start of the I’m Learning! pilot project, SCN contracted the Department of Education at the University of Oslo (UiO) to facilitate longitudinal research that was to accompany the implementation of interventions in selected schools in the three countries in order to provide evidence for SCN in their decision-making concerning multiplication and up-scaling of the programme ... [and] to test the underlying assumption of SCN that there is a positive relationship between learning environments and learning outcomes and child development (University of Oslo, 2018, p. v-vi)
Summary
3.2 Teachers have specialized training and national qualifications where they exist 3.3 Teachers are provided continuous support to improve their practice in key areas specific to their role. 3.4 Learning is supported through the use of relevant visual aids and other teaching materials. 3.5 Teachers develop, follow and adapt lesson plans to the needs and abilities of learners in their classes. 4.1 School Management Committee / Parent Teacher Association includes representatives from a cross-section of the community. 4.2 Teachers and parents collaborate on key issues affecting the children’s learning process 4.3 Parents and communities are trained in how they can support the children’s learning processes
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