I’m conducting a literature review on the use of TAs and LSAs, especially in relation to inclusive education in Africa and other non-Western contexts. One project I’m looking at it in Rwanda is using community volunteers to promote enrolment and retention, and provide in-lesson support.
Rafael:
I think using community volunteers would be effective as they can relate to the local context in their delivery. One of the challenges of having TA's who are not from the local environment is not being able to relate to the cultural context of the students. The attached highlights this problem for further elaboration.
Many thanks,
Debra
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please look at MIT JPAL publications, they have done similar research in India:
https://www.povertyactionlab.org/sites/default/files/resources/Case2_Balsakhi_India_.pdf
Rafael:
I think using community volunteers would be effective as they can relate to the local context in their delivery. One of the challenges of having TA's who are not from the local environment is not being able to relate to the cultural context of the students. The attached highlights this problem for further elaboration.
Many thanks,
Debra
Article Workforce Education and Development (WED): Graduate Students...
Data Generation I: International and invisible in a workforce edu...
Data Curriculum Inclusiveness Challenge: Responding to Multicultu...
Using local people will work well. See references to the Kohanga Reo movement in New Zealand.
The strategical positioning of TA / LSA programme is to invoke engagement of students and enhance the learning environment. With my Makerere experience, it is very much apt for Rwanda and other east African countries.
It is a good starting point for developing careers in education and I have always found the TA role invaluable. My HE career started with. TA role more than 22 years ago.
One of the goals of creating a critical pedagogy is to establish a learning atmosphere where students can reap the benefits of social justice.Notably, in under- privileged and non western countries , employing TA/LSA alternatives can foster learner engagement by which the learners can be helped to overcome their educational hurdles and keep up with streamline goals. Indubitably, the idea can have rewarding implications in the said countries.
Thanks everyone for your inputs! So far it’s all been positive – has anyone come across any negative evidence? For e.g. in the UK, the Institute of Education found a negative correlation between TA/LSA support and pupil achievement (in English, Maths and Science at primary and secondary level, after controlling for household wealth & gender). The most disadvantaged students spent the majority of their time with the least qualified teachers. (“mistaken assumption that less pedagogical skill is required when teaching pupils with SEN; if anything, a higher level of skill is needed” Webster 2011)
IOE also found differences in the nature of teacher talk and LSA talk: teachers tended to “open up” learning opportunities by engaging prior knowledge and higher level thinking skills, and LSAs “close down” opportunities by frequently supplying answers or using inaccurate and confusing explanations.
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