Abstract
Data presented in 2004 at a national conference on multi-grade teaching in
Namibia revealed some significant negative effects on achievement associated
with multi-grade instruction. In addition, the data indicated that teachers lack
management and organisational strategies for multi-grade teaching. The purpose
of this study was to explore the views and perceptions of educators on the
managing of multi-grade classes in Namibia.
Chapter one describes the background to the study, focussing on the history of
education in Namibia and the history of multi-grade education. It became clear at
this stage already that teachers need to be well trained, well resourced and hold
positive attitudes towards multi-grade teaching if children are to learn effectively
in multi-grade environments. In addition, parents should have input into
significant instructional and assessment decisions concerning their children.
The Literature survey in chapter two provides a theoretical framework on the
concept of the management of multi-grade classrooms and the need for
appropriate management and teaching skills. Effective multi-grade teaching
involves the use of a range of organisational strategies in the classroom.
Curriculum, learning materials, teacher education and assessment are necessary
components of an integrated strategy for teaching and learning. Surrounding
these strategies is the need for national policies (for curriculum, materials,
teacher education and assessment) that recognise, legitimate and support
learners and teachers in multi-grade settings.
Chapter three identified the tools and processes of conducting the study with
reference to previous and new developments in multi-grade teaching. The
assumption guiding the study is that a strong case can be made by using an
approach that combines qualitative and quantitative elements. By using different
methods at various points in the research process, the researcher could build on the strength of each type of data collection and minimise the weaknesses of any
single approach.
Data was therefore collected simultaneously and involved both numeric
information (on structured questionnaires) and text information (on focus group
interviews and observations) so that the final database represents both qualitative
and quantitative information. Five educational regions in Namibia were randomly
selected to participate in this study.
Literature suggests five key areas that are normally the focus of concern in multigrade
teaching environments and should be included in any training programme.
These include classroom management, instructional strategies, curriculum,
instructional materials and community involvement. These five key areas were
also used as a conceptual framework through which the observations, focus
group interviews and questionnaires were rendered comprehensible in the
analysis and interpretation of data as discussed in chapter four.
It should be emphasised that education is inevitably underpinned by educational
philosophies whether acknowledged or not. Multi-grade teaching too has
particular philosophical bases, which emerge from the literature. Multi-grade
practices recognise that there is an overlap of abilities amongst learners but also
that levels of difficulty have to be taken into account. The philosophy of teaching
is therefore an important consideration in multi-grade teaching.
The findings of the study are discussed in chapter five. One of the most
important findings is most probably the need for a national policy that recognises,
legitimate and support learners and teachers in multi-grade settings.
The study concludes with recommendations and suggestions for further research.
Prof. C.F. Loock