91丝瓜视频

A guest lecture by Nii Addy.

In sub-Saharan Africa (SSA), billions of dollars have been invested in education policy reforms that seem to have failed. Despite a perception of general failure in SSA, there are differences in the extent to which reforms "succeed" or "fail." Achieving success in SSA is most urgent now, even as cycles of failed education reforms have resulted in increased cynicism, demoralization, and donor fatigue. Often, teachers are blamed for not implementing "good policies." Yet, the policies themselves, and the processes of their development are hardly questioned. Motivated by questions about differences in policy outcomes, this presentation compares teachers' roles in upper primary mathematics curriculum formulation processes in Botswana and South Africa, adjacent, middle-income SSA countries with relatively different socio-political histories and educational outcomes. By the early 2000s, a relatively ambitious, yet vague curriculum had emerged from relatively fast-paced curriculum formulation processes in post-apartheid South Africa. Around the same period, a more specified curriculum emerged in Botswana, where teacher capacity had also been built over time, and where there were relatively smaller gaps between curriculum policy and practice. This study draws from multiple data sources to highlight similarities and differences in teachers' roles in curriculum reform processes within different SSA contexts, contributing to the emerging literature on institutional work (Lawrence & Suddaby, 2006; Lawrence et al., 2009; 2011).

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