Challenges and solutions

Points of view 1 Adawia: Sudanese EFL lecturer and Teacher Trainer in Sudan National Center of Languages- Africa 2 Alberto: Uganda History teacher-Public/ Private Secondary Education- Africa 3 Fernando: Mozambique EFL lecturer in Public Secondary Education 4 Gabriela: Uruguayan EFL teacher and Practice Tutor in Public Secondary Education- ANEP CES- Lecturer and Trainer at Teacher Training College- Centro Regional de Profesores del SUR-

ANEP CODICEN- 5 Tunzala -Azerbaijan EFL teacher in Private Education and Public Highschool and Baku Slavic University in the Independent Azerbaijan Republic - Expert at EFL Textbook Evaluation for the Ministry of Education-

SUDAN

Personal perception of the challenges regarding Curriculum Improvement

1-SPINE language textbooks –i.e. Sudan Practical Integrated National English- do not meet the students’ needs and expectations.

2-Teachers are not policy makers. They are not consulted in curriculum design/improvement. The curriculum is designed by University Professors who are not involved in secondary education.

3-Due to the secession of the Southern part of the country, the national interest has been disturbed. Yet, accountability factors are there.

UGANDA Personal perception of the challenges

regarding Curriculum Improvement 1-Implementation of curriculum does not

meet the needs of the: students work market community in general

2-Students do not find a job after graduation because they are not prepared for the work market

3- Lack of Professional Development for teachers

MOZAMBIQUE Personal perception of the

challenges regarding Curriculum Improvement

Curriculum does not meet the needs of the students.

It is designed by people that have never taught- or at least been in these classrooms.

It does not include practical community activities.

URUGUAY Personal perception of the challenges regarding Curriculum Improvement Lack of a textbook (s) that encompass (es) the topics

addressed by the curriculum.Implementation of curriculum does not meet the needs

of: students community – There is little civic engagement in spite

of the civically relevant topics addressed by the curriculum

work market Implementation of curriculum yields very low score

outcomes- both in formal summative and formative assessment and in informal, ongoing assessment

The students who can afford it turn to Private Institutions for linguistic coaching and support

AZERBAIJAN Personal perception of the challenges

regarding Curriculum Improvement Curriculum doesn’t focus on the

textbooks. The textbooks don’t suit the curriculum. There is a need for trained textbook

authors. No choice of textbooks. Low scoring in traditional evaluation

outcomes. After graduation, there is little chance for

getting a proper job. Most students turn to Private Institutions

for linguistic coaching and support

Solutions Azerbaijan Promote international cooperation between

coursebooks writers in the production of suitable textbooks,consistent with the National Curriculum.

Promote teamwork and cooperation among national authors.

Use e-books. Have authors find out about the needs of the

students and the curriculum before producing their textbooks.

Find collective, cooperative ways of funding to buy more modern equipment and technology to furnish schools.

Mozambique

Revise the curriculum in power (include practical community activities)

Teachers must be invited to take part in the curriculum redesign

Curriculum must cover both national and international cultural issues

The coursebooks authors must be people who know the real situation and the needs of the country

SUDAN Solutions 1-incorporating the private sector

as well as National and International publishers to provide a more realistic perspective towards designing and improving curricula

2- Fully engaging teachers in the process of curriculum redesign, to improve it.

URUGUAY Solutions Create a teaching community to exchange

problems, solutions and materials. Use technology to be able to communicate

effectively regardless of time- blogging, Skype, Facebook, Blackboard, Chamilo campus, Wiggio, other e-learning platforms, emails, chat, forums, wiki, etc.

Use e- books Team assessment design- Plan remedial work together addressing

areas of difficulty Exchange achievements and frustrations with

the colleagues Ask the students Resort to different textbooks and materials

selected by the teaching community

UGANDASolutionsIn order to bridge the gap for lack of teacher training: Teachers should source for materials- notes form

various sources- e.g. internet, discussions with colleagues, etc, to give comprehensive data to students

Teachers should hold periodic workshops within their school environment

Teachers can expand the subjects taught in schools to make it relevant to the current needs of the community

Teachers should focus on vocational subjects to produce job makers instead of job seekers