Abstract

Educational reform is a subject of interest in several French-speaking countries in West and Central Africa, including Mali. In spite of qualified educational researchers ready to study the problems, research is handicapped by a lack of financial resources and material. This project will address three specific areas of educational reform in Mali: rural educational programs, the use of Banana Kan as a language of instruction, and the introduction of an experimental program for the teaching of applied sciences. A survey, using questionnaires and interviews with students, their parents and teachers, and school administrators, will investigate the impact of educational reform. The results will give the government of Mali guidelines for future reforms. The project will also contribute to the creation of a documentation centre in a national educational institution in Mali.

Post-Project Summary

The project consisted of several studies, two of which dealt with an educational innovation known as "science blocks". One was aimed at finding out how the use of "science blocks" figured among the other variables that determine success in school. This study used a sample of 522 ninth year students from six towns where science blocks were in use. The students who attended science blocks at least once a week performed significantly better than those students who attended them less than once a week or not at all. Other factors involved were the size of the class and how well the teacher had been trained to perform the required tasks. The other study showed that ninth year students who attended science laboratories regularly did not choose science options any more frequently than those who did not attend science laboratories. Both studies highlighted the difference that exists between theory and practice where science blocks are concerned. The project was part of an informal network that included project "85-0295 Education Reform (Togo)".

Recipient Institution(s)