Abstract:

What do we really know about the moment of learning? What is it that an educator can do to transform a learning experience into something that really connects with a learner? Within the context of an increasing focus on evidence-based decision making within education, we are seeing educators, practitioners, researchers and others bring greater energy to answering these questions so that we can further evolve our models of learning and, ultimately, give young learners the education they want, need and deserve.

But the moment of learning is significantly influenced by context. The emergent evidence on teaching practice and learner engagement is largely emanating from developed economies and from learning contexts that are broadly similar (manageable class sizes, well-trained teachers, access to learning resources, broadly supportive communities). And yet many learners learn within a very different context.

Specifically, there is very little research into the moment of learning within school settings across Sub-Saharan Africa. Monitoring, Evaluation and Learning (MEL) approaches that are implemented within education projects or as part of ongoing efficacy usually focus on measuring outcomes rather than looking at the process of learning and trying to understand how outcomes have been achieved. Although measuring outcomes is important, we argue that more attention needs to be paid to understanding the specific tools, techniques and approaches that lead to impactful moments of learning. If we understand this - with a context that is often framed by very different challenges to those faced in the classrooms of more economically developed economies - we can then design and develop interventions and initiatives that actually make a difference. The continent of Africa provides a valuable setting for this research - access to education is no longer enough: we need to shift the focus to quality. If we understand what actually happens in African classrooms, we can work towards improving those processes, which will ultimately improve outcomes.

In this paper, we conduct a literature review of current research into classroom practice and the moment of learning within an African setting. We look specifically at three countries - Ghana, Mozambique and Kenya - and seek to answer the following questions:
- What barriers and challenges impact the moment of learning in secondary school settings?
- What teaching methods are currently being adopted in secondary school settings?
- What is the evidence around the efficacy of these methods?
- What are the gaps in evidence that need to be addressed?
- What questions might we usefully answer in a future primary research project?

Our objective, as a result of this paper, is to launch a research study with partners across Africa so that we can address the gaps in evidence and build a more comprehensive picture of what really works. If we do this, we will all be better places to design more effective teacher training and learning programmes that incorporate teaching practices that work and address potential barriers and challenges to improve learning in secondary schools across Africa.

Keywords:

Education, development, Africa, teaching practice, moment of learning.