Education for all and multigrade teaching : challenges and opportunities

Multigrade teaching poses a challenge to learning. Millions of learners worldwide are taught by teachers who, at any one time, are responsible for two or more school grades/years. These are the invisible multigrade teachers who struggle to provide learning opportunities for all within curriculum and teacher education systems designed for monograded classes. In many countries multigraded classes arise out of necessity and are regarded as second class education. Yet in some parts of the world learning and teaching in multigraded settings is embraced as the pedagogy of choice, offering equivalent, and sometimes superior, learning opportunities. Multigrade teaching provides an opportunity for improved learning.

This book is based on original research on challenges and opportunities in Colombia, England, Ghana, Malawi, Nepal, Sri Lanka, Sudan, Peru, Turks and Caicos Islands and Vietnam.

Angela W. LittleChris BerryPatricia AmesChris Berry and Angela W. LittleTakako SuzukiAlison CroftManjula VithanapathiranaT. Son Vu and Pat PridmorePat Pridmore and Vu SonSheila Aikman and Hanan El HajAlbert Kwame AkyeampongKeith M. LewinClemente Forero-Pineda and Daniel Escobar-Rodriguez and Danielken MolinaAngela W. Little

Acknowledgements	p. v
List of Contributors	p. xi
List of Abbreviations	p. xv
List of Plates	p. xix
Chapter 1 Education for all: multigrade realities and histories	p. 1
Chapter 2 Learning opportunities for all: pedagogy in multigrade and monograde classrooms in the Turks and Caicos Islands	p. 27
Chapter 3 A multigrade approach to literacy in the Amazon, Peru: school and community perspectives	p. 47
Chapter 4 Multigrade teaching in London, England	p. 67
Chapter 5 Multigrade teachers and their training in rural Nepal	p. 87
Chapter 6 Prepared for diversity? Teacher education for lower primary classes in Malawi	p. 103
Chapter 7 Adapting the primary mathematics curriculum to the multigrade classroom in rural Sri Lanka	p. 127
Chapter 8 Improving the quality of health education in multigrade schools in Vietnam	p. 155
Chapter 9 Adapting the curriculum for teaching health in multigrade classes in Vietnam	p. 169
Chapter 10 EFA for pastoralists in North Sudan: a mobile multigrade model of schooling	p. 193
Chapter 11 Extending basic education to out-of-school children in Northern Ghana: what can multigrade schooling teach us?	p. 215
Chapter 12 Costs and finance of multigrade strategies for learning: how do the books balance?	p. 239
Chapter 13 Escuela nueva's impact on the peaceful social interaction of children in Colombia	p. 265
Chapter 14 Multigrade lessons for EFA: a synthesis	p. 300
Plates	p. 349
Index	p. 359

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