A formative evaluation of the implementation of a new syllabus and coursebook for secondary schools in Niger

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Abstract

This is a formative evaluation of a new syllabus and textbook in the area of curriculum development. The multidisciplinary nature of the study is reflected in the conceptual frame of reference derived from principles of materials design (curricula, syllabuses and textbooks), materials analysis, implementation of materials and opinions about those materials of the people involved in implementation.
The evaluation has used a multi-faceted approach from ethnographic research methods to present, analyse and interpret the data on design and implementation of a new syllabus and a new textbook, English For The Sahel 6e. for the first year of secondary school in Niger.
Arising from the country's new policy of production of teaching and learning materials for secondary schools at the national level, the evaluation analyses the design of locally produced teaching and learning materials on one hand, and the possibility of making them successful materials in the hands of teachers and learners on the other. To do so, four research questions address the problem.
The first research question investigates the extent to which there is harmony between the textbook and the syllabus. The same criteria are used to analyse the design of both the syllabus and the textbook. Syllabus and textbook writers cure also interviewed to find out their opinions about the harmony. The conclusion is that there is a partial harmony between the textbook and the syllabus.
The second research question assesses the extent to which teachers are implementing the materials as specified by the authors. A series of classroom observations are conducted to assess the implementation procedure. One of the conclusions is that teachers implemented the accuracy focused content and activities of the book and neglected fluency oriented activities. Another conclusion is that the methodology and assessment procedures used by the teachers focused more on product than on process.
The third research question looks at the participants’ perceptions of the new materials. Policy-makers, materials developers, teachers and teacher trainers have been interviewed and a questionnaire has been administered to learners. One of the conclusions is that most participants appreciate the materials for their cultural adaptation to the local milieu. For the learner questionnaire, the conclusion is that the accuracy focused content and activities of the book are favourably perceived by the learners and what seems to be innovative and fluency- driven in the textbook is not so much appreciated by the learners.
The fourth question assesses the back up measures provided and conditions created for the Implementation stage. The interviews with the participants reveal that supportive measures for the implementation have not been adequately planned at institutional levels for a smooth Implementation of the syllabus and textbook.
The evaluation concludes with a series of suggestions for the improvement of the syllabus and textbook, for the preparation of teachers and evaluation, and for the re-organisatlon of the National Institute, the cornerstone of the education policy. The evaluation demonstrates that teacher preparation, collaboration and managerial skills are essential for a successful implementation process.
The evaluation contributes to solving practical educational problems in Niger and pioneers curriculum materials evaluation in the education system. The evaluation also contributes a model for use by INDRAP, the National Institute, in the evaluation of other programmes of materials production in different curriculum subjects.

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