Technologies in the Classrooms and
Learning Outcomes in Secondary Schools:
Evidence from The Gambia
June 12, 2019 | 12:30 – 2:00 pm | Room J 10-160 | 701 18th Street NW, Washington, DC
Momodou Jeng, Director of Science & Technology Education and Head of the In-Service Education and Training (INSET) Unit, Ministry of Basic and Secondary Education, The Gambia
Moussa P. Blimpo, Senior Economist in the Office of the Chief Economist for the Africa Region (AFRCE) at the World Bank
Meskerem Mulatu , Practice Manager, West and Central Africa, Education, World Bank
Since 2012, The Gambia has been striving to improve mathematics and science in secondary schools including by using technology. Most notably, The Gambia has been implementing an innovative approach called the Progressive Science Initiative and Progressive Math Initiative (PSI-PMI). This model creates a student-centered environment with interactive teaching and learning methods, group discussions, Interactive White Board Software (IWB), and a student polling device. Now, an evaluation has been conducted using non-experimental methods and the West African Senior School Certificate Examination (WASSCE) as a measure outcome. The key question: Have the students who participated in the PSI-PMI classes performed better than those who did not participate? The BBL will present how The Gambia has implemented the program, identify challenges they faced, and share the results of the evaluation.
about the speakers
Momodou Jeng is Director of Science & Technology Education and Head of the In-Service Education and Training (INSET) Unit, Ministry of Basic and Secondary Education, The Gambia. He has led Continuous Professional Development and Early Grade Reading initiatives, including Early Grade Reading Assessment, in The Gambia. Momodou holds an MA from the University of Sussex, United Kingdom.
Moussa P. Blimpo is a Senior Economist in the Office of the Chief Economist for the Africa Region (AFRCE) at the World Bank. Before this position, he was an Assistant Professor of Economics and International Studies at the University of Oklahoma (2012-2015) and a postdoctoral fellow at Stanford University's Institute for Economic Policy Research (2010 - 2012). Moussa’s research interest focuses on a wide range of policy relevant questions on African economies, particularly on the economics of educations and early childhood investments. His current and past research in the area of education spans several countries including The Gambia, Benin, Ghana, Rwanda, and Haiti. Moussa holds a Ph.D. in Economics from New York University.