| This research is a comprehensive study of the basic education issues in Mali.Primary and secondary education is not only very important to a person's life,but also very special.Especially now in Mali,nine-year compulsory education has been implemented,and it may be extended to twelve-year compulsory education in the future.In the entire educational structure,it can be said that elementary education and junior high school education have jointly constituted basic education.Since independence in 1960,successive Mali governments have promulgated a series of education bills,which have always regarded education as the basis of its economic and social development.Education is regarded as a priority for national development.Education is a basic human right,and the Mali Constitution emphasizes that "every citizen has the right to education." Mali's education not only has its own internal logic for development,but is also influenced by historical traditions and colonial culture,as well as by UNESCO,the World Bank,and the International Monetary Fund.In Mali's national education policy,the pursuit of quality in basic education(grades 1-9)is a long-term and important goal.It currently faces several challenges.Faced with these challenges,Mali must take vigorous education reform actions.What are the main problems in basic education in Mali? What are the factors that affect the solution of these problems? How to learn from the basic education reform experience of China,France and other countries? What should be the thinking of basic education reform in Mali,and what are the reform strategies? These are the questions that this thesis needs to explore.Around these basic issues,some related issues need to be explored,such as related concepts and educational theories of education reform.The thesis sorts out the literature from the six dimensions of basic education,including the quality of primary and secondary school teachers,curriculum and teaching materials,classroom teaching,school management and principals,education laws and policies,home-school cooperation and conflicts.Chapter Two compares the basic education systems of Mali and China.There are big differences between Mali and China.However,the basic education systems of Mali and France have many similarities,because Mali has been under French colonial rule for a long time,and the teaching language and official language of these two countries are French.Since independence in 1962,the Mali country has been influenced by the French education system of its colonial country.The entire education system of Mali is based on the French education system.The situation in China is quite special.It has a special basic education system that suits the national conditions.Its teaching language and official language are Chinese.The purpose of this comparison is to explain the respective characteristics and similarities and differences between the basic education in Mali and China,and to provide a reference system for the reform of basic education in Mali.Regarding the basic education in Mali and the basic education in China,the development of basic education in Mali should learn from China's basic education reform,which is very necessary at present.The third chapter provides an analysis framework for examining the problems of basic education in Mali through the interpretation of related educational concepts and educational reform theories.These concepts include: school education and basic education,educational value and educational purpose,teacher education and quality education,school curriculum and teaching methods,education law and education policy,principal quality and school management,parent and home-school cooperation,and education reform and education theory.Educational reform theories include:Educational reform theories in China,France and Mali(1.Representative theories of China's education reform;2.Representative theories of French education reform and third.Theoretical choices of basic education reform in Mali).The fourth chapter is to obtain first-hand information about basic education through three educational research methods to examine the problems of basic education in Mali.Three research methods are mainly used: literature research method,investigation research method and observation method analysis method.The themes involved in the study of basic education in Mali include the following six aspects: first,the quality of basic school teachers;second,the supply of basic school learning materials;third,the teaching methods of basic school teachers;fourth,school management activities;Fifth,the relationship between parents and children;sixth,national education policies and laws.The questionnaire design for comprehensive questions of basic education in Mali integrates basic education theory,school management theory,pedagogical history,education policy,and educational sociology.It also appropriately refers to materials from international educational institutions and international conferences,so that the research is not only Has a multidisciplinary vision,but also has an international perspective.The data collection was mainly carried out in the 20 public basic schools and teacher training colleges in the Mali Ministry of Education and the capital Bamako.At the same time,classroom teaching observations were made in six schools including Changsha Experimental Primary School in Hunan,China.Data collection time: June to September 2019;the process of implementing the questionnaire and interview survey includes: The first step is to explain to the respondent the purpose of the questionnaire and interview survey.The second step is to explain to the respondent how to conduct questionnaires and interviews.The third step is to explain to the respondent the confidentiality of the investigation work and the anonymity of the investigation form,so as to dispel their worries.The fourth step is to thank the respondent after the questionnaire and interview survey are completed.The fifth step is to organize and analyze questionnaires and interviews.The fifth and sixth chapters conduct quantitative and qualitative analysis of the problems and causes of basic education by analyzing the practical data obtained by the methods of interviews,questionnaire surveys,and observation of basic education.The data of this study comes from research tools such as questionnaires on the one hand,and on the other hand from interviews with target groups such as primary and secondary school teachers,training college teachers,school principals,students,officials of the Ministry of Education,and parents of students.The results of interviews and questionnaire surveys prove that there are many aspects of basic education in Mali from the perspectives of teacher quality,learning materials,basic school teaching methods,basic school administration,implementation of education policies,and the relationship between parents and their children.Some problems are more serious.It is undeniable that the education departments at all levels in Mali have also made some valuable efforts to solve these problems.The study found that the current primary and secondary schools in Mali have the following problems: low quality of basic school teachers;insufficient supply of basic school learning materials;basic school teachers' teaching methods are simple and solid;school administrators are low in professionalism and management is inefficient.The relationship is strained;parents have limited educational ability and do not pay attention to the education of their children;national education policies and laws cannot reflect the requirements of the times and the needs of the country in a timely manner.The reasons for the above problems are: basic school teachers lack long-term training,and the motivation for professional growth is not strong enough;the country's economic development is slow due to civil strife,and the funds for schools to purchase learning materials are not enough;basic school teachers have few teaching methods.There are few teaching exchanges,and the flexibility in choosing teaching methods is not strong enough;the selection of principals of basic schools lacks strict standards and meticulous procedures,and there is a lack of management training after appointment;parents' low level of education,coupled with family financial difficulties,is unable to Communicate effectively with children without realizing the value of education.Affected by the French colonized education system,the country's education laws and policies did not reasonably reflect the needs of the Malian people and the particularity of Mali's education.The seventh chapter proposes the following suggestions for the improvement of basic education in Mali in response to the above-mentioned problems and reasons of basic education: First,the Malian government should try its best to adopt various methods to improve the quality of basic education initial teachers and in-service teachers,and improve their quality.Working conditions,increase wages and income.Second,we should increase the investment in education funds and provide students with basic learning materials,especially course materials,for free.Third,encourage teachers in basic education schools to explore a variety of teaching methods,inherit the reasonable elements of traditional teaching methods,actively use active teaching methods,and flexibly use different teaching strategies according to students' characteristics and learning needs.Fourth,every effort should be made to provide school principals with special training in school administration or school management,so as to improve their management service awareness and the level of democratic management.Fifth,through parent training schools,improve the educational level of parents,improve the relationship between parents and children,and give play to the positive role of the family in the academic success of learners.Sixth,improve the management functions of school administrative departments in accordance with national education policies and laws,and learn from the advanced experience of school management in other developed countries. |
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