BETWEEN SECULAR PUBLIC SCHOOLS AND QUR'ANIC PRIVATE SCHOOLS: THE GROWING EDUCATIONAL PRESENCE OF MALIAN MEDERSAS

Figures & data

Table 1. Levels of study offered by medersas (%).

1	Preschool only	0
2	Preschool + first half of primary cycle (grades 1–3)	0
3	Preschool + primary, first cycle	3.1
4	Preschool + primary, first and second cycles	6.1
5	Preschool + primary (first and second cycles) + secondary school	4.1
6	No preschool	86.7
7	No preschool + first half of primary cycle(grades 1–3)	3.1
8	No preschool + primary, first cycle	52
9	No preschool + primary, first and second cycles	25.5
10	No preschool + primary (first and second cycles) + secondary school	6.1

Source: Author, using data from MEALN (2010, p.23).

Table 2. Average student enrolment over three years.

	MedersasrespondingN = 98	Averagenumberof pupils
Average number of studentsin the medersa, 2009	92	243
Average number of studentsin the medersa, 2008	87	223
Average number of studentsin the medersa, 2007	80	205

Source: Author, using data from MEALN (2010, p.24).

Table 3. Classroom observation results.

	Teacher practicesand behaviors^a	Percentage ofteachers exhibitingpractice orbehavior	Range ofscores
1	Effective use of the blackboard	79.9	70–100%
2	Mastery of the subject matter	76.0
3	Equal attention paid to both genders	75.0
4	Teacher–student interactivity	70.6
5	Positive learning environment for girls	68.4	50–69%
6	Clear explanations of content presented	66.5
7	Appropriate teacher behavior	60.9
8	Teachers seek out student participation	57.7
9	Student comprehension of content checked or verified	55.2
10	Teacher has students memorize content	51.0
11	Equality in seating placements between boys and girls	46.3	30–49%
12	Student-centered teaching evident	42.2
12	Students asked to practice or apply knowledge	41.7
13	Students asked to reason or problem-solve	36.5
14	Teacher has students copy material from blackboard	34.0
15	Teacher circulating in the classroom	30.2
16	Teacher offers individual corrections to pupils	29.7
17	Teacher makes use of didactic material	28.7	10–29%
18	Teacher helps students use material	16.1
19	Teacher facilitates student-to-student interactivity	12.8

Source: Author using data from MEALN (2010).

^aEach behavior was clearly defined for researchers via specific criteria and researchers were thoroughly trained to use the tools. Two researchers observed the same class, shared their detailed notes, and then jointly scored the teacher on whether the behavior or skill was in evidence during the lesson.

Ministry of Education, Alphabetisation, and National Languages (MEALN) of Mali. 2010. The Medersas of Mali: Organization, Administration and Pedagogy. Retrieved from USAID DEC, March 27, 2014. https://decsearch.usaid.gov/search?q=Malian+Medersas&client=dec_pdfs&proxystylesheet=dec_pdfs&getfields=*&filter=0&site=default_collection&output=xml_no_dtd&proxyreload=1&ulang=en&ie=UTF-8&emdstyle=true&x=0&y=0.

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