Its been the kind of month supervisors warn you about. After a number of weeks relentlessly absorbing book after book in the initial phase of the literature review, I feel a little lost and confused. Naturally, I had more than vague appreciation of the broad scope of the project when it was first muted by the Prof but its only now that I have characterised the Peer Assisted Learning environment in terms of significant variables that I truly understand the complexity of the project. As it stands, its pretty intimidating. In terms of my own particular understanding, I have developed a representative model illustrating the significant variables at the following discrete levels: 1) Cultural, 2) School 3) Classroom 4) Group.

Firstly level 1 (cultural)requirement: the principal concern is to create an environment that is culturally-sensitive. In other words, the mechanism of knowledge acquisition and learning conforms with the methods familiar to African children. According to the literature, there is a strong tradition of respect and deference with a learning culture principally based on observation and imitation. It seems deeply ironic then that the most enduring aspect of the colonial period is rote learning, an approach now deemed anachronistic and unsuitable in the modern context. This cultural perspective would suggest that a variant of the Lancastrian form of teaching may be appropriate for African classrooms, mass learning (more than 1000 students at a time) being based on a rote system driven by a select cadre of student tutors. This is the Beautiful Tree referred to by Gandhi, except that the Mahatma probably would not shove naughty children into a sack and suspend them from the ceiling, as recommended by the autocrat Lancaster.

However, there remain a number of concerns with regard to this approach in relation to contemporary, formal schooling namely:

– Rote learning: The numerous shortcomings of rote are well-documented. Whilst this approach may be deemed appropriate for certain low-level thinking (albeit fundamental) skills such as basic literacy and arithmetic, rote is of questionable value in relation to any theme that necessitates the application of logic and reasoning. Although rote remains the dominant approach in all contexts and at all levels in the African classroom, the true quality of material understanding is highly questionable.

– Cohort of Elite Students: It is clear from the literature that African life is characterised by its communal nature, an individuals identity being defined in terms of their relationship with the group. Would it therefore be deemed appropriate to identify an elite group of students raised apart from their peers.

Ulimately, the use of rote and/or a potential variant of the Lancastrian system depends on the scope of the curriculum. What is the most appropriate form for excluded adolescents in marginalised communities? Furthermore, how are these needs changing in relation to a growing and modernising economy? It would seem that should the theoretical requirements be limited to the basic needs (literacy and arithmetic) then there is potential for student-tutors in the Lancastrian mould but for anything more complicated its appilication falls into significant doubt.

Meanwhile, literature has suggested that while a substantial share of adolescent children (24%) in Ghana are excluded from school by poverty (fees, transport etc.), an alarmingly high proportion (41%) report that school is useless and uninteresting. The research suggests that while 93% of excluded adolescents questioned (sample of 12,000 children) were actually engaged in unpaid family work, the alternative would not be schooling but idleness. In conclusion, Blunch suggests that should the parents be convinced of the value of education, they might make sure that their children are enrolled. Judging by this assessment, the definition of the curriculum and teaching styles are critical to re-engaging poor children.

From personal experience having taught a number of classes in Ghana, it is worth noting that the students responded extremely positively to a more progressive, interactive and questioning approach to learning. Whilst a progressive style may not be totally acceptable from a cultural perspective, it is more closely related to the higher-level thinking skills demanded by a modern economy and creates a more interesting learning environment. But what do the target population want?