documentBy Ousman Njie
Colleagues, invited guests, ladies and gentlemen, all protocols respectfully observed.
I have the singular honour to grace this important occasion today to give support to an intellectual enterprise that has the capacity to influence teachers, monitors and education administrators alike and motivate them to take practical steps to promote quality education in the classroom.
As a former teacher,
principal and head of the National office of the West African Exams Council, the key examining authority in country, I know what it means to embrace appropriate methodology and skills in teaching. The mastery of the arts and science of the classroom makes teaching interesting, fulfilling and rewarding to teachers and learners in particular and the community and nation at large.
The books "Quality Assurance: Pedagogic guide for effective teaching and learning" and "Monitoring ofSchools: Quantitative data: collection, analysis and reporting "are suitable, comprehensive and practical texts that could help prospective and practicing teachers, monitors and education administrators to acquire the required pedagogic knowledge, skills and competence in a bid to carry out effective teaching for the attainment of the desired learning outcomes in a country. I am convinced that all those involved in education service delivery, policy makers, monitors, lecturers, administrators would find the two books useful in their various roles.
Dr Ida Jallàw Sallah's rich and wide experience and knowledge in sociology and science of education, gathered over a decade of work as head monitor, lecturer and education administrator did enable her to pen such a lucid picture of the intricacies of the classroom.
The pedagogic guide treats the pupil/student and teacher goes further to project the physical, emotional, social, cultural and environmental factors which may enhance or impede effective teaching and learning.
The book links scientific enquiry to practical experience to diagnose the merit of teacher and learner centred approaches to teaching and offer insight to the key factors in teaching and learning that would enable the underperforming teacher to see his or her pitfalls and motivate the performing teacher to have greater confidence that he or she is on the right track in delivering quality.
The bookon monitoring dilates on the basics and methods of monitoring requisite in enhancing the achievement of quality education. In short, it gives conceptual framework on what is data, how it is collected, and analysed to facilitate report writing, It illustrates the process of classroom observation and report writing to provide the necessary knowledge and skills to monitor the teaching and learning process.
In my view, these two books should be part of the library of every educationist in particular and every person interested in the science and art of education and their utilisation to promote effective teaching and learning in schools.
I hereby take this Opportunity to launch the books for interested parties to purchase.