Lesson observations in sub-Saharan Africa: Bringing learners into focus

This article considers different approaches to lesson observation and their potential for understanding and evaluating classroom practice in sub-Saharan Africa. We start with a critical appraisal of Teach, a recent high-profile initiative from the World Bank: the evidence and assumptions underpinning this teacher-focused instrument are considered alongside its affordances and limitations. Following this, we review evidence from school-based research from the region to identify four salient aspects of conditions for learning: the use of languages; the role of peers; the use of resources to support learning; and differentiated support. We propose an alternative framework for lesson observations as a basis for developing understandings of these conditions through a spotlight on: the activities of individual learners; learners’ interactions with teachers and peers; and the classroom environment. In our conclusions we consider how this framework may be used alongside existing instruments for deeper insights on the nature and quality of education in the region.