ABSTRACT
In this chapter, the authors use findings from their research in Uganda and Zambia, together with existing literature, to argue that multigrade pedagogy is the only way African nations can meet the challenges of Education for All children. The success of multigrade education in some Latin America countries should help to dismiss the negative stereotypes associated with multigrade pedagogy. The lack of adequate planning and government support for multigrade in Sub-Saharan Africa should not be used to characterise multigrade pedagogy as a poor cousin to monograde. Teaching a multigrade class is not just a matter of managing such a class. Multigrade education is a specialised pedagogy with a demanding conceptual framework and teaching skills. To achieve Education for All, education systems need to focus on multigrade education: sharing the teaching and learning strategies that make this pedagogy effective, communicating the value of this pedagogical approach and providing sustainable support to make it as successful as it can possibly be.
