1. DETA Conference, Kigali, Rwanda - August 23, 2017
Getting Practical About SDG 4 in Teacher Education in Africa
Professor Asha Kanwar, President & CEO
Mr Ricky Cheng, Knowledge Services Manager
DETA Conference, Kigali, Rwanda - August 23, 2017

2. Commonwealth Heads of Government Meeting Vancouver, 1987
We invite you to engage us; tap into our thought leadership, expertise, networks and resources
Commonwealth Heads of Government Meeting Vancouver, 1987

3. What is it For?
To help Commonwealth governments and institutions use distance education and technologies for education & training

4. Learning for Sustainable Development
ECONOMIC
GROWTH
SOCIAL
INCLUSION
ENVIRONMENTAL CONSERVATION
Learning for Sustainable Development

5. TEACHER EDUCATION IN SSA
Plan 1 2 3
CONTEXT
TEACHER EDUCATION IN SSA
COL
CONTRIBUTION 4 5
GOOD
PRACTICES
GETTING PRACTICAL

6. 1
CONTEXT

8. Targets Quality education leading to effective learning outcomes
Skills for employment and entrepreneurship
Knowledge and skills for peace and global citizenship
Qualified teachers

9. By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
Even though teachers are specifically mentioned in 4.C, they are fundamental to achieving all the 7 targets outlined in SDG4
Source:

10. 3.2 million additional teachers to achieve UPE1
Global context
By 2030,
3.2 million additional teachers to achieve UPE1
5.1million more teachers for lower secondary education1
In SSA more than half of pre-primary and one quarter of secondary school teachers not trained 2
Sources: 1) UNESCO: World Teachers’ Day 2016; 2) UNESCO: GEM Report 2016

11. Key Issues Financing Teacher-student ratios Motivation Inadequate data
Source: ICAI, DFID’s Education Programmes in Three East African Countries (2012)

12. Then and Now: 2000/2015
UPE Access Teaching Broadband HIV/AIDS
Lifelong Learning for All Learning Outcomes Learning Mobile Climate change

13. TEACHER EDUCATION IN SSA2
TEACHER EDUCATION IN SSA

14. Teachers Required in SSA, 2030
2.2 million needed to deal with growing demand
3.9 million to replace those leaving the profession
Source: UIS Fact Sheet: The world needs almost 69 million new teachers to reach the 2030 education goals (2016)
Photo Credit:

15. Percentage of Trained Teachers in Primary Education
Ghana % (2016)
Malawi % (2013)
Nigeria % (2010)
Rwanda % (2015)
Uganda % (2011)
Source: UNESCO UIS Statistics Retrieved on July 20, 2017

16. Status of Teachers: Rwanda
Teacher recruitment, deployment challenges and attrition confront the provision of quality education
Self-esteem and morale need boosting amongst some teachers
Source: UNESCO, Rwanda Education for All 2015 National Review Chapter 7

17. Pupil/Teacher Ratio for SSA
Pre-primary: 28
Primary: 42
Secondary: 25
Source: UNESCO, Global Education Monitoring (GEM) Report 2015

18. SSA: ICT Statistics
Source: data.worldbank.org, retrieved on August 14, 2017

19. Rwanda: ICT Statistics 2000-2015
Source: data.worldbank.org, retrieved on August 14, 2017

20. Mobile-only Countries in Africa11
Mobile-only Countries in Africa
7Commonwealth
Benin, Botswana, Burkina Faso, Ghana, Mali, Mozambique, Namibia, Rwanda, Senegal, Tanzania, and Uganda.
In mobile-only countries:
Mobile device dominant device used to access Internet.
people access learning content on a mobile device
Source: Ambient Insight, The Worldwide Self-paced eLearning Market Report

21. University of Pretoria
Unit pioneered SMSs and mini-lectures through mobile telephony

22. University of Namibia
Developed a site-based Teacher Education Diploma, using a blended approach
Mobile technologies used to deliver content through a LMS
Assessment based on eportfolios—no exams

23. University of Education, Winneba
Learners provided with mini tablets and online resources
500 teacher-mentors trained online

24. African Virtual University
MOOC: Using ICTs to enrich teaching and learning
Collaboration with AVU – 2015
1,692 registered
Use of video clips, graphics and games
Kenya, South Africa, India, United States, Nigeria, Uganda, Trinidad & Tobago, Jamaica, Pakistan, Tanzania

25. What is being done? Integrating digital technologies
Move towards portfolios
Class-based practice
Communities of practice

26. 3 Phases in Digital Reforms
Integrate some online digital course elements into CPD
Universal access to online provision with digital observations and digital collaboration with school mentors
Incorporate future range of technologies for TE
Moon & Villet, 2016, Digital Learning: Reforming Teacher Education to Promote Access, Equity and Quality in SSA, pp.25-26

27. Cost Per Unit Effectiveness
Training modes
Cost per completing participant
Total effectiveness points per completing participant (total 300 points)
Cost per unit Effectiveness
Face-to Face
US$1,614
244
US$6.7
Online
US$ 901
242
US$3.7
Source: Evers, A., Vermeulen, M., & van der Klink, M. (2007). The need to invest in teachers and teacher education.

28. 3
COL CONTRIBUTION

29. Commonwealth Certificate for Teacher ICT Integration (CCTI)

30. QA Toolkits

31. Open Resources for English Language Teaching
“Initially the learners would not speak in class...This has changed with the introduction of the ORELT…. The modules are very effective, the learners are motivated.”

32. ‘Importance of ICT in Teaching and Learning in the 21st Century’
This photo includes Ms Angeline Szeto, Asst. Director, Ministry of Foreign Affairs, Dr. Goh Chor Boon, Associate Dean, NIE International and Dr. Kalyani Chatterjea, Associate Professor in the Humanities and Social Studies Department, NIE – who was the trainer.
NIE, Singapore May 2015
29 Teacher Educators: 11 countries in Africa

33. NTI, Kaduna
COL is working with the National Teachers Institute, Nigeria, which has an annual enrolment of 50,000 trainee teachers, to develop a Green Teacher course which will help teachers to integrate environmental concerns into the classroom from a very early age.

34. Master in Educational Leadership
Available in print and online
Seven modules and dissertation
Curriculum Leadership
Research Methods
Leading Educational Systems
Leading Educational Change
Future of Education
Foundation of Educational Leadership
Culture of Leadership *

35. Special Needs Assessment Instruments
Diagnostic instruments for Reading and Mathematics which are culturally appropriate for students in the English-speaking Caribbean countries
Pilot tests to be administered in schools in Belize, Jamaica and Trinidad and Tobago

36. The COL Approach
Advocacy
Resources
Capacity-building

37. 4
GOOD PRACTICES

38. Learning from what works
well trained teachers, with strong academic qualifications
teachers’ collectively responsible for developing curriculum and diagnostic assessment
Finland has its own vision of education based on inclusiveness and creativity
Andy Hargreaves,in Pasi Sahlberg, Finnish Lessons Columbia: TeachersCollege Press, 2010

39. The Asian Experience Singapore ‘Teach less, learn more’
“I don’t teach physics; I teach my pupils how to learn physics”
Charles Chew

40. Teacher Education
SOUTH KOREA
Only 5% of hopefuls accepted into the elementary school teacher-training program
Teachers enjoy high social status, competitive salaries, job security.
Source:

41. Train teachers?
‘the states leading the nation in student achievement …are the states that have the most highly qualified teachers and have made consistent investments in teachers’ professional development’
Russell & McPherson, 2001: 8

42. 5
GETTING PRACTICAL

43. Why Invest in Teachers? Each teacher valued at EUR450,000 a year
Source: Evers, A., Vermeulen, M., & van der Klink, M. (2007). The need to invest in teachers and teacher education.

44. Research Shows
Class sizes; Uniforms; Streaming of ability in schools make no difference
What matters is teacher expertise and what the teacher does in the classroom
John Hattie, University of Melbourne, 2015
Cited in The Economist, Vol 419, No 8993, July 11-17,2016, p. 24

45. 1. What kind of training?
‘New evidence shows that the proportion of certified teachers and professional development have a weak impact on student performance’
Montserrat Gomendio, (2017) ‘Empowering and Enabling Teachers to improve equity and outcomes for all’, OECD, p.13

46. ‘Managed Professional Development’
Teachers receive precise instructions
Regular feedback
Mentorship of a lead teacher
Roland Fryer, Harvard, 2016

47. 2. The Need to Collaborate
‘culture of collaboration’ Pasi Sahlberg
In Shanghai teachers will not be promoted unless they give evidence of collaboration

48. Can technology help? Teacher Confidence with Online Collaborative Tools
A study in 5 countries in Europe
Confidence levels established before being introduced to online collaboration methods and tools
On average, total of about 40% were not at all confident or only a little confident
There is a gap in skills and confidence relating to the use of online collaborative tools

49. Content Development and Community of Practice
95%
of the users reported that they will implement the strategies and examples present in the course in their classrooms
of the users reported that they will share TheTeacherApp with their colleagues
96%
Source:

50. 3. Teachers’ Perception of OER in India
SAVES TIME & COSTS
Source: Mishra, S. (2017). Promoting Use and Contribution of Open Educational Resources, New Delhi: CEMCA

51. Teachers’ Perceptions of OER
QUALITY
Slide provided by Ishan
Source: Open Educational Resources in the Commonwealth 2016

52. Towards SDG 4
Teaching a skill that can be learned Trainers as coaches Technologies for scale and speed

53. Practical Suggestions?
How can OER support teachers?
What types of professional development will lead to better learning outcomes?
Identify areas where capacity building is needed most for effective teaching.
How can ICTs support teaching-learning?
Strategies for sustaining networks and collaboration.
How can we make teacher education more inclusive?

54. Thank You www. col.org Professor Asha S. Kanwar President & CEO
Mr Ricky Cheng
Knowledge Services Manager
www. col.org