Distance Continuous
Professional Development
This program will begin shortly.
Welcome
Paige Morency-Notario
Director of Outreach and
Communications
Welcome
Audrey Spencer
Global Practice Lead
Education and Youth
Chemonics
Welcome
Rebecca Rhodes
Senior Education Advisor
Center for Education
USAID
Panelists
Bidemi Carrol
Senior Research Education Analyst MERIT: Malawi Early Grade Reading Activity
(RTI International)
Mark Hamilton
Senior Reading Specialist Nigeria Northern Education Initiative Plus
(Creative Associates International)
Vincent Mugisha
Chief of Party Senegal Lecture Pour
Tous program (Chemonics)
Ina Aquino
Chief of Party ABC+: Advancing Basic
Education in the Philippines (RTI International) Nathalie Louge Education Technical Advisor Senegal Passerelles (FHI 360) Armida Elaine Umali-Trinos Instructional Delivery and Materials Advisor ABC+: Advancing Basic
Education in the Philippines (RTI International)
Bidemi Carrol
MERIT: Malawi Early Grade Reading Improvement Activity
(USAID)
3/16/2021 FOOTER GOES HERE 7
DISTANCE CONTINOUS
PROFESSIONAL
DEVELOPMENT USING IVR
MERIT: Malawi Early Grade Reading Program• What we knew:
– Targeted educators had phones – WhatsApp groups in use
– Internet access expensive, limited, and/or slow • What we wanted:
– Wide-reaching; simple and quick to set up; proven in Malawi or similar context
• What we didn’t know:
– How widespread the use of apps like WhatsApp – Whether educators would take up mobile training – How effective the training would be
• Decision
– Interactive Voice Response – WhatsApp groups (optional) – SMS 100 93 85 75 44 0 20 40 60 80 100
HT communicates with PEA via WhatsApp
At least one person (SH or HT) At least one SH
Head teacherS Both SH (infant and junior)
Percentage (%) of schools
Use of WhatsApp by HTs and SHs
3/16/2021 8
• Technical Expertise
– Viamo: Technology partner with expertise in IVR, and presence in Malawi
– Design of content for IVR (short 3-5 minutes voice recordings, with quizzes or questions at the end);
– Recording of messages: variety of formats (monologue, dialogue, games, etc.)
• Financial resources
– cost of airtime
• Human resources (staff time)
– develop technical content – monitoring & evaluation
– overall coordination, troubleshooting, etc.
Resources Needed
Key Content
• Dialogue between SH and Teacher on
importance of recording their daily reflections
Question
• Should teachers record their reflections daily?
• If yes, press 1 • If no press 2
• If don’t know, press 3
Response
•That’s right! Teachers should record their reflections daily, in their schemes and records of work
•Sorry, this is incorrect. Teachers should record their reflections daily, in their schemes and records of work.
49%
10% 41%
Preferred mode of training
Face-to-face mobile both
Relevance, accessibility, engagement
0 20 40 60 80 100 No smart
phone No mobiledata internetPoor No time
% of r es pon de nts
Reasons for not participating in WhatsApp discussions Week 1 Week 2 68% 85% 52% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Average Pickup Rate Completed KMs Completed KQs
% o f ta rg ete d pa rti ci pa nts
Average Participation Rates
84% 10%6%
Do you feel more or less prepared to lead TLCs?
• IVR is a viable way to provide virtual training to large numbers of participants • Urban residents had higher participation rates than did rural residents
• Call-backs helped
• Use multiple communication channels to increase engagement
• Work with telecom companies beforehand to ensure that their networks can handle the task • Vary the audio content to make the material more engaging
• Provide training or practice on using the keypads to answer questions
• Practice already proven in Malawi (health)
• Opportunity for public-private partnership
with telecoms
• Local expertise in content development,
recording of messages, etc.
• WhatsApp groups already in use in-country
by education officials and head teachers
• Careful partner selection
• Cost
Vincent Mugisha
Senegal Lecture Pour Tous program (USAID)
Chemonics
16/03/2021 14
Expanding continuous professional development opportunities for
educators in Senegal: Learning from large-scale implementation
Vincent M. Mugisha, Chief of Party, Lecture Pour Tous program, Chemonics International March 9, 2021 PH O T O C R EDIT : LEC T U R E PO U R T O U S PH O T O C R EDIT : LEC T U R E PO U R T O U S
• Program scale: 7 out of 14 regions; 350,000 students in Grades 1-3; 3 national languages; 9,000 teachers
• CPD design objectives:
a) intensive in-person training for early reform stages b) phase to lower-cost model with blended learning
16/03/2021 15
CONTEXTUAL FACTORS INFORMING DESIGN AND DELIVERY
PH O T O C R EDIT : LEC T U RE PO U R T O U S
• Most teachers & directors: have smartphones (53%); use WhatsApp (90%); have 3G coverage (67%); program offers basic credit for SMS & limited internet data
• 1st design phase during COVID school closures; 2nd design phase during new school year • Additional challenges:
• no in-person training (due to COVID); most teachers change grades every year (nearly 50% teachers new to EGR approach this year); 30% of directors teach EGR classes (with no in-school coach); coaching demands; pressure on distance & in-school-based CPD
• In-house and external technical expertise:
Rapidly redesigned existing training materials and
developed new content via multimodal approach
• Technology:
PPP with national telecom: basic monthly SMS/data
package; enhanced website; WhatsApp; push SMS;
BYOD
• Materials:
Print copies of distance training modules; teacher
learning circle guides; mobile version of modules +
video & audio files
16/03/2021 16
• Phase 1 (July 2020): Rapid feasibility
pilot of distance learning component
Decent accessibility (via WhatsApp), but paper needed
Promising perceived utility, relevance
Good engagement (especially coach/teacher interaction)
16/03/2021 17
CHALLENGES, OPPORTUNITIES & EFFECTIVENESS
75% 80% 85% 90% 95% 100%
Most of the content was clear & understandable
The content was sufficient to help me
improve instruction
I feel I can apply content in class
Participant feedback on distance CPD content (phase 1)
Teacher Director (coach)
• Phase 2 (2020-2021): Multi-modal CPD package
at scale
Confirmed relevance and quality of distance self-guided modules, resources and activities
Distance learning only is very difficult for teachers without initial in-person training due to COVID (only 34% of teachers surveyed in January 2021 reported sufficient lesson progression)
Accessibility not yet uniform Schools/directors struggling to
• Importance of communication and Ministry leadership: Orienting teachers/school
directors to new approach, Ministry setting and reiterating expectations to improve uptake
• Triangulating data to monitor progress, mitigate challenges: Supervision (in-person and
distance), SMS surveys, phone interviews, learning checks
• Data-based adaptation: adjusted CPD calendar; extended use of critical modules; rapid
development of new modules and messaging
16/03/2021 18
CONTINUOUS LEARNING AND ADAPTATION
SUSTAINABILITY CONSIDERATIONS
• Developed for sustainability and scale: feasible for Ministry to expand and sustain
lower-cost alternatives to intensive in-person trainings; uses only system actors
• Government partners engaged in design, roll-out, and adaptations
• Applications of the multimodal model go well beyond COVID
16/03/2021 19
Thank You / Merci / Jerejef / Onjaraama / Joo kanjal !
Vincent MugishaChief of Party
Lecture Pour Tous program Chemonics International [email protected]
Ina Aquino &
Armida Elaine Umali-Trinos
ABC+: Advancing Basic Education in the Philippines (USAID)
RTI International
Mark Hamilton
Nigeria Northern Education Initiative Plus (USAID)
Creative Associates
Shifting the
Classroom Paradigm
in the COVID Era
Using SMS and IVR Technologies to
Support EGR Teachers in Northern Nigeria
Mark Hamilton
Senior Reading Specialist
March 9, 2021
Support states to increase the number of students enrolled in appropriate, relevant, approved
educational options, especially girls and out-of-school-children in
Bauchi and Sokoto states
Support states to improve reading outcomes for early
primary grade learners in Bauchi and Sokoto states
12k Teachers 722K Pupils
The USAID Northern Education Initiative Plus project provides equitable and sustainable access to quality education in Northern Nigeria.
Our activities strengthen government systems to:
2.7k Schools 5.6k NFLCs 5.6k LFs 268k Learners Sokoto | Bauchi States
5 Years | 2 0 1 5 -2020
Introduction
6 M o n t h s N C E | O C T 2 0 2 0 –May 2021
+
• Provide insights
into needs of
teachers, learners
• Develop future
CPD activities,
informed by data
• Gather data (e.g.
on teaching,
learning)
• Provide inputs to
reinforce practice
SMS tips,
exercises
survey
IVR
Data
analysis
New CPD
content
Outcomes
• 78% of calls went through to
the participants’ phones
• Most common outcome for
Q1 was a hang up, followed
by a text response
• Similar outcomes for Q2 and
Q3
• 41% responded to the
survey
Responded
41%
No response
6%
No response or
didn't pick up
8%
Hung up
45%
Lessons Learned
• Combine remote strategy with face-to-face CPD activities
• Target messages to reinforce knowledge, skills, and to
support application and practice
• Send messages to teachers in batches (1000 per round)
• Include administrators, coaches to support application
• Announce CPD messages in advance to improve participation
and response rates (IVR)
Follow us on Social Media
@USAIDNEIPlus @USAIDNEIPlus @USAIDNEIPlus1
Nathalie Louge
Senegal Passerelles (USAID)
Reimagining training for Covid 19: evidence
from Senegal Passerelles in adapting
face-to-face socio-emotional learning (SEL) training to
an online learning experience
Joseph Sarr; Coordinator of the Socio-Emotional Learning
Component
Nathalie Louge, Education Technical Advisor
March 2021
Contextual factors: design and delivery
Impetus:
•
SEL training and modules developed for in-person training
•
SEL training of trainers scheduled
•
COVID-19 restrictions moving the TOT online
Design:
•
Organize and dose the face-to-face training to be digestible and doable
online
•
Make online training “collaborative” to emulate the nature of
face-to-face trainings
Resources needed
Human:
•
Distance learning expert
•
SEL expert
•
ICT experts
Financial:
•
Staff time
•
Moodle subscription
•
Internet credit
•
Consultant fees
Technology:
•
Moodle, Zoom, WhatsApp, SMS, and email for delivery
Challenges and opportunities
Challenges:
•
Poor internet connection
•
Irregular participation
•
Lack of comfort with platform and technology by participants
Opportunities:
•
Making the layout more user-friendly and accessible to multiple technologies
•
Capitalizing on “motivated” participants
Participant feedback
•
94% of respondents accessed the course content, though not regularly
•
Participants gave a score of 4 out of 5 on the relevance of the course
•
88% find navigation between different modules of the course correct
Sustainability
•
Course content can be adjusted to become self-paced
•
Platform chosen aligns with the Ministry’s
•
Designed for several audiences
•
Course to be accessed and used for free on Ministry website for years to
come
Breakout Groups
Group Discussant Project Representatives
1 Alison Pflepsen (Chemonics) Barbara Greenwood (RTI) 2 Audrey Spencer (Chemonics) Nathalie Louge (FHI 360)
3 Paige Morency-Notario (BEC) Vincent Mugisha (Chemonics)Ana Robledo (RTI) 4 Mary Sugrue (EDC) Bidemi Carrol (RTI)Sonya Tung (Creative)
5 Carole Basile (Arizona State University) Mark Hamilton (Creative)Patience Sowa (RTI) 6 (français) Diane Proudfoot Joseph Sarr (FHI 360)Ablaye Niang (Chemonics)
Small Group Discussion: Instructions
To join your small group, please leave the webinar and use the small group talk link e-mailed to you yesterday.
Can’t locate your link? Join your small group according to the first letter of your last name as indicated below.
The links for each group have been shared in the chat window. You will need to copy these before leaving the webinar. If you need assistance, please email [email protected] and [email protected].
Pour ceux qui veulent participer en français, veuillez rejoindre le groupe numéro 6.
