“The pandemic taught us that we have to learn to adapt and respond to life as it happens. To stay relevant, the education system cannot remain the same.” 

When the COVID-19 pandemic hit and countries went into lockdown, teachers rushed to improvise distance learning solutions that were as inclusive and accessible as possible. 

The teachers at Clarke Junior School in Uganda were no different. They initially tried to continue lessons via WhatsApp and printed packs that parents could collect from school. 

But when they realised that lockdowns would continue for several months, the passionate teachers were determined to find a fun, interactive, safe way of effectively reaching their learners. So they decided to broadcast practical lessons on local television.  

“Our head teacher, Katherine Tucker, first proposed the idea,” says Irene Nyangoma Mugadu, Curriculum Head of Learning at Clarke Junior School. She is also the Educational Specialist for N*Gen (pronounced “Engine”) TV Africa following her involvement in the TV show. 

“The pandemic forced us to innovate and adapt to the changing circumstances. None of us were actors, and we hadn’t been trained in broadcasting or presenting on camera, but we were committed to evolving, staying relevant and making sure the learners didn’t miss out.”

Working together to transform learning spaces

During the pandemic, public transport was shut down, so teachers walked the long journey to school every day to record the lessons. 

“We brainstormed together, and with input from the head teacher we developed the lesson content. It was recorded by a very small film crew and aired on the local TV station.”

The content developed by Clark Junior School caught the eye of Peripheral Vision International, an NGO that combines media, technology, and popular culture to help bring about social change. They approached the teachers, and offered to collaborate on a Pan African Science show aimed at helping more children develop an interest in STEM subjects. 

“In the beginning, the content included reading, maths and social studies. But when Peripheral Vision International came on board, the focus shifted primarily to science as it was considered most critical, relatable and engaging,” recalls Irene. 

From small beginnings on local Ugandan television, starting in September 2020, N*Gen has become so popular that it has now spread to 45 channels across Africa. It is also screened on the African channel in the USA and the Caribbean. Season three is currently in production.  

During the pandemic, the teachers from Clark Junior School presented each episode, and had significant input in the script. “We demonstrated experiments that children could try at home,” says Irene who still consults for the show as an educational specialist. 

“We also enlisted our own children to model the experiments. Kids teaching kids became an integral part of N*Gen, and our target audience loved it.” 

Encouraging engagement and experimentation to transform learning 

The school used the N*Gen episodes to complement their distance learning strategy. 

“We wanted to make learning fun, and foster curiosity and discovery. The episodes were aimed at junior primary learners of all ages. So, to ensure all the children in one home could learn together, the episodes focused on one specific theme for the whole family. We then developed grade-appropriate learning packs which included conversation questions for each child to inquire further, and we also assigned experiments and research questions and writing tasks where linkages were possible,” says Irene.

“For example, when we did an episode on mountains and volcanoes, we demonstrated the interaction between vinegar and sodium bicarbonate for a ‘volcanic eruption’. All the kids in one family could work together and create their own science experiment at home, and then complete additional learning tasks tailored to their individual levels.”

This meant that an adapted version of ‘group learning’ could take place during the pandemic. 

Research shows that students who work in small groups are able to learn more of what is taught and retain it longer than when the same material is presented in other formats. 

Back to the classroom with a new perspective 

Now that schools have reopened, the teachers from Clark Junior School have handed over hosting of N*Gen to a new team, and are back in their classrooms. 

“The N*Gen shows focussed on creating an exciting and interactive learning experience and now I’m applying this approach in my classroom. I present the local curriculum in a way that is practical and engages the learners.

“In our school, we are doing our best to move away from a rote learning model. We believe that all subjects including maths can be taught in a fun, interactive way. We also use a lot of games which build a love for STEM subjects which would otherwise be considered very difficult.”

There’s a need for transformation in teacher and learner support

“At our school, we ask ourselves, ‘What world are we preparing our children for? What kind of skills will be relevant for the careers of the future?’ We need to equip our students with softer skills like creativity, kindness, appreciation for nature, leadership, and how to engage with other people,” says Irene.

To achieve the sustainable development goals, particularly Goal 4, learners should be equipped with literacy and numeracy skills, as well as the knowledge, skills, values, attitudes and behaviours they need to help build just, peaceful and sustainable societies. 

According to UNESCO,  this implies ensuring that education systems foster mutual understanding, respect and care among all people and for the planet we share. Empowering learners to engage responsibly and creatively with the (rapidly) changing world.

“Inclusive technology has huge potential for a wider unifying reach especially in Sub Saharan Africa, but we need to equip teachers with the necessary skills to utilise multimedia approaches in the classroom so that education can evolve with the times.”

Learn more about the #TeachersTransform campaign as part of the Transforming Education Summit.

Photo credit:  Irene Nyangoma Mugadu

“They can tell you where to sit. They can tell you where to swim. They can tell you where to eat, my boy. But they can never take away what you know. Don't stop learning.”

This is the advice St. Claire Adriaan received from his mum who raised him in a marginalised community under the apartheid regime in South Africa.

As one of the first graduates of colour from what was then known as the University of Port Elizabeth (now Nelson Mandela University) in South Africa, St. Claire has built his 35-year teaching career on the principles of restoration, inclusivity, and diversity. Today, he holds eight degrees, and is the head of Encore Junior/Senior School for the Performing and Visual Arts in Hesperia, California.

Growing up in apartheid South Africa shaped his approach to teaching

“The colour of my skin meant that I couldn’t attend certain schools or universities. I know what it’s like to be excluded and marginalised and I never want my learners to feel like they don't belong, that they are inferior, or that people from marginalised communities can’t achieve success.”

St. Claire’s approach to education is focussed on building positive relationships, and empowering learners from all walks of life. Having attained a master’s degree from the International Institute for Restorative Practices, he’s implementing these methods to help transform education.

The aim of restorative practices, according to the IIRP, is to “develop community and to manage conflict and tensions by repairing harm and building relationships.”

How restorative practices helped transform an entire school

In 2008, St. Claire was appointed as head of Success Preparatory Academy in New Orleans. The school was in an impoverished neighbourhood and had the lowest student test results in the state.

Through St. Claire’s restorative approach, it was named one of the top 10 performing schools in Louisiana just three years later. He believes that the first step to turning a school around, is to employ passionate teachers.

“I hire teachers from diverse religions, race and sexuality because we serve a diverse range of learners. Having teachers from different backgrounds means there’s more opportunity to build relationships, be more empathetic, and become more successful mentors to our learners.”

This approach to equity and inclusion is supported by the 2020 Global education monitoring report which discusses how diverse teachers can serve as role models and have a positive effect on student performance, especially those from minority backgrounds.

Offering opportunities for creative expression

“Following Hurricane Katrina in 2005, the learners were left with a lot of trauma,” recalls St. Claire. “And with that trauma came anger. So I had a muralist paint a big outline of the word UBUNTU on one of the school walls. Ubuntu is a South African philosophy about relying on each other to overcome difficulties. Whenever a learner was acting out, I gave them a paintbrush, and let them paint until the anger had subsided.”

St. Claire also invested in a school music programme to help learners express their feelings. “There’s nothing like a strong music programme to help learners change their mindset and attitude.”

Music has been shown to help students increase their performance in mathematics and languages. It also helps them develop perseverance and better study habits.

Building confidence through affirmation

“We had affirmations every morning, where learners recited positive characteristics about themselves to remind them of who they are, their capabilities, and how their values should be lived out.”

[YouTube video of learners at the school reciting their affirmations]

“We also celebrated every milestone. Whether a learner improved from 95 to 97, or 35 to 37, we celebrated together. It’s not about the test score, it’s about getting better every day.”

Closing the opportunity gap

When St. Claire moved from New Orleans to New York, he brought these interventions with him. In his new school, he also focussed on closing the ‘opportunity gap’. This is defined by the glossary of Education Reform as "the unequal or inequitable distribution of resources and opportunities.".

Making sure learners’ basic needs are met gives them the opportunity to thrive in the school environment.

“Some of the learners in New York were wearing the same clothes every day, so we installed a laundry at the school. We also had a clothing bank, and a food pantry for anyone who was in need.”

“When our learners are out in the world one day, they should feel like there’s a space for them in every situation. They should never feel like they ‘don’t belong’ just because of their background. So we bridge the ‘opportunity gap’ by taking them to restaurants, hotels, and on school trips which they might not experience outside of school.”

By employing passionate teachers, investing in cultural programmes, and building a diverse, inclusive and nurturing learning environment that focuses on restoration and affirmation, St Claire Adriaan's example shows us how teachers can develop powerful tools to transform the lives of learners, even in difficult circumstances.

Learn more about the #TeachersTransform campaign as part of the Transforming Education Summit.

Photo credit:  St. Claire Adriaan