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.”
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.”
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.
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.”
“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
The symposium will focus on “Reimagining education for a better impact on learning outcomes in sub-Saharan Africa”. This crucial and foundational theme may be approached from multiple entry points, such as curriculum, assessment, pedagogy, teachers, inclusion, equity, policymaking, and practice. Papers for presentation will be based on the sub-themes below:
To follow the symposium online please register here.
Expected outcomes of the symposium:
Dans le cadre de son nouvel axe d'action principal sur l'apprentissage des politiques nationales et régionales, L’Équipe internationale sur les enseignants pour Éducation 2030 (TTF), en collaboration avec l'Institut international de l'UNESCO pour le renforcement des capacités en Afrique (IIRCA) et l'Association pour le développement de l'éducation en Afrique (ADEA), organise une série d’ateliers pour l’échanges régionaux et nationaux sur les politiques prometteuses.
Le premier atelier régional virtuel aura lieu le mardi 21 juin à 16h00 heure de l'Afrique de l'Est, UTC +3 hrs ou (15h00 heure de Paris), suivi d'un deuxième atelier en octobre/novembre. Entre les deux ateliers, une réflexion supplémentaire par le Secrétariat de la TTF et les membres du Comité Directeur aura lieu pour vérifier les hypothèses et affiner les besoins d'apprentissage des politiques régionales pour le deuxième atelier.
Les ateliers visent à favoriser l'échange et la discussion à l'appui du développement complet de la politique enseignante, comme illustré dans le Guide pour l’élaboration d’une politique enseignante (TPDG) et ses neuf dimensions interconnectées en tant que cadre. La série d'ateliers de cette année se concentrera sur le développement professionnel (notamment en ce qui concerne les compétences en TIC et les pédagogies hybrides), y compris leur relation avec les parcours de carrière et les normes applicables aux enseignants. L'atelier est le premier d'une série de deux qui seront organisés pour les partenaires nationaux et régionaux de la TTF et les parties prenantes de l'éducation dans le cadre de sa nouvelle initiative visant à renforcer l'apprentissage des politiques en temps utile pendant la période de reprise du COVID-19. Ces ateliers sont destinés à s'appuyer sur les besoins des pays en matière d'apprentissage des politiques, tels qu'ils ont été exprimés non seulement lors du Forum de dialogue politique de Kigali, mais également dans le cadre d'une enquête de suivi visant à consolider les besoins les plus urgents en la matière.
Les points focaux et adjoints de la TTF, y compris les membres des pays et des organisations, seront invités à l'atelier régional de l'Afrique anglophone. D'autres partenaires clés dotés de compétences régionales seront consultés et invités à participer activement.
Pour plus d'informations contactez Thomas, Yael (y.thomas@unesco.org) ou Soto Echeverri, Emilia (e.soto-echeverri@unesco.org).
As part of its new main line of action on national and regional policy learning, The Teacher Task Force is co-organising a series of workshops for the Anglophone Africa Region with the UNESCO International Institute for Capacity Building in Africa (IICBA), in cooperation with South Africa and ADEA.
The first workshop will be held on 22 June, followed by a second workshop in October/November. Between the two workshops, additional reflection by the TTF Secretariat and the regional Steering Committee members will take place to verify assumptions and refine regional policy learning needs for the second workshop.
In particular, the workshops aim to foster exchange and discussion in support of holistic and comprehensive teacher policy development as illustrated in the Teacher Policy Development Guide (TPDG) and its nine interconnected dimensions as a framework. This workshop will focus on common policy learning needs related to teacher education and professional development including issues related to teacher training, qualifications, licensing, and its relationship to career path/ structure, working conditions and teacher standards. In addition to this, countries demonstrated an interest in the ICT dimension of teacher education including ICT skills and pedagogies for remote and distance teaching. Countries also demonstrated learning needs related to school leadership and teachers in emergencies, not only to recover from COVID-19, but also to prepare for future crises.
Country focal points and deputies, including both country and organisational members, will be invited to the Anglophone Africa regional workshop. Other key partners with regional remits will be consulted and invited to actively participate as they are familiar with regional policy learning needs.
For more information contact Thomas, Yael (y.thomas@unesco.org) or Soto Echeverri, Emilia (e.soto-echeverri@unesco.org).