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
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.
“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.”
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.
“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.
“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.”
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
Throughout his 12-year career, Steven Kolber has embraced technology as a fundamental teaching tool to help transform his classroom into an interactive, inclusive learning environment. This led to his nomination as a top 50 finalist for the Global Teacher Prize in 2021.
As an English Language, EAL and History teacher at Brunswick Secondary College in Melbourne, Australia, Steven is also passionate about sharing his knowledge and empowering other teachers around the world.
“When used efficiently, technology can transform education by giving teachers the time they need to be more human, more present, more empathetic, more collaborative, and create a better learning environment for all.”
This idea is supported by UNICEF's State of the World's Children report, which states: "If leveraged in the right way and made universally accessible, digital technology can be a game changer for children being left behind – whether because of poverty, race, ethnicity, gender, disability, displacement or geographic isolation – connecting them to a world of opportunity and providing them with the skills they need to succeed in a digital world."
When the COVID-19 pandemic hit, Steven was more than prepared for the world of remote teaching. He had over 700 lessons on his YouTube channel, and was familiar with several tools that he could use to enrich his online lessons.
To help other teachers adapt to online teaching during the pandemic, he created an extensive catalogue of free training videos on YouTube. Steven also ran online gatherings called ‘Teach Meets’ where educators shared their innovations and adaptations for remote learning.
Recognising the need for teachers to have better access to scalable solutions for professional development, the World Bank Group and HundrED (a global education non-profit) teamed up to develop the Teachers for a Changing World Spotlight. The platform identifies and shares access to leading solutions from around the world that are helping teachers thrive in an ever-changing classroom.
Contributing to peer-to-peer support, Steven co-hosts a bimonthly podcast, the Teachers' Education Review. He discusses various teaching practices, and transformational solutions with a range of education experts from diverse backgrounds.
To help teachers access quality research, and share their knowledge of teaching innovations, Steven also established an interactive online reading group for teachers called #Edureading.
“Every month, we discuss a different academic article on education. It’s not about who’s right and who’s wrong, it’s about building connections with fellow educators, and collaborating with them,” says Steven.
“When teachers feel more confident in their personal tech skills, they feel more empowered to experiment with digital tools, and use them in their classrooms,” says Steven.
“Technology makes learning more accessible to our students, and it helps us do our work more quickly and effectively. It gives us more time to do the ‘fun stuff’ including interacting with learners face-to-face and getting them to interact meaningfully with each other.”
A paper commissioned for the 2020 Global Education Monitoring Report, Inclusion and education, confirms this idea. “ICT can be used to support inclusion by providing different ways of representing information, expressing knowledge and engaging in learning, including assessment.”
The paper also notes the importance of using technology to help make learning more accessible to students with learning difficulties. “ICT tools can be used to support creative and cooperative learning environments where disabled students are included in learning activities and have class or group roles or responsibilities.”
Steven uses a number of assistive technologies to strengthen the learning experience for students and teachers both in the classroom and online.
“I use a lot of assistive technology in my classroom including transcription and text-to-voice software to ensure learners with dyslexia or other disabilities are able to share their thoughts, and participate in the learning process.”
“Instructional videos are a great way for teachers to supplement their lessons. For example, when we cover Macbeth, I have face-to-face lessons in the classroom, but I also have a whole lot of video summaries of each act and scene that my learners can access on my YouTube channel.”
“Learners with hearing disabilities can access the subtitles and transcripts. And those who have attention difficulties can go back and rewatch the video as many times as they need to.”
Steven even uses video to provide feedback to his learners. He records his comments on video while reading through an essay or project that a learner has submitted. “It saves me a lot of time.”
“Teachers notice the small things. They can see when a learner is struggling with something beyond the classroom. As teachers who genuinely care about our learners and their overall wellbeing, COVID made us realise just how critical those face-to-face social interactions in the classroom actually are,” says Steven.
“While technology can transform the way teachers share their knowledge, it can’t replace them. There’s no substitute for a great teacher who can establish a solid relationship with their students and deliver content in a way that makes kids excited about learning. Technology, by itself, simply can’t do this.”
Videos to help teachers build their skills:
Top sources for free audio books for learners:
For discussions on education, and connecting with other teachers around the world:
Assistive technologies:
Steven recommends software such as ClaroRead, Dragon Speak, Pen Readers, Read-aloud settings within documents, enabling subtitles within Zoom and PowerPoint.
Learn more about the #TeachersTransform campaign as part of the Transforming Education Summit.
Photo credit: Steven Kolber
This United Nations Transforming Education Summit panel discussion will highlight the role of teachers and students as critical enablers of transformation both within and beyond the classroom. Featuring representatives from Education International, Teach For All, Global Students Forum, and Global Campaign for Education. More information here.
The session will be in-person in the United Nations Headquarters, Conference Room 7, and can be followed online through this link.
Useful links:
Speakers:
This United Nations Transforming Education Summit session on Solutions Day aims to recognize and respond to the significant challenges faced by teachers working in crisis contexts by developing a Sector-wide Action Plan to support teachers in the delivery of quality, inclusive education to all children and youth.
The session will be in-person in the United Nations Headquarters, Conference Room 11. Click here to watch the livestream.
Useful links:
This United Nations Transforming Education Summit session on Solutions Day will explore teacher leadership, autonomy, and innovation as key enablers of widespread transformation, affecting not only teachers, teaching and the teaching profession, but as a catalyst for accelerating global progress.
Useful links:
Speakers:
Attend:
This United Nations Transforming Education Summit session on Solutions Day will be a call for action for the transformation of teaching by developing comprehensive teacher policies through social dialogue.
Teachers, trainers and other education personnel are generally considered the single most influential variable in an education system for achieving learning outcomes. The achievement of SDG 4 and the transformation of education will depend heavily on teachers and education personnel that are empowered, adequately recruited, well-trained, professionally qualified, motivated and supported within well-resourced, efficient and effectively governed systems.
National teacher policies that are formulated and adopted through participatory processes that capture the voice of teachers, education personnel, and other stakeholders are a key strategy for countries to ensure a high-quality and sustainable education workforce. Ensuring that the needs and aspirations of teachers are included through social dialogue at every step of teacher policy formulation can ensure that teachers’ perspectives and expert knowledge form the basis of decision making, and, ultimately, lead to quality teaching and learning.
Drawing on experiences by countries and by previous teacher policy and social dialogue initiatives carried out by multilateral agencies, the co-leads of Action Track 3 on teachers, teaching and the teaching profession are proposing a global call for action to develop and support national teacher policies through social dialogue. The areas of action would support countries to:
The areas of action would support countries to:
Useful links:
Speakers:
Attend:
Nana Gulic spent a decade of working with government, schools, and teachers to help create a learning environment that supports children’s social-emotional needs as well as their educational needs. Now through SEed (Social and Emotional Education), an ed-tech start-up that empowers non-profits like schools, Nana implements character and leadership development programmes that help learners increase self-confidence, motivation, physical and mental health and build positive relationships with their parents and peers.
According to a report by UNESCO and the International Academy of Education, “Social-emotional learning, or SEL, is sometimes called ‘the missing piece’, because it represents a part of education that links academic knowledge with a specific set of skills important to success in schools, families, communities, workplaces and life in general.”
“By combining my B.A. in Child and Youth Care and M.A. in Social Justice and Equity Studies, I am able to identify innovative ways to empower my students in the classroom, and help them become active participants in their own lives and homes,” says Nana.
The critical role that psychosocial support plays in the learning environment was highlighted during the COVID-19 pandemic. A report noted that it would not be enough for schools to simply reopen their doors after COVID-19. Students will need tailored and sustained support to help them readjust and catch-up after the pandemic. Teachers are being encouraged to incorporate remedial education approaches and social-emotional learning into their pedagogy.
This is exactly what Nana is doing in her school. After initiating online social and emotional learning workshops for students and their parents during the pandemic, she continues to host them now that schools have reopened.
“One of the biggest benefits of online counselling is that we can have group discussions, but then we can turn our microphones on mute, and have private internal chats between family members. You can’t do this in an in-person group setting. And there were some amazing things that came out of those private moments. Some major breakthroughs between parents and their kids.”
Teachers and child and youth workers can use digital tools to support the socio-emotional development of learners both inside and outside the classroom. “Technology doesn’t replace a good teacher or counsellor. It just adds an extra layer, it’s an extra tool that we can use to communicate with our learners.”
One of Nana’s roles is to help struggling students develop the skills they need to talk about, and deal with various challenges in their lives, like the COVID-19 pandemic.
According to a report on the impact of the COVID-19 pandemic on education, “Many students felt lonelier, a vast majority, missed contact with their classmates, many were worried about how the disruption impacted their learning and will affect their future education.”
To help her learners process their experience of the COVID-19 lockdowns, she invited them to build their ‘ideal post-COVID world’ in Minecraft. Four 10-year-old learners from Canada and four from Croatia were tasked with working together to create a digital space that met all of their wants and needs.
“They might not have been able to verbally express how much they missed social interaction, but their Minecraft world clearly showed this,” says Nana. “It included a flying van to travel with family and friends, a portal that allows you to travel wherever you want, an amusement park, and a school cafeteria with lots of space to have fun and spend time with friends.”
According to a report on social and emotional learning in education systems, the main purpose of ‘emotional literacy’ – a skill that involves being able to name and understand one’s own emotions and the emotions of others – is to improve relationships and facilitate more cooperative functioning between individuals, within communities and throughout society as a whole.
In the classroom, students are often afraid to reveal how they really feel in case they are ridiculed. So Nana uses an app to allow learners to respond to a digital poll anonymously. When the poll shows that “everyone” feels nervous on their first day of school, or over 90% of the respondents have anxiety about exams, it helps learners feel less vulnerable.
Nana has also created a fictional YouTube character called Dolly Ghostsmith who enlists the help of the students to track down four escaped ghosts called "Denialy", "Doubty", "Worry Anne", and "Fearan". The ghosts help Nana’s elementary school learners develop their social and emotional literacy by identifying their unique characteristics.
Research shows that by implementing SEL in schools, students can begin to recognise and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions and handle challenging situations.
When it comes to encouraging learners to share their struggles, Nana has even turned to texting.
“Over the years, I’ve found that some students would rather communicate by typing than by talking. I really struggled to get through to them until I offered the option to text rather than to chat in person. Some of the learners even use a second language to express themselves emotionally.”
There are also several tools which Nana uses to help those with learning difficulties integrate into the classroom. For those with dyslexia, she uses text-to-voice apps and transcription apps which give learners who struggle to read and write more freedom to work independently.
For those with attention difficulties, Nana uses digital cognitive training apps together with in-person therapy sessions. One of her favourite tools is Lumosity which features games that are scientifically designed to help improve memory, processing speed, and problem-solving skills.
“Technology is such a natural environment for kids. It is a place where their voices can be heard, and where they can meet with other students around the world and engage with them.”
“In the future, I hope that we can all work together to build a teacher-led collaborative and empowering environment that focuses on sustainability, equity and social justice.”
Learn more about the #TeachersTransform campaign as part of the Transforming Education Summit.
Photo credit: Nana Gulic