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Teacher well-being as a critical element to success of remote learning during the pandemic [Presentation]
This presentation describes findings from a study of the remote learning experience of school actors; school heads, teachers, parents and other HLPs, and learners during the first year of COVID-19 school closures in the Philippines. The focus of this presentation is only on one aspect of remote learning and that is how teacher well-being supported the success of schools in their pivot to remote learning. This presentation was delivered at the 2022 CIES Conference.
MEL-Tech Case Studies: Lessons Learned from Technology-Supported Remote Trainings in Five Countries During the Pandemic
This report presents case studies of five remote training activities conducted by USAID-funded and RTI-implemented programs: the Advancing Basic Education Project (ABC+) in the Philippines, the Malawi Early Grade Reading Improvement Activity (MERIT), Read Liberia, Okuu Keremet! in the Kyrgyz Republic, and the Uganda Literacy Achievement and Retention Activity (LARA). The case studies seek to apply a more process-based and learning-oriented approach, drawing from the MEL-Tech Framework, to understand technology-supported remote teacher training introduced in response to COVID-19.
MEL Framework for Technology Supported Remote Teacher Training
This MEL Framework for Technology-Supported Remote Training seeks to help education program implementers, governments, and program evaluators more effectively design, implement, and learn lessons from remote training activities. It places special consideration on the unique characteristics of technology-supported interventions in the global South.
The framework presents minimum standards for the evaluation
of technology-supported remote training, which, in turn, facilitates the development of an actionable evidence base for replication and scale-up. Rather than “just another theoretical framework” developed from a purely academic angle, or a framework stemming from a one-off training effort, this framework is based on guiding questions and proposed indicators that have been carefully investigated, tested, and used in five RTI monitoring and research efforts across the global South: Kyrgyz Republic, Liberia, Malawi, the Philippines, and Uganda (Pouezevara et al. 2021). Furthermore, the framework has been reviewed for clarity, practicality, and relevance by several RTI project teams across Africa and Asia.
Read Liberia Activity: Teacher Instruction Guide-Grade 2 Volume1
An instructional guide for grade 2 teachers in Liberia.
Read Liberia Activity: Let's Read, Grade 2
Let's Read is a grade 2 learning resource for teachers in Liberia.
Read Liberia Activity: Let's Read, Grade 1
An instructional guide for grade 1 teachers in Liberia.
Read Liberia Activity: Teacher Instructional Guide Grade 2 Volume 2
A Teacher instructional guide for grade 2 students in Liberia.
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Read Liberia Activity: Teacher Instruction Guide Grade 2 Volume 1
A Teacher instructional guide for grade 2 teachers in Liberia.
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Read Liberia Activity: Teacher Instruction Guide Grade 1 Volume 2
A teacher instructional guide for grade 1 students in Liberia.
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Read Liberia Activities: Teacher Instruction Guide Grade 1 Volume
A teacher instructional guide for grade 1 student in Liberia.
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