Education Beyond Borders Teacher Training

Education Beyond Borders seeks to empower teachers in disadvantaged regions to deliver quality education and learning for their students. This is achieved through a sustainable, peer-led teacher training program where local communities take ownership and are supported to facilitate teacher professional development in their region.
2007KenyaSouth Africa

CEI Plus Status

Program Results Status
Monitoring and Evaluation Reporting

Recognizing the crucial role that teachers play in development and the limited opportunity they have for professional development or exposure to teaching resources, especially in poor, rural areas, Education Beyond Borders (EBB) seek to spread knowledge, best practice, and peer-support among teachers around the world.

The EBB teacher training model focuses on learner-centered methods incorporating project-based learning, inquiry-based learning, collaborative learning, and differentiated instruction that will lead to a higher level of understanding among pupils. A participatory approach is fundamental to EBB; an approach that recognizes that teachers can identify their own needs, challenges, and weaknesses and are best placed to design their own professional development in a peer-to-peer educator model. The model follows 4 stages:

Stage 1: Following invite or request from a community, EBB team (international teacher volunteers) conduct a needs analysis in the local community. The team meets with District Education Officers, parents, and teachers to discuss educational challenges, build collaboration, and create a rationale and program design for EBB teacher training. Over a period of 4 weeks, during teacher holidays, the EBB team conducts in-country training workshops that focus on practical applications of learner-centered best practices. All teachers from local primary and secondary schools are invited to attend.

Stage 2: Local teachers who have participated in Stage 1 training can apply to become Local Facilitators (LFs). The EBB team trains LFs in key areas such as workshop development and delivery, mentoring through peer observation, feedback and reflection, and participatory data collection and assessment. LFs assume responsibility for co-designing and co-facilitating workshops for a new cohort of local teachers. LFs receive basic computer training to communicate with their international colleagues throughout the year.

Stage 3: The EBB team delivers in-country training for LFs to enable them to train up additional LFs; this additional training promotes them to local facilitator trainers (LFTs). LFTs then co-plan and co-facilitate training of new cohorts of LFs and teachers. Local communities have increased responsibility in this stage, and direct the content of the teacher training, adapting it to local needs.

Stage 4: The LFT team plans and facilitates training for new cohorts of LFs and new teachers. An EBB team of reduced size acts as observers and offers feedback and support where necessary and appropriate. An ongoing mentoring relationship is maintained through online communication.

At the end a sustainable teacher training program is established whereby in-country participants own and modify peer-training based on the local needs. Teachers are motivated and driven to improve their own teaching practice, support development of their peers, and raise the quality of learning for pupils in their community. Along with international support relationships, this motivation and ownership ensures that volunteers stay committed to the mission and that the training can be delivered at high quality, low cost, and tailored to the local context.

The program initially started in South Africa and Kenya and has since expanded to Tanzania. Within Kenya, EBB Teacher Training started in Maai Mahiu and is now being implemented in 4 additional regions: Nanyuki, Gilgil, Laikipia, Naivasha, with additional pilot phases having been undertaken in Mbita and Kakamega. 

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