Limited Resource Teacher Training (LRTT)

Limited Resource Teacher Training delivers transformational in-service training to teachers in countries with limited resources. The LRTT approach uses learner-centered methods, technology, and modern pedagogy in a low-cost model which can be easily integrated into primary and secondary schools.
2011Uganda

CEI Plus Status

Program Results Status
Monitoring and Evaluation Reporting
School supportLimited Resource Teacher Training (LRTT)PrimaryLower secondaryUpper secondary

Limited Resource Teacher Training (LRTT) delivers in-service training to teachers in underserved schools in Bwindi, Uganda and in similar environments globally. The program seeks to address the issue of low-quality teaching and learning by providing a model of high-quality, low-cost teacher training.

Training is based on tested strategies which use international best practice while considering local challenges and contexts. Key elements include:

  • Peer-to-peer learning: Empowering students to learn from one another, particularly through group work, thus building leadership skills while providing a learning solution for large classes
  • Differentiation: Catering to the needs of children of a variety of abilities, stretching the fastest and supporting the slowest learners to create positive learning outcomes for all
  • Higher order thinking: Foster independence and initiative in students to solve problems and use creativity in the classroom and as a life-skill
  • Motivation: Modern strategies of praise and reward systems help drive forward learning and achievement (used alongside a tool-book of fun activities)

LRTT works collaboratively with District Education Officers and local organizations to identify schools suitable for training. Schools are chosen on geographical proximity and the head teacher must commit to engage all teachers, participate in all training, and adopt a whole-school approach. LRTT seek to create systemic change, with an environment where teachers are motivated to develop professionally and are able to learn from one another. This can only be achieved with whole-school participation. To date, 30 schools have taken part in training, ranging across government schools and low-cost private schools at both the primary and secondary levels. Training takes place in a residential course over the period of 1 month. The course is led by international teachers who volunteer their time as part of the LRTT model.

LRTT seeks to enhance local ownership for LRTT training and create a culture of professional development within the schools, which continues beyond the residential training. To this end, LRTT is developing a video-led training course which can be transmitted using micro-projectors or online, thus making it accessible at low-cost and in under-resourced rural communities. The video-led course provides a flexible approach to training which can be adopted and tailored to specific school needs. For example, a head-teacher may choose to use it to train new teachers in an intensive course or to train all teachers once a week in an hour-long meeting. The video-led training adopts the same principles as the residential course and disseminates learning through virtual workshops, break out activities, and discussion opportunities. The course is structured to take teachers through a professional development cycle and initiate reflection and collaboration among teachers.

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