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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Model details2011For-profitComprehensive curriculum21st century skills (soft skills)ActiveLong-term projectFree service or productVolunteer Uganda58%42%
LRTT conduct training in a region of Uganda where teachers and students are from rural, poor households.
Scale950950 teachers have been trained between 2011-2013. 450 teachers were trained in 2013 alone.1
450 have been trained in 2013 alone. The total number of teachers who have attended training between 2011 and 2013 is 950. These teachers have come from 30 different schools, impacting approximately 38,000 pupils in total.
The program started in Uganda and is now being implemented in 5 additional countries (Tanzania, Nepal, Cambodia, Guyana, India).
Video-led training has been introduced as part of the model to enable increased impact and local ownership. Using the video-led training, head teachers can implement in-service training at their own schools at a schedule that suits their own framework, but which uses the LRTT methodology and trainers (e.g., during an intensive course for new teachers or weekly professional development for als staff).
The in service teacher training program is set up to be replicated with each new school partnership, with an increase in projects each year based on sustainable new school partnerships, while continuing to serve existing partners.
The video-led training is replicable and scalable based on school networks.
Monitoring & EvaluationYes
In partnership with Research Uganda, post-graduate research students have undertaken M&E studies on LRTT. These have been conducted with a sample of teachers (approx. 20 in each study) and studies have focused on three areas:
- Qualitative study of beneficiary satisfaction and evidence of improved practice: Interviews have been conducted with head teachers, district education officers, and teachers to understand how satisfied they are with the training and to evaluate how the training has improved teaching in the classroom. Evidence from the study was used to improve the model.
- Teacher observations: Teachers who had received training were observed alongside those who had not. The observation assessed whether the teachers were implementing the strategies learned in training. The observation also served to identify challenges faced during implementation, which in turn informed the training model to mitigate challenges in future.
- UK volunteer trainer evaluation: Volunteer teacher trainers from the UK were evaluated before and after the training to identify if and how they had improved their own teaching practice.
LRTT seeks to develop a comprehensive M&E strategy which would include a large scale evaluation of teacher efficacy, comparing groups of teachers who have received the training with those who have not and, where possible, analyzing pupils’ learning outcomes.Internal assessment performanceUser satisfactionTeacher attendanceCost effectiveness/value for moneyNo