A whole system approach to skills enhancement for improved resilience: Lessons from Uganda teacher and head teacher training programme

• In Event: Practical approaches to supporting and empowering teachers and schools to secure quality equitable learning in uncertain times: Lessons from Kenya, Uganda and Zambia

Proposal

This paper presents the process and lessons generated from practical experiences and findings from the implementation of a contextualised whole system approach that enhances teachers’ pedagogical strategies and critical thinking in Uganda’s secondary schools. The study started two years ago during the long COVID lockdown in Uganda and is still on-going in several schools across the country.

The paradigm shift from traditional pedagogical approaches to an approach that facilitates learning and thinking can be a challenging and demanding experience for teachers. To accompany teachers on this journey, the programme was designed to foster a transformative and supportive learning environment and school climate that encourages collaboration, self-reflection and free expression of ideas. In the implementation of the model, teachers and school leaders are supported with the interpretation and implementation of the concept of critical thinking through a coaching system. This is based on the understanding of school leaders’ role in generating a nurturing environment that enhances students’ full cognitive functioning and development and supports teachers to be stimulated and motivated to collaborate with other department members, participate in decision making, lesson development and student participation in class. The model also incorporates teachers as part of the processes for the development of school educational plans and the setting of appropriate indicators to assesses students’ growth.
We take a whole system approach, activating critical thinking in students, teachers and administrators, and the national education agencies. We work with teachers to design and implement lesson plans which unlock the power of thinking in learners. Evaluations show that the programme has increased teachers’ skills development and boosted their confidence in handling challenging classroom situations. The findings also show teachers’ improved ability to reflect on their teaching strategies to verify the effectiveness of their work in relation to learners’ competencies and outcomes. The programme creates a community of teachers who collaborate in reflecting on their own teaching practices and that openly and freely offer clear suggestions for improvement to their colleagues. The results of this participatory teacher professional development process show that teachers feel empowered in their jobs and their abilities to teach the critical thinking skills in classrooms. We demonstrate improvements in teachers’ subject knowledge, teaching pedagogical approaches, and students’ learning. Teacher training is accompanied by leadership training which underscores the need for school culture in which each member of the school is intrinsically valued and motivated to work. The programme includes collaborative encounters for Headteachers and their deputies, Board of Governors and Parents Teachers Association representatives to allow school leaders to intentionally, purposefully, and thoughtfully create an environment that enhances quality learning.
One important lesson learned in the implementation has been to engage with government stakeholders early on to involve them in the process and ensure the training is in line with current reforms in Uganda. Together with the government, we have developed methods for incorporating higher order thinking skills into the education curricula. Our collaboration also enabled the programmed to be well-embedded in the new competency-based curriculum and helped its successful implementation.

Author

• Gillian Atuheire, Luigi Giussani Institute for Higher Education