Empowering Educators: Low-Tech Solutions for Continuous Professional Development Amid Climate Disruptions in South Sudan

• In Event: Roundtable Session 6
  In Refereed Roundtable Session: Expectations, empowerment, and equity: EdTech in challenging environments

Proposal

Education in Conflict and Emergencies SIG
The LEGO-funded Resilience Expansion through Active Learning in Crisis (REAL) project aimed to enhance teachers' training in social-emotional learning using an inquiry-based learning model in South Sudan. However, the project encountered a significant climatic challenge during the rainy season1, rendering the field activities inaccessible and hindering the conduct of project-related activities. To find an alternative solution, the project team promptly developed a low-tech approach and initiated a pilot program with 50 teachers situated in remote areas of Northern Bahr el Ghazal State, South Sudan. The pilot introduced an audio conference platform, which connected five teachers and a facilitator, forming a virtual Teacher Learning Circle (vTLC) to discuss challenges pertaining to social-emotional learning and identify effective solutions. The pilot utilized the same structure and materials that had been developed for the traditional face-to-face (F2F) model.
This vTLC pilot project in South Sudan emerged as an exemplary demonstration of leveraging low-tech solutions to facilitate teachers' continuous professional development, particularly in scenarios where in-person meetings were challenging for the REAL team. The pilot phase yielded valuable insights into harmonizing the conventional vTLC structure with technology. Over the two-month implementation period, forty-eight vTLC sessions were successfully conducted, along with orientation sessions for both Facilitators and teachers. The overall vTLC program proved effective, offering a rich source of valuable insights that can be effectively applied to other similar projects.
Throughout the pilot phase, it became evident that in remote communities, employing audio-based teacher training brought significant benefits and could be tailored to suit specific contexts. It was observed that keeping the discussion topic open during sessions often led to longer vTLC sessions, as the facilitator had to repeatedly explain the topic. Introducing pre-determined discussion topics could lead to shorter and more interactive vTLC sessions, optimizing time use. Secondly, curating resources specifically designed for vTLCs proved crucial, as materials created for traditional formats may not be fully suitable. The incorporation of recorded audio related to the topic, in addition to facilitator explanations, ensured consistency and uniformity in delivering information, thereby further enhancing the overall vTLC experience.
Another crucial aspect highlighted by the pilot was the need for regular SMS communication with participants. The project's sole reliance on a single SMS to share the vTLC schedule proved inadequate. Regular SMS updates on the topic and related resources could significantly improve participant engagement and commitment to the vTLC program. Finally, maintaining facilitator motivation emerged as a critical factor affecting the success of vTLC sessions. Some facilitators expressed feelings of burden due to additional responsibilities, leading to the cancellation of several vTLC sessions.
In conclusion, the vTLC pilot project in South Sudan serves as a base model for utilizing low-tech solutions to support teachers' continuous professional development2 in regions where physical interactions are limited. The insights gained from the pilot phase shed light on the alignment vTLC structure and offer valuable lessons to improve the effectiveness and efficiency of future vTLC initiatives.
1https://reliefweb.int/report/south-sudan/floods-south-sudan-affect-displaced-communities
2https://blogs.worldbank.org/education/how-enhance-teacher-professional-development-through-technology-takeaways-innovations

Authors

• Khurasan Ali Shah, International Rescue Committee

• Thomas Fedlu Hussien, International Rescue Committee

• Elifrida Japhet Twalihi, International Rescue Committee