A knowledge exchange series between highly proximate organizations in Sub-Saharan Africa

• In Event: Enhancing Mathematics Instruction in Sub-Saharan Africa: Localized, Evidence-Based Approaches

Proposal

This project addresses the critical need to enhance foundational learning outcomes in Sub-Saharan Africa by fostering collaboration and knowledge exchange among local organizations that are at the forefront of driving education improvements in their contexts (Waerderet al 2022, Schot et al 2020). Grounded in the belief that sharing best practices and addressing common challenges can significantly improve teaching and learning, this initiative proposes a series of learning exchange visits and virtual collaborations between three education-focused non-profit organizations in Kenya, Senegal, and South Africa. The interactions will center on three core areas: teacher training, materials development, and classroom management, and will record the impact that these knowledge exchange activities have on each of the organizations’ delivery and development.
The project recognizes the wealth of foundational learning work already underway across the continent but seeks to extend its benefits across borders and beyond the leadership levels of each organization. It aims to empower the "doers" within each organization by providing them with opportunities to learn from their counterparts and gain insights into how others are tackling the learning crisis.
Activities include staff visits for observing teacher training, materials development, and classroom practices, along with virtual sessions to review and provide constructive feedback on each other's teacher training plans, materials (including student-facing resources and teacher guides), and classroom session plans and activities.
The project is expected to yield several tangible and intangible benefits, including enhanced teacher training programs, improved instructional materials, and optimized classroom practices. Participants gain exposure to diverse training methodologies and approaches, enabling them to strengthen their programs and enhance teacher effectiveness. Constructive feedback and insights support the development of high-quality, contextually relevant materials that meet the needs of both teachers and learners. The interchanging of effective classroom management strategies creates more engaging and productive learning environments. Furthermore, the collaborative learning model fosters a network of professionals committed to advancing foundational learning, promoting ongoing knowledge sharing and innovation.
As part of this project, each organization develops a detailed plan incorporating the lessons learned from the exchanges, ensuring that the acquired knowledge is translated into action. A final report will document the reflections, learnings, and areas for further exploration identified through this partnership.
The project's success will be assessed through a multi-pronged evaluation approach, encompassing process evaluation to track progress and identify implementation challenges, outcome evaluation to assess the incorporation of learnings into concrete work plans, impact evaluation to measure long-term changes in teacher practices, student outcomes, and program effectiveness, and qualitative evaluation to capture participant perspectives on the project's value and impact. The presentation will provide an overview of the process and the findings from this experience for each organization.
This collaborative project represents a significant step towards strengthening foundational learning in Sub-Saharan Africa. By fostering collaboration, knowledge sharing, and innovation among leading organizations, it has the potential to generate a lasting impact on teaching and learning, ultimately benefiting millions of children across the continent.

Authors

• Pumza Ndamase, Teaching at the Right Level TaRL Africa

• Zolani Metu, Funda Wande

• Awa Ka Dia, Associates in Research and Education for Development ARED