Video Coaching for Teachers: A Digital Solution for Teachers in Hard-to-Reach Schools in Niger

• In Event: Exploring teachers' experiences in challenging educational contexts

Proposal

The security crisis in Niger has had multiple effects on the education system, disrupting the provision of education for many children. Many schools have suffered from attacks by Non-State Armed Groups, leading to the destruction of teaching materials and the deterioration of infrastructure and equipment. Moreover, the kidnapping and murder of teachers and students has pushed many to seek refuge in other towns, resulting in school closures. In total, 882 elementary schools, with more than 71,085 learners, have closed in the Tillabéri region in May 2024 (source: DREN of Tillabéri). The areas most affected by these closures are Téra, Bankilare (69% of schools closed), Torodi (65%), Ayerou (49%), Say (41%), Abala (25%), Gotheye (30%), Ouallam and Banibangou (11%).
Concern's “Learning Together” program in Niger, financed by the French Development Agency (AFD), aims to support the schooling of vulnerable children in regions affected by the humanitarian crisis. The project supports 250 schools and works in areas where schools are closed to give children affected by the security crisis access to quality education, thereby strengthening social cohesion and well-being.
As part of this project, Concern implements teacher capacity-building activities to improve the quality of learning for children in hard-to-reach areas where the security crisis has impacted their education. In addition to the closure of schools, the few schools that have not been affected are inaccessible to pedagogical advisors, thus preventing teachers from receiving any pedagogical support. The inaccessibility of these schools has led to a decrease in students’ learning as well as a decrease in school attendance. To remedy this situation of unequal access to quality education between children in accessible and inaccessible areas of these regions, Concern has developed the “video coaching” approach, a remote pedagogical support approach for teachers. This is an alternative form of pedagogical support that enables teachers in hard-to-reach areas to be coached using digital technologies including tablets, smartphones and tripods.
The approach follows the same objectives as the governmental pedagogical support. It targets listening club facilitators in closed school zones as well as teachers in formal and non-formal schools (bridging classes). Video coaching is designed to enable pedagogical advisors to coach teachers in order to improve their teaching practices in the classroom and improve students’ learning outcomes. The approach is being implemented with technical support from Concern, who is building the capacity of all those involved (pedagogical advisors and teachers) in the use of the digital equipment for video coaching. With the help of digital tools, teachers record their classes and share the videos with their pedagogical advisors who in turn view the lessons and give written feedback to the teachers.
A pilot phase was conducted from March 1st 2022 to June 30th 2022. After the success of the pilot phase, the regional department of education (DREN) decided to extend the programme to other communes where the needs are quite high as well. The video coaching approach was therefore extended to all of the formal schools supported by Concern that are inaccessible to pedagogical supervisors (inspectors and pedagogical advisors). The scale up of the activity began at the start of 2024, and the approach was shared with the central departments of the Ministry of Education during a workshop involving actors from the regional departments.
This presentation will go through the video coaching approach, the lessons learned from the pilot phase of the approach and the adaptation for the scale up of the programme.

Authors

• Aissata Boukar Abatcha, Concern World Wide

• Monica Kassouf, Concern Worldwide