Blended Learning for Professional Development of School Leaders and Teachers: a cost-effective approach to improving learning outcomes

Group Submission Type: Formal Panel Session

Proposal

Session Overview
This session will delve into the high potential of blended learning solutions for teacher professional development by integrating digital self-access content with in-person training. The discussion will highlight a case study demonstrating improved learning outcomes for Kenyan primary students in affordable non-state schools using blended learning for professional development, with a focus on higher achievements among girls and low-income students. The panel will also expound on further research underway to better isolate key drivers of change within the model.

Rationale
While blended learning models are most often cited when discussing the integration of technology to customize student learning, these models also have potential benefits for teacher professional development, especially in low-resource contexts. Affordable non-state schools in low- and middle-income countries (LMICs) commonly struggle to recruit and retain qualified teaching staff. Many schools operate on thin margins and cannot match the salary rates of public schools. Offering professional development to upskill the existing teaching workforce in these schools presents an opportunity to improve the quality of instruction and impact student learning outcomes. When delivering digitized training content through a training-of-trainers ‘teacher mentorship’ model and equipping school leaders to institutionalize ongoing professional development, this can further sustain student learning gains even in the face of high teacher turnover rates.

And yet, most affordable non-state schools are not integrated into the public school system and do not benefit from any in-service teacher training. Privately offered professional development courses are often costly and not easily accessible. Blended learning models that successfully combine critical in-person training approaches with relevant and practical self-access digital training content for teachers presents opportunities for more effective teacher learning and lower delivery cost.

In Kenya, over 3.1 million students are being educated in an estimated 10,300 non-state schools, representing nearly 19% non-state school penetration. Data sets from learning outcomes studies in recent years show encouraging improvements in both English and numeracy. However, inequity remains an issue, with much lower outcomes for lower income families and those in rural areas. While Kenya has realized improvements in gender parity within education, disparities remain in ‘educationally disadvantaged areas’ according to the World Bank, with girls’ participation impacted by factors including household poverty, high school fees, distance to school and poor school infrastructure – such as a lack of gender separated washrooms. Many affordable non-state schools run by sole proprietors fill gaps in equitable education access in their communities by offering scholarships for low-incomes students and operating in locations with limited public-school options.

In a recent case study from Kenya, a 3-year quasi-experimental study found children could gain as much as half a year equivalent of additional schooling from a program that included a blended learning professional development model with affordable non-state schools, with the greatest improvements for girls and learners from lower socioeconomic backgrounds. While the study is not entirely conclusive, it offers further insights into potential impacts of strategically integrating digital components in professional development delivery for the affordable non-state school sector.

This panel will feature:
• A presentation of key results from the quasi-experimental study in Kenya, including methodology and disaggregated findings by learner type;
• An overview of the blended learning model used for teacher professional development in the study, with discussion on unit costs, challenges and opportunities with integrating digital components in training delivery across multiple contexts; and,
• The design of an in-progress follow-on controlled study using a Randomized Control Trial (RCT) methodology, including key research questions.

The session will invite audience questions for academic and practitioner panelists and conclude with an open discussion around the potential application of similar blended learning professional development models across other contexts, considering the practical cost-benefit of integrating digital technology into training models.

Sub Unit

• General Pool

Chair

• Andrew McCusker, Opportunity International

Individual Presentations

• Quasi-experimental study results on Kenya primary student learning outcomes - Jack Tait, Center for RISC @ University of Chicago

• Evidence of school quality improvements through a blended learning approach - Natalie Davirro, Opportunity International

• Randomized Control Trial Design and Baseline Findings: Kenya primary student learning outcomes - Guthrie Gray-Lobe, University of Chicago