It is easy to read about training teachers but it is very important to learn how to put theory into practice. With Teaching for Success Tunisia, I have witnessed the application of what I read about and through training and support I am now able to plan and deliver training with confidence.
Asma Harguem, Teaching Advisor, Nabeul Governorate
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Life cycle
2017-present
Country/Region
Tunisia
Client/Partner
Foreign, Commonwealth and Development Office (FCDO)
Vision
To equip teachers working in public schools with the skills, knowledge and confidence to teach English more effectively. To adopt child-centred, activity-based classroom approaches that will help their students develop the core skills they will need for a more successful transition from education to employment.
Situation
Although the rate of unemployment is high in Tunisia, employers report difficulties in recruiting people with the required teaching skills according to the Institut Arabe des Chefs d'Entreprises (IACE). Teaching for Success Tunisia aims to improve student learning outcomes and enhance the future employability of young Tunisians by promoting the development of English and 21st century skills in primary and secondary schools. This is deemed as crucial to the reform plans of The Ministry of Education. We also aim to reduce regional and gender disparities by providing opportunities to all beneficiaries in every governorate of Tunisia, alongside celebrating the good work of all participants.
Implementation
In total, 2,800 primary school teachers participated in 30 hours of training courses. The courses were held across ten locations with 65 international teacher educators on hand to support them in the teaching of English to year four pupils (from 2019-20). Over 500 have also joined online English courses.
Primary school teaching advisors were able to track their development by comparing their continuing professional development (CPD) self-assessments before and after UK training and through the assessment and feedback provided by their international teacher educators. The training programme in Tunisia and the UK has included visits to UK primary schools and studying at teacher education institutions. Research into key components for English in the schools' system was conducted with Tunisian stakeholders; identifying critical areas for improvement.
Impact
Teaching advisors regarded the training they received very highly, with all respondents agreeing that they acquired new knowledge, skills, and that they've learnt about resources and techniques that are useful for their specific role in supporting teachers and evaluating their development. A total of 60 per cent strongly agreed and 40 per cent agreed that our input had raised their confidence in being able to fulfil their teaching advisor role.
Altogether, 75 per cent of computer science inspectors responded that they acquired new knowledge and skills through the training in how to use micro:bits, whilst 87 per cent reported that the training helped them to support teachers in managing the use of micro:bits by students in their lessons.
Early feedback from primary teachers has been very positive and the programme was also rated highly by the participating teaching advisors.
Mutual benefit
The programme provided collaboration and learning opportunities for Tunisia’s government institutions and educators and UK training providers and education experts. There are consultancy and service provider opportunities in the areas of education system alignment, capacity-building for English language and Ministry training officials, monitoring and evaluation, and large scale teacher training.
Five UK companies have worked with teacher educators and teachers. The provision of 4,300 UK-developed micro:bits for secondary cycle classroom use has raised awareness of UK innovation in education and technology whilst providing a real-world application for classroom learning of maths, coding, problem-solving and other related fields.