The University of Rwanda – College of Education (URCE), in partnership with VVOB – education for development, has been organising accredited Continuous Professional Development (CPD) programmes for school leaders and secondary teachers since 2018. These programmes were initially being offered through in-person sessions. Accelerated by the COVID-19 pandemic, a quick shift to remote learning took place. Building on the lessons learnt from remote CPD delivery, in 2022, the development task-team consisting of staff from URCE and VVOB, re-designed the blended delivery approach of the CPD programmes, responding to the following question: 

Which delivery approach is the best fit to achieve our learning outcomes?

The underpinning pedagogy of the programmes is summarised in the following principles: competence-based learning, a sense of community and critical reflection. 

Participants are requested to actively try-out, practise, share and reflect on course content. Together with the intended learning outcomes and available course content, the development task team considered these course principles in the delivery of the CPDs. Online learning is used to help participants explore new content, to gain understanding via interactive activities, and to start reflecting and linking this knowledge to the participants’ own context. The in-person sessions are intended for activities that help apply the content at a deeper level. These sessions also provide an opportunity to close learning gaps identified by analysing the participants’ online learning progress, to help participants to take the next step in their learning via reflection, peer learning and application, practise skills via exercises and role play, and to strengthen a sense of community.

Each CPD starts with an in-person orientation session to introduce participants to the purpose and delivery approach of the programme. Moreover, such in-person orientation sessions offer the opportunity to build relationships.

VVOB – education for development supports the University of Rwanda – College of Education (UR-CE) and Rwanda Basic Education Board (REB) to organise accredited blended CPD programmes for school leaders and school-based mentors. 

The delivery method of these programmes is based on a thoughtful fusion of remote and in-person learning activities connected by bridging activities. This combination allows for a staggered learning approach based on the flipped classroom model. Each CPD programme starts with an in-person orientation session to introduce participants to the purpose and delivery approach of the programme. 

Moreover, such in-person orientation sessions offer the opportunity to build relationships. After this introductory in-person session, participants engage in interactive online course content. In this component, participants gain knowledge and understanding of the topics of the CPD programme. 

At the end of an online module, bridging activities are introduced to offer participants the opportunity to start reflecting on the content of the module and to translate the content to their work practice. After the online component of the module, participants go to an in-person module session to practise the content with their peers and to deepen their learning. 

At the end of a module, participants complete assignments in which they analyse the content and apply it to their work practice. Twice during the programme, a support visit is organised to participants’ work practice (school). The first visit is a coaching and support visit. The second visit is organised towards the end of the programme to assess the application of skills acquired. 

An example of a staggered approach using bridging activities is the development of a CPD plan for the school. In Rwanda, school-based mentors have the responsibility for guiding CPD of teachers in the school, by creating a school CPD plan. In the CPD programme, school-based mentors learn to develop an effective CPD plan for their school. They do this step by step over each building block of the blended CPD programme:

• Online module: school-based mentors learn how to identify and assess teachers’ professional development needs.
• Bridging activity: school-based mentors guide four teachers in their school to complete the CPD needs assessment tool.
• In-person session: together with their peers, school-based mentors build a school CPD plan based on the needs of four teachers in their school.
• Assignment: school-based mentors submit a full CPD plan for their school.

In short, the blended design of these CPD programmes allows scaffolding at each step in the learning of participants. 

During COVID-19, STiR Education developed an approach to leverage its expertise, capacity and networks to support the Ministry of Education and Sports to address its emergency priorities. Connectivity and technological challenges presented significant barriers to delivering this curriculum online. We aimed to broadcast 30-minute radio sessions through up to 15 different radio stations across 32 districts. Radio is one of the longest serving and most accessible education technology in Uganda. 

We launched a bi-weekly, radio-based continuous professional development programme (CPD) for teachers in 32 districts and 8 municipalities. This would involve: 

• Production of a 30-minute lesson for all teachers across subjects and phases delivered over radio every two weeks. 
• Use of evidence-based teaching strategies.
• Follow up support materials for school leaders and education managers.
• Weekly support calls to officials.
• Bi-weekly head teacher conference calls. 
• Share audio and printed CPD content via WhatsApp.

What worked

• Radio lessons motivated teachers and excited them about being resilient and supporting their learners.
• Radio built momentum and helped teachers in the subsequent return to classrooms because they had learned social emotional strategies. 
• It promoted local ownership and support from district education officers. 
• The shared recordings of the radio sessions helped many teachers to access the content.
• WhatsApp learning networks were used to collect feedback from teachers, and share success stories, challenges and learnings.
• Group phone conference calls helped continuing reflection meetings and increase resilience and coping with the pandemic.
• Follow-up support materials to support further learning, delivered via WhatsApp.

Challenges

• Initially, many sessions were not broadcast on the agreed date or time, which risked disengaging teachers. 
• Access to radio sessions varied between districts. 
• There was limited follow-up on action plans by the teachers because the schools were shut down.
• Poor network connectivity presented challenges to our regular calls with school leaders and district officials. 

Learnings

• We need to be flexible in our programme design and delivery to adapt to using approaches that are relevant in the context.
• Blended use of radio, phone group coaching and WhatsApp increased the engagement of school leaders and teachers in professional development during the pandemic.
• Actively identify and reflect upon the challenges of remote delivery in offline contexts and use the reflections to iterate and improve. 

VSO has been running home-based Early Childhood Education (ECE) centres in the Rohingya camps in Jamtoli, Cox’s Bazar since 2018 and this programme was extended to host communities in 2020.

Most ECE facilitators are mothers and sisters from Rohingya and host communities who do not have any training. VSO worked with MESHGUIDES to develop a course which promotes a play-based ECE approach. After assessing ECE facilitators’ educational background and access to digital devices and their experience of using technology, it was found that none of the facilitators had prior teaching experience. Only 10% of the facilitators had experience of using basic mobile phones. 

On the one hand, ECE facilitators did not have confidence in using play-based teaching methods and needed a lot of support and training, on the other hand, logistically it was challenging for VSO teacher trainers and mentors to visit the camp regularly to deliver face to face training. Therefore, VSO considered an Edtech solution. All ECE facilitators were given a tablet preloaded with videos of songs, stories, and model lessons. 

By applying the SAMR Model, VSO could adapt the teacher training as follows: 

• Substitution: printed teacher guide on play-based ECE was replaced by a digital version.
• Augmentation: national volunteers produced a series of videos showing how to make play resources from locally available recycled/reusable materials in local languages so that facilitators could watch videos and follow instructions to make teaching materials.
• Modification: watching videos from other countries, ECE facilitators identified used bamboo, recycled plastic bottles and scrap fabric to make play resources.

In Rwanda, VSO is testing approaches to blended CPD for Early Childhood Education teachers to improve the use of play-based approaches to ECE. The approach combines digital content provided via the VSO Schools App with Communities of Practice and support from school-based mentors. 

Tablets were purchased to test the approach. In the long term, a web-based version will be available building on the commitment of the Government of Rwanda to supply one laptop per teacher. However, laptops would reduce the opportunities for ‘redefining’ the approach and providing learners with opportunities to experience a ‘unique, novel, constructive learning experience’ for example by easily capturing and sharing photos/videos of learning. 

The VSO Schools App provides digital interactive content for asynchronous self-study on learning through play for ECE teachers. The App allows for the use of text (with audio), photos and videos, quizzes, games and interactive tools such as image pairing and drag and drop exercises. After uploading content, learners can progress through the modules offline. An internet connection is required to upload data on progress to be tracked, and to use the chat function. Content for the App in Rwanda is structured in 13 modules. Also, teachers can upload and share materials and examples which creates opportunities for teacher portfolios.

VSO considered the local context and structural limitations when designing the approach to testing the App in the Rwandan context. The SAMR model was used to assess the added value of the App. It shows the approach represents an ‘augmentation’, as it replaces in-person approaches with an alternative way of learning. It also represents a ‘modification’, as learning outcomes can be improved through interactive and engaging learning experiences. There is also potential for the approach to ‘redefine’ approaches to CPD because of the function in the App for learners to engage in chat rooms and share examples directly through the App or use other Apps installed on the tablet to create a virtual CoP. 

The approach requires strong data management to track learners’ progress through the modules and knowledge acquisition (through pre and post module surveys). The App has an in-built data management function that allows for different levels of (secure) access. Progress tracing can be done in ‘real-time’ although this requires the devices to be frequently connected to the internet. Where connectivity is a challenge, VSO volunteers visit schools to ‘tether’ their tablet to the teachers’ tablet to upload data. 

The BRAC Paracounsellor Model is a 4-tier referral pathway to ensure mental health support to beneficiaries. During the COVID-19 pandemic, the model transitioned to a blended modality. The recruitment of paracounsellors, their training, workshops, skill tests, documentation, regular supervision, etc. were moved online. Concurrently, psychosocial services were provided through mobile feature phones as most beneficiaries do not have access to smartphones.

Depending on the availability of resources and/or context, the modality of the training process is determined. The paracounsellors take a 5-day basic skills training programme. Post training, the paracounsellors go through a one-month online handholding process during which they learn from an experienced paracounsellor. After this handholding process, the first assessment of the paracounsellor is conducted. Post assessment, the paracounsellor is permitted to work with beneficiaries and become familiar with the ICT requirements. After three months, the second assessment is conducted. Subsequently, refresher CPD training sessions strengthen the skills of paracounsellors.

Simultaneously, psychologists provide training and supervision to paracounsellors. The blended modality of the skills development process of paracounsellors ensures the model can manoeuvre depending on the availability of resources and context. For instance, effective skills development channels are usually sustained online, but when needed, the concerned psychologist might address the concerns of the paraprofessional in-person. The validated tools used in this model (GHQ-12, PHQ-9, SDQ, KAP, Child Screening tools, etc.) were all adapted to the Bangladeshi and Rohingya cultural context to screen and access the beneficiary’s specific mental health concerns/needs. In addition, fidelity tool(s) are used to assess the competency of the paracounsellor regarding their skills and how proficiently they apply them. Regular monitoring is ensured by uploading all relevant data to a secure and encrypted platform (TAROWORKS). These data are kept confidential. Data security enables different groups – psychologists, monitoring & research team, and software team to coordinate while upholding safeguarding policies.

Due to the COVID-19 pandemic, BRAC Institute of Educational Development (BRAC IED) designed and implemented an online daycare training for aspiring women daycare entrepreneurs. Initially, the plan was to move to a face-to-face modality. However, this would significantly increase the training cost (around 60%) and it would not have been feasible for participants from different cities in Bangladesh to attend. Keeping these in mind, a blended CPD approach was considered with the design framework of 10 days of online training (as before) with a one-day field visit (in addition).

10-day synchronous online training

The training introduces the basic concepts of a standard daycare service to enhance participants’ knowledge, skills, and attitudes in the field. The training contents cover subject areas such as ECD, psychosocial support, play-based curriculum, space design, and basic business concepts for daycare facilities among others. An interactive pedagogy is followed to keep participants engaged and make online learning effective (brainstorming, group discussion, group work, etc.). The sessions are held via Zoom.

1-day field visit

In the revised design, a one-day field visit is added. This design change was seen as crucial because online sessions cannot fully incorporate the practical experience crucial for professional development training in daycare. The inclusion of a one-day in-person visit was financially feasible and added a component of face-to-face active learning.

Challenges and mitigation strategies

The participants are diverse in terms of socio-economic background, educational qualification, profession, religion, and ethnicity. There were challenges with limited access to technology, digital literacy level, language barriers, and remote location. Thus, strategies had to be implemented to mitigate these issues.

For communication and information sharing, emails were used. Classes were conducted via Zoom and a Zoom auto attendance record report was used for reference. There were participants who did not know how to use emails or have their own email. In some cases, they were not familiar with Zoom. As a result, class invitations were sent, and email addresses were collected through SMS (zoom link, etc.), and follow-up calls were made to ensure participation and give instructions. Also, a Zoom orientation session was held at the start of the training. Participants were given certificates of completion based on their attendance and participation. Although BRAC IED has a Learning Management System (LMS), for this group, training documents were shared with participants through Google drive. Feedback for evaluation and improvement could be submitted through email and WhatsApp.