Montrose conducted an independent evaluation of a pilot student-centred teacher training programme implemented in resource-poor schools in Uganda.
Public schools in Uganda are typified by a teacher-centred pedagogy. In its pilot phase, VGF’s teacher training approach advances student-centred learning in public schools through workshop and school-based support in order to enable trained teachers implement the programme in their schools and to cascade it to their untrained colleagues.
The target schools are poorly resourced with limited access to adequate teaching and learning materials and facilities, overcrowded classrooms, and a high teacher to pupil ratio.
The low-cost programme thus focuses on how to achieve student-centred learning in large classes in schools with limited access to technology and resources.
Solution
The evaluation involved:
Observation and assessment of a five-day training workshop.
Baseline data collection in 10 schools that had not received the training which involved lesson observations, teacher and pupil interviews.
Data collection in 10 schools that had received the training following the same format as the baseline.
This enabled Montrose to:
Analyse the strategy and methodology used in the training.
Assess the relevance, efficiency, effectiveness, impact and sustainability of the project.
Analyse teacher advocacy.
Evaluate how effectively the programme meets its objectives.
Diagnose which factors contribute to successful or unsuccessful outcomes.
Provide practical recommendations and guidance for improvement.
Impact
Montrose submitted two reports to the client, one assessing the training methods and materials and the other assessing the impact of the evaluation on the teaching methods of 10 schools.
It was intended that the model, if assessed as having impact in the participating schools, would be rolled out in Uganda and a number of other African countries.
