TY - BLOG TI - No teacher is an Island - Open Development & Education AU - Lurvink, Anne-Fleur AU - Bokamba, Tania Elena Megogo AU - Mason, Miriam AU - Godwin, Katie AU - Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie AB - When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive their rice DA - 2022/10/31/T11:48:36+00:00 PY - 2022 LA - en-GB UR - https://opendeved.net/2022/10/31/no-teacher-is-an-island/, https://opendeved.net/2022/10/31/no-teacher-is-an-island/ Y2 - 2023/11/09/19:29:49 ER - TY - RPRT TI - No Teacher is an Island: A case study on the enablers and barriers for effective school-based teacher professional development in Sierra Leone AU - Lurvink, Anne-Fleur AU - Bangura, Zainab AU - Fortune, Alhaji AU - George, Alex H. AU - Godwin, Katie AU - Mason-Sesay, Miriam AU - Moseray, David AU - Tholley, Ibrahim AU - Turay, Emmanuel B. AU - Haßler, Björn CN - 0284 DA - 2022/08/18/ PY - 2022 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/N665IBBE KW - Author:OpenDevEd KW - _bjoern_cv KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - BLOG TI - Tich mi ar tich dem (E-Cubed) - Open Development & Education AU - Ferrao, Evette AB - Funded by Dubai Cares via the Interagency Network for Education in Emergencies’ E-Cubed research grant, the Tich Mi Ar Tich Dem (‘Teach me to teach them’) programme research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service teacher professional development (TPD) in crisis-vulnerable areas of the country. DA - 2022/05/17/T13:47:18+00:00 PY - 2022 LA - en-GB UR - https://opendeved.net/programmes/e-cubed/, https://opendeved.net/programmes/e-cubed/ Y2 - 2024/01/06/12:52:00 ER - TY - BLOG TI - Tich Mi Ar Tich Dem - Open Development & Education AU - Walker, Hannah AU - Tegha, Ghislaine AU - Lurvink, Anne-Fleur AU - McBurnie, Chris AU - McBurnie, Hannah Walker, Ghislaine Tegha, Anne-Fleur Lurvink and Chris AB - Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and DA - 2022/03/31/T14:57:55+00:00 PY - 2022 LA - en-GB UR - https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem/, https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem/ Y2 - 2023/11/09/19:30:24 ER - TY - RPRT TI - Outputs register for Tich Me Ar Tich Dem AU - Haßler, Björn CN - 0272 DA - 2022/01/01/ PY - 2022 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/PTGJQVPU KW - Author:OpenDevEd KW - _r:AddedByZotZen ER - TY - RPRT TI - Tich Me Ar Tich Dem — Inception Report AU - Haßler, Björn AU - Lurvink, Anne-Fleur AU - Beoku-Betts, Iman AU - McBurnie, Chris AU - Adam, Taskeen AU - Blower, Tom AB - Our research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service TPD. As noted, a distributed TPD model is favoured (building on the World Bank’s Free Education project and the Sierra Leone Education Attendance Monitoring System (SLEAMS), using a ‘one-tablet-per-school’ (OTPS) model). Evidence indicates that this low-tech approach to TPD can improve learning outcomes in emergencies (⇡Haßler, et al., 2019). In contrast, COVID-19 interventions that focus on ‘remote learning for children’ are catastrophically failing (⇡Asadullah, 2020; ⇡Asanov, et al., 2020; ⇡BRAC, 2020; ⇡Le Nestour, et al., 2020; ⇡Uwezo Kenya, 2020). Our research provides crucial and timely evidence to shore up current government plans for a scalable, effective TPD intervention. Our research identifies whether this TPD model addresses the needs of rural / disadvantaged teachers. Our study focuses on a sample of teachers and students from schools in rural / semi-rural areas to understand whether and how school-based TPD initiatives promote student learning (as an alternative to traditional centralised and cascade models). Such traditional models are severely disrupted by COVID-19, highlighting our study’s relevance to education continuity in emergencies. CN - 0269 CY - Freetown, Sierra Leone DA - 2022/01/01/ PY - 2022 LA - en M3 - Tich Me Ar Tich Dem Output PB - OpenDevEd SN - 1 UR - https://docs.opendeved.net/lib/3RTBA9FR KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _bjoern_cv KW - _r:AddedByZotZen KW - _yl:b ER -