Lifelong Teacher Training in Madagascar

Transcription

1 Lifelong Teacher Training in Madagascar Teacher Professional Development and Support for Reading All Children Learning Middle East and North Africa Workshop (Rabat, Morocco 2013)

2 Partnership Experimental programme for open-distance teacher training: - Jointly managed in Madagascar by the Francophone University Agency (Agence Universitaire de la Francophonie - AUF) and the National Institute of Pedagogic Training ( Institut national de formation pédagogique - INFP) - Participates in international efforts encouraging quality basic education for all and aims at improving teaching skills and teachers competence in French and in French-language teaching Mobile experiment in Madagascar: - AUF, Orange and French Agency for Development (Agence française de développement - AFD) partnership - Use of mobile telephones as an educational support for teachers in the teacher training programme - Amoron i Mania province

3 1st group The Training Programme 9 Months (one school year) + evaluation of the whole programme 2nd group 3rd group Self-training tutorial ( Ambositra: 458 teachers 22 tutors) Evaluation I I I I End August beginning December 2012 End March beginning May 2013 for teachers September 2012 April 2013 October 2013 for the programme (independent eval.) + Teaching Kit : written and audio resources + Use of mobile phones + Introduction to IT and Internet

4 AUF s Needs and Proposals From Orange AUF & INFP s needs Services proposed by Orange Mobile phones with integrated MP3 players and solar chargers distributed to all teachers Audio Resources Support Teacher Training Support Free calls between teachers and tutors Voice server Gateway for the delivery of MCQ and information by SMS (text message) A single Web interface serving IFADEM Secure Payment Orange Money

5 Needs Programme Evaluation Implementation Evaluation Protocol / Research Based on Using: Administrative data on teachers particulars (user chart subject to agreement) Follow-up support and programme evaluation Data collected from telephone call logs (TCL) Data Android observation probe (Alcatel mobiles only) Teacher feedback at the end of the programme (questionnaires) in partnership with the University of Mulhouse (France) Qualitative interviews based on quantitative analyses (TCL and questionnaires) in partnership with the University of Antananarivo (Madagascar) Education Outcomes (theory and practice tests)

6 Who are the teachers? 458 primary teachers are being trained, 22 of whom act as tutors. Ageing and poorly trained teachers: average age of teachers: 52, 8/10 over 50 8/10 have at best a junior secondary certificate 1/4 are non-public servant (without initial teacher training) Balanced man/woman ratio The majority are already familiar with the use of a mobile phone: More than 2/3 already have access to a mobile or have already owned one 3/4 have no electricity Important differences between school districts in terms of mobile ownership and access to electricity

7 Some schools without any Orange Network coverage

8 Development of outgoing calls and text messages - Peaks during reunion periods - Lower use during weekends, which may lead to the conclusion that mobile phones use are primarily used for professional purposes - Mobile phones are used mainly for calls - SMS use is less developed Evolution of the total number of calls made and SMS sent per day sts reunions Progressive 2000 distribution of mobiles School holidays 2 nd reunions with reminder on the use of mobiles School holidays Peak in calls and SMS January 1 st Marked seasonality (lower activity at we) 3 rd reunions Nombre d'appels émis Nombre de SMS envoyés

9 Analysis of MCQ: stable participation for half of trainees - Starting on November 27 th one MCQ sent daily (or almost) for one week - A stable participation rate around 45% - Variable rates of correct answers depending on MCQ (39% to 88% correct answers) - Booklet 4 seems less well assimilated Livret Thématique Nombre de QCM envoyé avec succès Taux de participation moyen (min, max) Taux de bonne réponse moyen (min, max) 2 Travailler la prononciation 15 33% 68% (19% ; 54%) (46% ; 85%) 3 Travailler les outils de la langue. Pourquoi? Comment? 14 38% (27% ; 44%) 76% (52% ; 88%) 4 Mieux comprendre à l oral et à l écrit pour mieux communiquer 17 42% (38% ; 47%) 62% (39% ; 88%) 5 L expression écrite 17 Ensemble 63 45% (40% ; 49%) 40% (19% ; 54%) 74% (64% ; 85%) 70% (39% ; 88%)

10 Teacher participation in MCQ strongly linked with mobile network - Participation varies considerably depending on the individual teacher: - 10% of trainees did not participate in the MCQ campaign - 31% showed strong participation, responding to more than 7 out of 10 MCQ Répartition des enseignants et tuteurs selon leur participation à la campagne de QCM PARTICIPATION 10% 28% 8% 10% 13% 29% 2% Nulle Anecdotique Faible Modérée Forte 0% 20% 40% 60% 80% 100% 0 QCM <10% 10 à 30% 30 à 50% 50 à 70% 70 à 99% 100% 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% "J'avais assez de couverture réseau pour utiliser mon téléphone sur mon lieu de travail" ,5 11,25 25 tout à fait d'accord plutôt d'accord plutôt pas d'accord pas du tout d'accord - Higher participation for: -Individuals who are satisfied with the network coverage - individuals who are already equipped with a mobile phone (ICT literacy) and electricity however, no difference of participation related to the typeof the distributed mobile phone (Smartphone/ Feature phone) and status (civil servant or not)

11 The Perception of Network coverage is concordant with real network coverage

12 The great majority of communications are made for professional purposes - 2/3 of outgoing calls are made among trainees -1/3 for private communication - 2/3 of text messages are generated by MCQ - 70% of trainees communicated with friend or family paying 8 Com. Sortantes Intra Flotte Nbre de Nbre Com. Durée Moy. par individu SMS d'appels Voix (SMS+Voix) % Voix (h) SMS Voix Durée (h) Tuteurs (22) vers tuteurs % 143,3 74,6 332,0 6,5 Tuteurs (22) vers enseignants % 78,2 143,6 247,6 3,6 Enseignants (436) vers tuteurs % 120,8 2,3 15,8 0,3 Enseignants (436) vers enseignants % 1550,1 13,5 239,5 3,6 Total (458) % 1892,4 25,5 270,9 4,1

13 Tutors involvement and role confirmed through SNA Ambatofinandrahana Manadriana Fandriana Ambositra Clé de lecture : La taille des nœuds est proportionnelle à la centralité d intermédiarité : plus la taille du nœud est élevée elle est forte. La couleur des nœuds est liée à la communauté. 7

14 3 main profiles in Telco uses: Faibles utilisateurs 33% Utilisateurs modérés 41% Profiles are different according to the: - Network coverage perception - Ownership or previous ownership of a mobile Forts utilisateurs 26% - Geographical localisation (teachers from school districts with poor network coverage make fewer calls) - Access to electricity (more calls) (no more significant in a multivariate modelling) - Role in the experiment (tutors make more calls than non tutors) (no more significant in a multivariate modelling) - Gender (men make a few more calls, but the difference is hardly significant) - Type of mobile owned (Smartphone / feature phone) - Age (under 50 more likely to belong to moderate user s profile) However, no significant differences according to the: - Status (civil servant / contract employee) - Education (BEPC / BAC and higher) Conclusion: teachers have adopted the mobile phone communication usages and differences are mainly due to network coverage and still ICT literacy

15 Further use of the mobile phones Surveyed during the last reunion (declarative): -92% of teachers use their mobile to follow the news or for their schedule (radio, wakeup call, calculator, planner, etc.) - 65% use their mobile for recreation (music, games, etc.) - For Alcatel Smartphone users: the analysis of probe data show that music players, radios, cameras, calculators and dictaphones were the most tested devices Base: data collected for 42 teachers Key for reading: 81% of individuals for whom information was collected used the music player at least once during the month of October. Source: Data Androïd probe (Oct. 3rd 2012 end March/beginning April 2013)

16 Listening to audio (MP3) training files mainly used and valued - 41 audio files were uploaded on teachers mobiles to help them progress in their training. For each audio training file, % of teachers listening at least once 100% 80% 81% 60% 48% 40% 20% 0% Audio 1 Audio 2 Audio 3 Audio 4 Audio 5 Audio 6 Audio 7 Audio 8 Audio 9 Audio 10 Audio 11 Audio 12 Audio 13 Audio 14 Audio 15 Audio 16 Audio 17 Audio 18 Audio 19 Audio 20 Audio 21 Audio 22 Audio 23 Audio 24 Audio 25 Audio 26 Audio 27 Audio 28 Audio 29 Audio 30 Audio 31 Audio 32 Audio 33 Audio 34 Audio 35 Audio 36 Audio 37 Audio 38 Audio 39 Audio 40 Audio 41 Source : Data Androïd probe (Oct 3rd 2012 end March / beginning April 2013 for the 42 teachers for whom data was provided. On average, almost 2/3 of teachers listened to one audio file

17 Impacts of MCQ use on educational outcomes (theory items) Notes aux évaluations "théoriques" du programme Ifadem selon le taux de participation à la campagne de QUIZ par SMS All things being equal (tutor, Age, diploma, hierarchical position, MCQ use effect confirmed (5 points impact on average between non usage and strong usage ). Others variables have no statistical significance

18 Unexpected needs and benefits 513 pairs of glasses distributed (Lions Club partnership) eyeglasses for near vision eyeglasses for far vision

19 Lessons learned in terms of scalability and replication Ongoing external evaluation : If it is recommended to extend the initiative, one shall: Evaluate the initial levels in order to measure the added value of the entire initiative Extend the initiative to further disciplines (teaching fundamentals with high cognitive performances Extent the coverage of the mobile network Equip teachers solely with feature phones (no need of smartphones in Madagascar) with a solar charger and integrated battery Intensify the training of mobile phone usage (SMS and listening to MP3 files) Decrease the waves of large reunions (2 instead of 3) but encourage small reunions Continue the organization of QCM via SMS but increase the amount of information furnished in the answers Combine radio (all mobile phones are equipped with radio devices) and SMS

20 THANK YOU Contact Orange : erwan.lequentrec@orange.com Contact AUF : pierre-jean.loiret@auf.org