Teacher Professional Development and Support
KAWA Uganda’s choice of implementing teacher professional development programs in Ugandan schools is an important step towards improving the quality of education in the country. The programs provide teachers with the necessary skills and knowledge to become more effective educators. It is essential that these programs are implemented in a way that maximizes their potential impact on student achievement. This article will discuss some of the best practices for implementing teacher professional development programs in Ugandan schools, focusing on how to select appropriate activities, strategies for engaging teachers and other stakeholders, and methods for evaluating program effectiveness. Professional development training for teachers is crucial for the success of the education system. On-the-job training, in particular, is an essential aspect of teacher professional development (TPD) as it provides teachers with the opportunity to improve their skills, knowledge, and pedagogy while they are teaching in the classroom.
One of the main benefits of on-the-job TPD is that it allows teachers to immediately apply new knowledge and skills in the classroom. This can lead to an improvement in the quality of education for students and a more effective teaching practice. On-the-job training also allows teachers to reflect on their practice and make adjustments to their teaching methods in real-time, which can lead to more effective instruction.
On-the-job TPD also provides teachers with the opportunity to collaborate with colleagues and share best practices. This can lead to a positive and supportive work environment and can also help to improve the overall quality of education in the school. On-the-job training also allows teachers to network with other educators, which can provide them with new perspectives and ideas that they can apply in the classroom.
Another benefit of on-the-job TPD is that it can be tailored to the specific needs of the teachers and the school. This can lead to more effective training as it addresses the specific challenges and opportunities that the teachers and school are facing.
On-the-job TPD also has a positive impact on teacher retention. When teachers are provided with on-the-job training and support, they are more likely to stay in the profession, which can lead to increased stability and continuity in the classroom. This is particularly important in Uganda as the high rate of teacher dropout is a significant challenge for the education system.
In conclusion, on-the-job TPD is an essential aspect of teacher professional development. It provides teachers with the opportunity to improve their skills and knowledge while they are teaching in the classroom, it allows for immediate application of new knowledge and skills, it promotes collaboration and networking among colleagues, it can be tailored to the specific needs of the teachers and the school, and it can have a positive impact on teacher retention.
ICT in Education Course for teachers in Uganda is based on the Contextualised UNESCO ICT Competency Framework. It focuses on Building competencies for the integration of Information and Communication Technology for both educators and learners for improved teaching and learning processes.
This will lead to better learner outcomes, increased learner engagement, research, and communication with educators which provides robust opportunities that ICT offers for the social development of knowledge based-economies for education.
Course Vision
Work with teachers and leaders in schools, ministries, and organizations to advance knowledge society development across all learning Institutions.
Course Objectives
Equip teachers and education administrators with a commanding understanding of the key elements in the development of knowledge societies.
Build future leaders’ capacities to be agents of change in their ministries, organizations, and regions for the development of knowledge societies.
Recognition by Professor Venansius Baryamureeba
Topics for KAWA Teacher Training
This training will provide participants with the opportunity to examine and understand the pivotal role of education in the development of knowledge societies.
It will explore how ICT integration can contribute to both the quality of teaching and learning and the equality of access to educational opportunity. Participants will learn how to apply leadership skills and futures thinking tools to promote policy analysis of education and development issues in their country contexts and in the context of the transformative role of digital technologies.
Module Goals
ICT in Education requires the candidate to demonstrate the ability to use ICT in Education management, teaching and learning process to improve academic standards and efficiency in Education.
Course Duration:
5 months Online, Offline, 3 face to face and Blended Learning
Instructors
- Engineer Paul Rukundo
- Dr. Rwaka Sylvester Adyeri
- Valerie Wood Gaiger -MBA (Patron)
- Charles Olupot-Director MUBS ICT Centre
- Moses Wamanga
- Chole Richard
- Kuloba Geoffrey
- Rebecca Auma
- Topista Tindimwebwa
- Josephine Nabulya
- Fridah Nabahwana
- Isaac Matsanga
- Edith Khainza
- Nicholas Kugonza
Learning Outcomes
Understand and examine the transformative role of technology in the provision of educational opportunity at both the formal and informal levels of provision.
Understand how the knowledge society can act as a trigger for educational change.
To explain what the digital divide is and what is digital inclusion.
Understand how ICTs have changed the world of work
Show what the digital age is and how teaching those growing up in the 21st century needs to change
Explain what blended learning and communities of practice are, how the e-learning model can serve as a template for teacher education and be useful as a planning tool
- Show how to locate e-resources through web portals and where rich reference materials are available.