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Training Professionals for Quality ECCD Practice: Lessons from the Madrasa Programme and AKF. Najma Rashid, Madrasa Programme Kathy Bartlett, AKF. Quality ECD – Starts with…. Caring, responsive adult(s) who have access to Training, mentoring and other supports

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Training professionals for quality eccd practice lessons from the madrasa programme and akf

Training Professionals for Quality ECCD Practice: Lessons from the Madrasa Programme and AKF

Najma Rashid, Madrasa Programme

Kathy Bartlett, AKF


Quality ecd starts with
Quality ECD – Starts with….. from the Madrasa Programme and AKF

Caring, responsive adult(s) who have access to

Training, mentoring and other supports

Diverse learning materials that children can use directly and often

Safe, secure spaces


Quality training for eccd workers
Quality Training for ECCD Workers from the Madrasa Programme and AKF

  • Builds on positive local cultural values, language, beliefs and strengths

  • Incorporates knowledge, skills and understanding that promote positive early growth, health and development (science- and evidence-based)

  • Requires skilled trainers grounded in ECD practice – not just theory

  • Ensures multiple opportunities for guided practice of new skills and knowledge which is built into training and the initial years of work


Training should help ecd staff to assess and understand
Training should help ECD staff to assess and understand: from the Madrasa Programme and AKF

  • Local Community Contexts:

    • Needs and priorities of families and communities

    • Cultural beliefs and values (e.g. language, stories, child-rearing practices)

    • Available resources especially human but also material, financial (e.g. females from community who can be trained as ECD workers)


Quality training encourages
Quality Training Encourages… from the Madrasa Programme and AKF

  • Links to parents

    • Reading for Children

    • Inviting parents to participate in the ECD centres’ efforts

  • Links with health centres

    • Growth, Monitoring, etc

  • Links with primary schools

    • Easing transition for children

    • Assisting Grade 1 teachers to use/make teaching and learning materials


The east african madrasa early childhood programme
The East African Madrasa Early Childhood Programme from the Madrasa Programme and AKF


“Many early childhood programmes are initiated without the understanding of the communities’ actual needs or consideration of culture, religious beliefs or traditional values. As a result many communities do not participate in the programmes as fully as expected.”

Bi Swafiya Said, First Trainer, Director and

Co-Developer of the Madrasa Programme


The madrasa programme key features
The Madrasa Programme Key Features the understanding of the communities’ actual needs or consideration of culture, religious beliefs or traditional values. As a result many communities do not participate in the programmes as fully as expected.”

  • Two distinctive components- centre and field-based training

  • Training linked closely with regular visits that offer mentoring (not just inspection)

  • Materials development – rich array using locally available items, resources

  • Linked work with local management committee and parents to ensure consistency for supporting active learning and supports for children’s development


Observation by an external evaluator
Observation by an External Evaluator the understanding of the communities’ actual needs or consideration of culture, religious beliefs or traditional values. As a result many communities do not participate in the programmes as fully as expected.”

  • The mentoring process is the “mainstay” of the teaching success in the learning programme. This unique feature distinguishes the training from other common training approaches which rely on course work training activities alone.


Ingredients of active teaching learning
Ingredients of Active teaching & learning the understanding of the communities’ actual needs or consideration of culture, religious beliefs or traditional values. As a result many communities do not participate in the programmes as fully as expected.”

MAMACHOLASU represents the five dimensions

  • Materials,

  • Manipulation,

  • Choice,

  • Language and

  • Support of the Curriculum.


Mrc training evolving to improve quality and cost effectiveness
MRC Training: Evolving to Improve Quality and Cost-Effectiveness

Costing-Study Undertaken for all MRCs – Training Revised

  • The MRCs in Kenya and Uganda training coincides with regular school holidays. Trainees attend 3-week sessions 3 x per year. This schedule allows candidates to complete their training over one year reducing training costs and travel expenses. MRC staff are also able to concentrate on other activities during the school term.

    In Zanzibar -- the orientation runs for 2 weeks, 6 hours each day and thereafter each Saturday for a whole year while on site support to all teachers is done once a week


Teacher training content
Teacher Training Content. Cost-Effectiveness

Part I: Supporting Early Childhood Development

  • The Child

  • The Teacher

  • Transition

  • Inclusive Education

  • The Integrated Approach

  • Planning and Assessment

  • Play as an Avenue to Learning

  • The Learning Environment

  • The Madrasa Pre-school Daily Routine

  • Involving Parents and other Stakeholders


Teacher training content cont
Teacher Training Content cont. Cost-Effectiveness

Part II: Essential Learning Experiences at the Madrasa Pre-school

  • Islam

  • Mathematics

  • Language and Literacy

  • Interacting with and Caring for the Environment

  • Social and Emotional Development

  • Creative Arts

  • Health Education

  • Music (Songs, Poetry and Movement)

  • Physical Education


Key features
Key Features Cost-Effectiveness

  • Peer Planning Sessions: Conducted at the MRC and facilitated by the trainer-mentor. They ensure all teachers understand how to implement curriculum

  • Teacher assessment is continuous and involves both written and practical aspects

  • Material development, usage, storage and replenishment is also assessed

  • Individual and team project work encouraged

  • Teachers receive MRC certificatesthrough achieving and demonstrating expected levels


Creating and maintaining quality
Creating and Maintaining Quality Cost-Effectiveness

  • MRCs encourage continuous teacher development and quality improvement

    • Nurturing Lead Teachers and Head Teachers

    • Developing cluster system and peer support

    • Refresher courses -- minimum of 2 in a year

    • Providing an avenue for professional development, government accreditation

    • Offering employment opportunities for local women


Creating sustainability and local support system
Creating Sustainability and Local Support System Cost-Effectiveness

  • Community mobilization and involvement -- community partnership contracts

  • Capacity building and sharing of roles and responsibilities across community and School Management Committees

  • Collaboration with other stakeholders in the community towards holistic child development


Outreach work egypt afghanistan and other non madrasa teachers
Outreach Work: Egypt, Afghanistan and other non-madrasa teachers

  • Emphasis has been on Active Learning methodologies, Islamic integration, importance of low cost/high value materials and setting up learning areas.

  • Adapting for new contexts and settings

  • Collaboration and partnerships with Government and other civil society organisations


Examples of outreach
Examples of Outreach teachers

  • Kenya: collaboration and joint training with DICECEs, NGOs, transition work with lower primary teachers

  • Uganda: collaboration to expand use of madrasa approach in West Nile, Northern, Eastern Uganda with MoE, transition work with lower primary & PTTCs

  • Zanzibar: Training other pre-school teachers and trainers, transition work in lower primary classes

  • Tanzania: Expansion thru collaboration withDistrict Education efforts – Mtwara, Lindi


Research findings
Research Findings teachers

  • Children who attended pre-school education were more ready than those who stayed at home

  • Children in madrasa pre-schools had stronger outcomes in terms of language, problem solving

  • Using quality scale for pre-school environments, madrasa pre-schools were higher – link between quality of environment and outcomes of children


Conclusions
Conclusions teachers

  • This programme can be adapted to fit into different contexts

  • Adults with limited education (Grade 8 – 10) can be trained to deliver quality interventions in low income settings

  • Mentoring linked to training, leveraging local resources, sustaining efforts through partnerships are all key


Other akf ecd programme examples

RCC in Pakistan works to set-up pre-school classes in primary schools

Local women are teachers

Materials

Mother Teachers in India

Local women work side-by-side with teachers to ensure transition, bring in local songs, games

Kyrgyzstan

Revised full-day KG to half day (serves double the children)

Summer yurt KGs for nomads

Reading for children

mini-libraries

Parents, other family members encouraged to look at and/or read books they bring home. It helps newly literate parents and older siblings

Other AKF ECD Programme Examples


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