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Rapidteachertrainingonopen,distanceandonlinelearninginZimbabwe
Achievementsfrom2020–2022
Publishedby:
UNESCORegionalOfficeforSouthernAfrica
EducationSector
8KenilworthRoad,Newlands
POBoxHG435,Highlands,Harare,Zimbabwe
+263(0)242776775
/new/en/harare
©UNESCO,2022
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eideasandopinionsexpressedinthispublicationarethoseoftheauthors;theyarenotnecessarilythoseofUNESCOanddonotcommittheOrganization.
Designandlayout:MarikeStrydom,JadeRoseGraphicDesign
Rapidteachertrainingonopen,distanceandonlinelearninginZimbabwe
Intheyear2020,followingtheonsetoftheCOVID-19pandemic,schoolswereabruptlyclosedforthefirsttimeinpost-independenceZimbabwe,disruptingtheschoolcalendar.Theclosureofschoolsformorethana
yearseriouslyimpactedschooloutcomesandreversedsignificantpost-independencegainsinareassuchasliteracyandnumeracy,school
infrastructureandschoolattendance,amongothers.
Mostpublicschoolsdidnothavethecapacitytoofferdistanceoronlinelearninggiventhatteacherswereneither
equippednortrained,andschoolslackedthenecessaryinfrastructureandresources.Asaresult,learningdidnottakeplaceinpublicschools.
Inresponsetothiscrisis,UNESCO,workingwiththeMinistryofPrimaryandSecondaryEducation(MoPSE),developedateacherprofessionaldevelopmentprogrammetoequipteacherswiththeskillstosupportthecontinuationofteachingandlearningduringthepandemic.Theprogramme,entitledtheRapidTeacherTrainingProgrammeforOpen,Distance
andOnlineLearning,wasrolledoutusinglow-costtoolssuchasWhatsApp.
MODULE1:Introductiontoopen,distanceand
onlinelearningfor
teachersinAfrica
Thismoduleprovidesaquickintroductionto
computersystems,coveringICThardwareand
basicmaintenanceandtroubleshootingissues.Itthenmovesontocomputerapplicationssuchastheinternetandhowtousecommunicationandcollaborativeplatformssuchasemailandsocialmedia.Next,thefocusisonteachingvialow-techtoolssuchasWhatsApp,providingactivitiesonhowtodesignandconductlessonsinunder-
resourcedsettingswiththislow-costapplication.Afterthat,thehigh-techapplicationsMoodle
andGoogleClassroomarepresentedaseffectivelearningmanagementsystems.
RapidTeacherTrainingProgrammeforOpen,DistanceandOnlineLearning
Overviewoftheprogramme
TheRapidTeacherTrainingProgrammeforOpen,DistanceandOnlineLearningintroducesin-serviceteacherstothe
conceptofopen,distanceandonlinelearning.TheoverallaimofthetrainingistoequipteacherswiththenecessaryknowledgeandskillstorapidlyselectremotelearningoptionstomitigatethenegativeeffectsofCOVID-19and
addressproblemsinaccesstoeducation.Thecourseempowersteacherswiththeskillstousehigh-,low-andeven
no-techtoolstomakemultiplepathwaysforlearningavailabletolearnerswherevertheyareandatflexibletimes.Thecoursecoversadiverserangeofthematicareas,includingbasicdigitalconceptsininformationandcommunicationstechnology(ICT),remotelearningmethods,teachingthroughradio,developmentofopeneducationresources(OER),andthepedagogicaluseofICTsforteachingandlearning.Thecoursealsodevelopstherequiredknowledgeandskillsfordesigningonlinelearningcontentandselectingandimplementingappropriateremotelearningsolutions.
MODULE2a:Planninglessonsanddevelopingcontentforremote
learning
Thefirstpartofthismoduleintroducesteacherstotheconceptofdigitalliteracy,illustratingdifferentdefinitionsandtheoriesandhighlightingthe
coreelementsthatconstitutedigitalliteracy.Themodulethenmovesontointroduceteachers
totheconcepts,approachesandmethodsof
instructionaldesign.Thenextpartfocuseson
activitiestoequipteacherstodevelopappropriateinterventionsfortheirowncontexts,planning
theirlessonsanddevelopinglessoncontent.
Themoduleexploreseffectivestrategiesonhowteacherscansuccessfullyplanlessonsanddevelopengagingandinteractivecontentforremote
learning.Theseincludestrategiesforenhancinglearnerengagementandinteractivity,andfor
creatingopportunitiesandplatformsforfeedbackandassessment.Inaddition,themoduleinformsteachersonpracticalstepsfordesigninganonlinelessonandcreatingteachingcontentusinglow-techtoolssuchasWhatsApp.
MODULE2b:Developinglearningmaterialsusingopeneducationalresources(OER)
Thismoduleisaimedatteachersastheendusers,supportingthemtofindexistingOERanddeveloptheirownopensourceteachingmaterialsalignedtotheMoPSEcurriculum.
MODULE3:Distancelearningthroughradio
Thismodulelooksatradiolessonsasanimportanttoolfordistancelearning.Itfocusesonwritingeffectivescriptsforradiolessonsandprovidesstrategiesforattractingremotelearners’interestandengagementwithsoundeffectsandtheeffectiveuseofthevoice,andforgeneratinglearnerparticipationandinteractivity.Themodulegoeson
toexplorehowradiolessonscanpromotecore21stcenturyskillssuchascreativity,criticalthinkingandproblemsolving,amongothers.Importantly,thismodulealsoshowshowradiolessonscanbeusedintheschoolcontexttoencouragegenderinclusivityandraiseawarenessaboutdisasterriskmanagement.
Howwasthetrainingconducted?
Onlyaround31%ofprimaryandsecondaryschoolsinZimbabwehaveinternetaccessand,ofthecountry’s6,611
unconnectedschools,75%areprimaryschools.Moreover,Zimbabweisfacinganacuteenergycrisis.Theoverall
electrificationratewasreportedlyaslowas41%in2018,withahugedisparityinruralandurbanaccesstoenergyasseeninelectrificationratesof20%and85.3%,respectively.*
Undertheseconditions,WhatsAppprovedtobethemostcost-effectiveandeasy-to-useplatform.WhatsAppisan
applicationwhichallowssmartphoneuserstomakecallsandexchangetextsandaudioandvideomessagesforfree,althoughitdoesrequiredatatodoso.SincemostteachersinthecountryareabletoaccessWhatsApp,itoffered
thoseinpoornetworkareasanopportunitytoparticipateandbenefitfromthetraining.Theteachertrainerswere
abletousetheapptocommunicatecoursecontent,discussiontopics,assignmentinstructionsandtutorialupdatesandsubmissiondeadlines,aswellasasynchronousandevaluationactivitiesandgeneralupdatesontheprogramme.
WithWhatsApp,teacherscancommunicateinone-on-onetextexchangestoaddressindividualstudents’
expectationsandspecialneeds.InadditiontoWhatsApp,othertrainingactivities,includingpre-andpost-lesson,researchandassessmentactivities,wereconductedasynchronouslyusingothertrainingplatforms.
*WorldBankData–CountryProfile(Zimbabwe)
Howwasthetrainingperceived?
TeacherswereexcitedaboutthetimelydistancelearningtraininggiventhecontextofschoolclosuresduringtheCOVID-19pandemic.Someteachersalreadyknewaboutonlineanddistancelearningbutdidnotnecessarilyviewitinapositivelight.Formostteachers,however,discoveringthe
abundanceofuser-friendlytoolsforteachingandlearningonlinewasarevelation,with“onlineteaching”quicklybecomingabuzzword.Whileenthusiasmtoparticipateintheprogrammewasevidentacrosseveryprovince,theavailabilityofthecourseinruralandmarginalisedschoolswasparticularlywelcome,especiallyinthemostdisadvantagedcommunities.
“Learningabouttheconceptofflexiblelearningchangedournegativethoughtsaboutdistancelearning
–Teacher
Besidesbeingexcitedaboutparticipatingonthecourse,teacherswereeagerto
implementtheonlineteachingmodelsintheirschools,withmanysharingtheir
experienceswithotherteachersintheirdistrictsandevenrequestingpermissionto
trainthemaspartoflocalknowledge-sharingandteacherprofessionaldevelopmentinterventions.“Knowledgeispower”,saidoneteacher,inreferencetotheimpactofonlinetrainingin
transformingcommunities.Distancelearningrapidlygainedcurrency,triggeringonlineprofessionaldevelopmentworkshopsatschoolanddistrictlevel.Itwasencouragingtoseetheconfidenceofthenewlytrainedteachersin
developingtheircolleaguesthroughcoachingandmentoringatschoollevelfortheeffectiveimplementationofonlineteachingandlearninginitiatives.Thiswasapowerfuldemonstrationofhowonlinetrainingbuildsbridgesofknowledgeandcreatesthecapacityamongteacherstomakeadifferenceusingwhateverresourcestheyhave.
“IamnowbetterequippedtorespondtotheneedsofmylearnersduringandbeyondtheCOVID-19pandemic
–Teacher
Teachingonlinewasimmediatelyscaleduptotheimplementationstage,and
teachersbegantouselow-andhigh-techonlinetoolstomakingadifferenceintheircommunities.ThetrainingcoordinatorsknewtheyhadsucceededwhenparticipantsbegantotranslatewhattheyhadlearntintotheirclassroomcontextstomitigatethenegativeimpactofCOVID-19onlearning,inviting
coursetrainerstowitnessthistransformationthemselves.
“Thecoursehasempoweredmyonlineskills
–Teacher
40%
60%
37%
63%
10%
12%
7%
14%
7%
11%
13%
9%
9%8%
Relevanceoftraining
beyondCOVID-19
Withlearningmethodschanging
swiftlyandshiftingtodistance
andonlinelearningacross
theglobe,theUNESCORapid
TeacherTrainingProgramme
willundoubtedlyleavean
indelibleimprint,evenbeyond
theCOVID-19pandemic.
Theconceptoftheonlineclassroomisgainingtractionas
understandinggrowsthatlearningcantakeplaceanywhere
oreverywhereinourtechnology-oriented21st-centuryworld.
Overallgenderparticipation
Male
Female
Knowledgeisnolongerconfinedtodeliverybyexperts–it
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