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Working together for children in Colombia

Working together for children in Colombia. Teacher Training Challenges and Solutions in the Colombian Context. Background Main Challenges in Teacher Training System and Practice Examples of Save the Children Approach Conclusions. Context.

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Working together for children in Colombia

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  1. Workingtogetherforchildren in Colombia

  2. Teacher Training Challenges and Solutions in theColombianContext • Background • MainChallenges in Teacher Training System and Practice • Examples of SavetheChildrenApproach • Conclusions

  3. Context • Poverty Rates: 45,5% of the population lives in poverty • Inequality Index: The gini coefficient in Colombia is 0.59 • Displacement: 3 million people, 55% are children. • Afro-Colombian Population: 3 million children • Indigenous population: 600.000 children

  4. BOGOTA TUMACO NARIÑO

  5. Education Net Enrolment: Colombia-Tumaco

  6. National test: :SABER 9

  7. SituationAnalysisTumaco: ChallengesIdentified in TeachingPractice

  8. Causes of IneffectivePractice- Key Challenges

  9. SavetheChildrenapproaches in Colombia

  10. Challenge 1: Structural Positive impacts: increase in 1% studentslevel in national test SABER 11 Schools in certifiedmunicipalities 1% in mathematics and 0,8% in language Investment in teachertraining: Impacts Schools in non-certifiedmunicipalities No impact

  11. StructuralChallenge: Decentralisationwithoutcapacitybuildingfor rural areas • SECRETARIATS: • NARIÑO: 220 schools (1,881 satelites) • TUMACO: 26 schools • IPIALES: 38 schools • PASTO: 52 schools

  12. Alternative : Rural QualityCircles School School Identifygoodpractice Teachersupport, training, exchange Research School Identify training needs School

  13. Challenge 2: Methodological Commonchallenges • Training as a moment • Passivetransmition • Standarizedmass training • No contextual diagnostic of learning • Notbuildingonexperience • Lack of practice and production • Online training Result Understanding concepts but not practice

  14. Teachersnotseen as students in a learningprocess • Learningconceptsbutnotpractice

  15. Challenge 2: Alternative Commonchallenges Alternative • Training as a moment • Passivetransmition • Standarizedmass training • Notbuildingonexperience • Lack of practice and production • Online training • Process of longtermsupport • Locallyrelevant and locallydefined • Interactiveconstruction of new project and plans • Buildingonwhatexists • Training in person

  16. Challenge 3 : Content

  17. Challenge 3: Alternative Commonchallenges Strategies • Training focusedonstudents´ learningprocess • Integration of lifeskillsintootherareas • Use of universitystudents & interns • Classroommanagement • Overfocusontraditionalsubjectknowledge • Separationof traditionalsubjects and integratedchilddevelopment • Lack of focusonpedagogy and learningprocesses • Shortage of qualified local trainers

  18. Strategy: Diverse Languages Diagnostic & Feedback Construction of Alternative Observation, follow-up & support Practice of Alternative

  19. DiverseLanguaes- Diagnostic & Solution Diversemedia training Networks of real, relatedtexts and their use and meaning Significantcommunicativesituations- galeries, textsfor home, school, orcommunity. Focusonwhy, bywho and forwhom Production of diverse media- maps, puzzles, stories, articles, scientifictables and diagrams Anticipationstrategies CommonproblemsIdentified • No creativeproduction of texts, oral recitation • Overfocusonphoneticparts • No recognition of intentionor real communication • Textsonlyforevaluation • Over-focusonstories

  20. DiverseLanguages: Methodology Year1 Phase 1 : Initialworkshops Diagnostic & Planning Phase 3: Follow up Modelling, Practice and ObservationLaboratories Phase 2: Implementation & ClassroomVisits Year 2

  21. Contextual Diagnostic : Factor Analysis Promote Prevent Stress: family and community problems, changes, adolescence etc. Normalization: damagingbeliefs, costums, behavioursacceptedbythesociety. Usefultorecognisecomplexcontexts, build a base line onspecificsituation and strategiesaccordingtoneedsidentified. • Buildingemotional links: teachers, family, friends, neighbordhoods, etc) • Resourses: Availability of resourcestosatisfytheirneeds. • EmotionalResilience: Succesfuladaptationtoadversity.

  22. Diagnostic: Factorial Analysis Preventlearning FA Increaseordeacrease of therisk in learningprocess Promotelearning

  23. DiverseLanguages TeacherDiagnostic: “children come fromfamiliesthatleavethemaloneorabanonedbecausetheirparentsgoouttoearn a living, lackinglove, atention, respect and responsability…” “lowinterest in reading and writing in students and families. Alsothefearthatthechildrenfeelaboutbeingridiculed in theclass, theyprefertowaitfortheteachersexplanations as a result” “ Somechildrenarrive at schoolwith a lot of fear, shyness, and rejection, and words as I CANT are alwayspresent in theiractivities”

  24. Bugsand Insects- Network of Texts and Projects Arts Values and citizenship • Interest and confidence • Family-studentintegration • Increasedlearningoutcomes Maths TEXT Poems Puzzles Familyprojects Sciencesprojects

  25. Bugs and Insects: Student and FamilyReflections Thisprojecthelpstointegrateus, wehaveneverbeen as together, whenwewerewiththechildrenwedidresearchtogetherithelped me a lotbecausewewereseparatebefore…” “wechoseitbecauseithadbig and colorfuldrawings, and antsrepresentwork and beesgiveushoney…”

  26. Bugs and Insects: StudentReflections

  27. ContextuallyRelevant Training: IndigenousAwa Context • Armedconflict & forcedrecruitment • Imposition of Western Curricula • School strikes

  28. Indigenous GenderEquality Training Strategy: • Constructionwithfemale and maleAwateachers • Long termprocess • MethodologybasedonAwapractice • ConceptsfromAwacosmovision • Use of questions • Simple toolsforbuildingclassplans

  29. ContextuallyRelevant Training: GenderwithAwa Context: • Rural indigenouscommunity • Limitedpartipation of girls and women, loweducationalindicatorsforgirls • Loweducationallevel of teachers • Previouseducationalimposition and currentprioritising of indigenousvalues, practice and culture

  30. Simple Tools forBuildingClassPlans

  31. CONCLUSIONS Strategies Commonchallenges • Localizedteacherssupportnetworks • Advocay and capacitybuildingwith local goverment • Use internsortrainees in thefield Lack of local capacity, research, design and support.

  32. CONCLUSIONS Strategies Commonchallenges • Process of longtermsupport • Locallyrelevant and locallydefined • Diagnostic of studentscontext • Interactiveconstruction of new project and plans • Buildingonwhatexists • Training in person • Training as a moment • Passivetransmition • Standarizedmass training • Notbuildingonexperience • Lack of practice and production • Online training

  33. CONCLUSIONS Commonchallenges Strategies • Overfocusontraditionalsubjectknowledge • Separationof traditionalsubjects and integratedchilddevelopment • Training focusedonstudents´ learningprocess • Integration of lifeskillsintootherareas • Classroommanagement

  34. THANK YOU Trabajando juntos por la niñez colombiana

  35. If time… Trabajando juntos por la niñez colombiana

  36. Factor analisys: Riskmodel Preventlearning FA Increaseordeacrease of therisk in learningprocess Promotelearning

  37. Play as a toolforwholisticlearning • Natural vehicleforlearning and a therapytool • Application of competencies in practicalcontexts • StudentcenteredModelwherethechildishisownvehicle of learning.

  38. Example of GameBasedStrategy: Thesupermarket “Childrenmake rice, cereal, sugar, etc and use toybills” “Weorganised a smallstoreinsidetheclassroom, withrecicycled material thatchildrenorparentsbring”

  39. Example of GameBasedStrategy: Thesupermarket Language Maths Improveskillsthroughtplay STORE Arts Social Sciences Citizenship

  40. Thestore: Impacts “Childrenlearnto share, torespecttheturns, itpromoteslanguagecompetenciesbecausethey are constantly in comunication” “Thisgameisusefultolearnaboutmathsoperations and quantities. And alsoforimprovingtheirskills in reading and writingwhentheymake a list of products…”

  41. Peace in theClassroom Key components

  42. Teacher Discipline Style Care Permissive Assertive (authoritarian, democratic) Negligent Authoritarian Structure

  43. Agressionsobserved (per hour)

  44. Followinginstruction in theclassroom (per hour)

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