It is easy to read about training teachers but it is very important to learn how to put theory into practice. With Teaching for Success, Tunisia I have witnessed the application of what I read about and through training and support I am now able to plan and deliver training with confidence.
Asma Harguem, Teaching Advisor, Nabeul Governorate
Foreign, Commonwealth and Development Office (FCDO)
To equip teachers working in public schools with the skills, knowledge and confidence to teach English more effectively. To adopt child-centred, activity-based classroom approaches that will help their students develop the core skills they will need for a more successful transition from education to employment.
Although the rate of unemployment is high in Tunisia, employers report difficulties in recruiting people with the required teaching skills (IACE reports). Teaching for Success Tunisia aims to improve student learning outcomes and enhance the future employability of young Tunisians by promoting the development of English and 21st century skills in primary and secondary schools. This is deemed as crucial to the reform plans of The Ministry of Education. We also aim to reduce regional and gender disparities by ensuring opportunities to all beneficiaries in every governorate of Tunisia and celebrate the good work of participants of all genders.
2,800 primary teachers participated in 30 hours of training courses, held in 10 locations with 65 international teacher educators to support them in the teaching of English to year four pupils (from 2019-20). Over 500 have joined online English courses.
Teaching Advisors for primary have been able to track their development by comparing their CPD self assessments before and after UK training and through the assessment and feedback given by the international teacher educators who they shadowed and co-trained with. Their training programme in Tunisia and the UK has included visits to UK primary schools and study in teacher education institutions. Research into key components for English in the schools system was conducted with Tunisian stakeholders; identifying critical areas for improvement.
Teaching advisors regarded the training they received very highly, with all respondents agreeing that they have acquired new knowledge and skills and that they have learnt about resources and techniques that are useful for their specific role in supporting teachers and evaluating their development. 60 per cent strongly agreed and 40 per cent agreed that our input had raised their confidence in being able to fulfil their teaching advisor role.
75 per cent of computer science inspectors responded that they acquired new knowledge and skills through the training in how to use micro:bits and 87 per cent that it helped them to support teachers in managing the use of micro:bits by students in their lessons.
Early feedback from primary teachers has been very positive and the programme was also rated highly by the participating teaching advisors.
The programme provides collaboration and learning opportunities for Tunisia’s government institutions and educators and UK training providers and education experts. There are consultancy and service provider opportunities in the areas of education system alignment, capacity building for English language and Ministry training officials, monitoring and evaluation, and large scale teacher training.
Five UK companies have worked with teacher educators and teachers. The provision of 4,300 UK-developed micro:bits for secondary cycle classroom use has raised awareness of UK innovation in education and technology whilst providing a real world application for classroom learning of maths, coding, problem solving and related fields.