Module training for math teachers for quality education.
Center for International Cooperation in Education Development
(
Government
)
#SDGAction49747
Description
The objective of the partnership is to introduce training system for math teachers that is integrated into teachers daily practice and. It is aimed at aimed at accelerating of the achievement of the SDG 4th and SDG 17th.
Developing, low and middle income countries very often do not participate in large scale educational monitorings due to the very low educational quality in the country. This way we constantly lack information on education data and cant really track these countries progress on the way to the achievement of SDG 4th. In order to prepare them for the large scale research and monitoring the training course for education quality improvement was developed. It consists of the training module course for teachers flowed up by them training children under the supervision. The methodology of module training was developed in frameworks of Lev Vigotskiy’s theory of cultural development. According to the theory acquisition of symbolic systems is a necessary condition of the normal mental development of a child. Full-fledge cultural model (experience, knowledge) in substance is a system of signs that set some generalized mode of action. For instance, in schools mathematical mode of action is presented via concepts, principles, schemes, mathematical tasks, solving algorithms, etc. This set of symbolic structures is being transmitted to a child within school learning process. For instance, a teacher explains and shows how and by what means certain mathematical operations are done. Then teacher works to ensure that child reproduced the main conclusions and solved routine tasks. But according to Vigotskiy, transmission of the cultural model to a child marks only a beginning of the educational process. In future the student should really assimilate this knowledge as a system, so to have this generalized mode of action to be able to solve all types of the tasks corresponding to this mode. Educational system based on the Vigotskiy theory demonstrate high educational results and in some cases much higher than the results received within the traditional educational approaches. The developed training course trains teachers to apply this system in classes at the end of the primary school in order to fill up gaps and deficits in mathematical knowledge before its too late as multiple studies demonstrate that mathematical deficits in primary school get harder to replenish further in secondary and high school. The training is developed to be taught in distant mode. Teachers receive theoretical lectures and practical tasks (40 academic hours). They also receive individual training and coaching (20 hours). Training is supplied with textbooks. To make sure that the taught module improve educational quality in classes at the beginning and at the end of the module students get tested.
The main goal of the project is capacity building. It improves capacity of the teachers that undergo this training, but it also improves capacity and work experience of the specialists that involved in data collection and educational research that accompany training course. The teaching module starts and ends with education quality monitoring. For this purpose, we use Student Achievements Monitoring (SAM). Specialists in participating countries apply its methodology for data collection. They received preliminary training in application of the SAM: how to perform testing procedures, how to collect data and how to perform educational research. The module is taught by the specialists in the field from Russia and Kyrgyzstan. Technology transfer is organized on free of charge basis – any adapted materials and tools are given to countries and stay in countries for further use. The results of educational research is provided for further data analysis to any interested persons.
The initiative is a part of the development aid program Russia Education Aid for Development launched by the World Bank and Ministry of Finance of Russia. The aim of the program is development and implementation of the new educational technologies, improvement of the institutions and capacity building. READ Program is launched within the national framework of achievement of the Sustainable Development Goals. The scientific part of the project is run by the top tier educational experts from participating countries that form project council. Training and data collection are performed by the specialists from national centers for educational assessment and institutions for further education. It includes components is capacity building and knowledge exchange.
The project was launched in October 2021 and will run until December 2024. The midterm evaluation of the project will be conducted in the January 2023. The key performance indicators will include number of the specialist received training.
Moscow City University, Educational Technologies Foundation, Center for Assessment and Information Technologies under the Ministry of Education and Science of the Kyrgyz Republic.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
Goal 17
Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development
17.1
Strengthen domestic resource mobilization, including through international support to developing countries, to improve domestic capacity for tax and other revenue collection
17.1.1
17.1.2
17.2
Developed countries to implement fully their official development assistance commitments, including the commitment by many developed countries to achieve the target of 0.7 per cent of ODA/GNI to developing countries and 0.15 to 0.20 per cent of ODA/GNI to least developed countries; ODA providers are encouraged to consider setting a target to provide at least 0.20 per cent of ODA/GNI to least developed countries
17.2.1
17.3
Mobilize additional financial resources for developing countries from multiple sources
17.3.1
Additional financial resources mobilized for developing countries from multiple sources
17.3.2
17.4
Assist developing countries in attaining long-term debt sustainability through coordinated policies aimed at fostering debt financing, debt relief and debt restructuring, as appropriate, and address the external debt of highly indebted poor countries to reduce debt distress
17.4.1
17.5
Adopt and implement investment promotion regimes for least developed countries
17.5.1
Number of countries that adopt and implement investment promotion regimes for developing countries, including the least developed countries
17.6
Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation and enhance knowledge sharing on mutually agreed terms, including through improved coordination among existing mechanisms, in particular at the United Nations level, and through a global technology facilitation mechanism
17.6.1
Fixed broadband subscriptions per 100 inhabitants, by speed
17.7
Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms, including on concessional and preferential terms, as mutually agreed
17.7.1
Total amount of funding for developing countries to promote the development, transfer, dissemination and diffusion of environmentally sound technologies
17.8
Fully operationalize the technology bank and science, technology and innovation capacity-building mechanism for least developed countries by 2017 and enhance the use of enabling technology, in particular information and communications technology
17.8.1
17.9
Enhance international support for implementing effective and targeted capacity-building in developing countries to support national plans to implement all the Sustainable Development Goals, including through North-South, South-South and triangular cooperation
17.9.1
Dollar value of financial and technical assistance (including through North-South, South‑South and triangular cooperation) committed to developing countries
17.10
Promote a universal, rules-based, open, non-discriminatory and equitable multilateral trading system under the World Trade Organization, including through the conclusion of negotiations under its Doha Development Agenda
17.10.1
17.11
Significantly increase the exports of developing countries, in particular with a view to doubling the least developed countries’ share of global exports by 2020
17.11.1
Developing countries’ and least developed countries’ share of global exports
17.12
Realize timely implementation of duty-free and quota-free market access on a lasting basis for all least developed countries, consistent with World Trade Organization decisions, including by ensuring that preferential rules of origin applicable to imports from least developed countries are transparent and simple, and contribute to facilitating market access
17.12.1
Weighted average tariffs faced by developing countries, least developed countries and small island developing States
17.13
Enhance global macroeconomic stability, including through policy coordination and policy coherence
17.13.1
17.14
Enhance policy coherence for sustainable development
17.14.1
17.15
Respect each country’s policy space and leadership to establish and implement policies for poverty eradication and sustainable development
17.15.1
17.16
Enhance the Global Partnership for Sustainable Development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources, to support the achievement of the Sustainable Development Goals in all countries, in particular developing countries
17.16.1
Number of countries reporting progress in multi-stakeholder development effectiveness monitoring frameworks that support the achievement of the Sustainable Development Goals
17.17
Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships
17.17.1
Amount in United States dollars committed to public-private partnerships for infrastructure
17.18
By 2020, enhance capacity-building support to developing countries, including for least developed countries and small island developing States, to increase significantly the availability of high-quality, timely and reliable data disaggregated by income, gender, age, race, ethnicity, migratory status, disability, geographic location and other characteristics relevant in national contexts
17.18.1
Statistical capacity indicators
17.18.2
17.18.3
Number of countries with a national statistical plan that is fully funded and under implementation, by source of funding
17.19
By 2030, build on existing initiatives to develop measurements of progress on sustainable development that complement gross domestic product, and support statistical capacity-building in developing countries
17.19.1
17.19.2
Proportion of countries that (a) have conducted at least one population and housing census in the last 10 years; and (b) have achieved 100 per cent birth registration and 80 per cent death registration
SDG 14 targets covered
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Other beneficiaries
Teachers, students, educational researchers, curriculum developers, school administrations.