ROADMAP OF OUTSTANDING EDUCATORS (ROOTS)

#SDGAction42182

Description

ROOTS is a uniquely designed Program by NAMA Foundation and SeGa Group, with an aim to empower the education system through training of trainers by embedding the active learning methodology within the teaching profession, specifically for our countries of focus i.e. Kyrgyzstan, Tanzania, Indonesia, Lebanon, Palestine and including Malaysia as a hosting country. The ultimate goal is to benefit at least 440,000 students in the said countries and the number is increasing in the future. ROOTS address a student-centric approach whereby, the teaching and learning experience between teachers and students are interactive and it promotes active participation throughout the process.

Expected Impact

ROOTS MASTER CONSULTANTS 
ROOTS Master Consultants will train the ROOTS Local Consultants using the knowledge that they learn in ROOTS Modules. (Facilitation, Gamification, Coaching and Mentoring Skills) 
 
ROOTS LOCAL CONSULTANTS (in NAMA Foundation's Countries of Focus) 
ROOTS Local Consultants will train the teachers using the knowledge that they learn in ROOTS Country Train the Trainers Modules. 
 
TEACHERS FROM 5 COUNTRIES OF FOCUS 
The teachers will then embed the Learner Experience Facilitators and Learner Experience Coach modules within their teaching profession. The teachers trained by Master Consultants during the initial development and Local Consultants after the Community of Practice is established.

Capacity

Basic foundational knowledge necessary to prepare the consultants as capable educators. 
 
This foundation will be on 2 waves and include core concepts such as:- 
 
a) Active Deep Learner eXperience 
b) FIRST Framework 
c) Basics of facilitation and gamification 
d) Nature of students' learning 
e) Learner - eXperience facilitation and design, learning outcomes and learning theories

Governed

1) Facilitation & Gamification Skills Outcomes: - 
- Equip 88 master consultants with the knowledge, tools and experience of Facilitation 
& Gamification skills. 
- 6 days for Facilitation, Design & Gamification Module 
2) Learner Experience Coach Outcomes: - 
- Equip 88 master consultants with the knowledge, tools and experience of Coaching 
& Mentoring skills. 
- 6 days for Coaching & Mentoring Module 
 
The sustainability planning for the Program : 
-Every consultant/trainer shall be obliged for 30 days of pro bono service to NAMA Foundation, its partners and/or its affiliates. 
-The consultant/trainers shall conduct the Country Train The Trainer (TTT) upon the completion of each module. 
-The master consultants will be team-up according to their TTT program. 
-To create local ROOTS community of practice which will replicate the ROOTS Program in the local countries. 
-The participants of the TTT shall train the teachers within the region.

Partners

SEGA GROUP LLC (CONSULTANTS)
PARTNERS OF NAMA FOUNDATION:-
NETWORK OF EDUCATION INSTISTUTIONS LEBANON (NEIL), THE REGISTERED TRUSTEE OF AN-NAHL TRUST (TANZANIA), DEVELOPMENT CENTRE "ALA-TOO" FOUNDATION (KYRGYZSTAN), WAFAA INTERNATIONAL GROUP (PALESTINE), YAYASAN WAFAA INDONESIA GEMILANG (INDONESIA)

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

By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

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

Youth/adult literacy rate

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

By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries

4.b.1

Volume of official development assistance flows for scholarships

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

SDG 14 targets covered

Name	Description

Deliverables & Timeline

01 December, 2018

88 ROOTS MASTER CONSULTANTS

01 December, 2019

264 LOCAL CONSULTANTS TRAINED BY ROOTS MASTER CONSULTANTS

01 December, 2019

2200 TEACHERS TRAINED BY THE MASTER CONSULTANTS

01 December, 2020

6600 TEACHERS TRAINED BY THE LOCAL CONSULTANTS

Resources mobilized

Financing (in USD)

1175500.00

Staff / Technical expertise

ENGAGEMENT OF SEGA GROUP AS THE CONSULTANT AND IMPLEMENTER

Partnership Progress

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Timeline

01 June 2017 (start date)

01 December 2018 (date of completion)

Entity

NAMA FOUNDATION

SDGs

Geographical coverage

LEBANON, TANZANIA, KYRGYZSTAN, PALESTINE AND INDONESIA

More information

https://www.facebook.com/namafoundationmalaysia/

Countries

N/A

Contact Information

NURUL ATIQAH ANUAR, HEAD, PLANNING, DEVELOPMENT AND STUDIES

hpds@namafoundation.org