As the world changes rapidly, the way we learn about everything in it changes too. Teaching methodologies have evolved at a fast pace, especially in the last couple of years where we have had to deal with the pandemic’s limitations. One of the trends taking over in education is data-driven learning.
Using data to make sense of quantitative information is done to improve instruction and student outcomes. In fact, UNESCO has talked about its importance, given that learning outcomes have not kept pace with the expanse of education across the globe. With that, Bridge International Academies has called for more data-driven learning across Uganda and Nigeria in an effort to improve learning outcomes in more students.
Utilizing Data in Schools from Developing Countries
UNESCO’s call for data-driven learning stems from the lack of systematic data on how many students are and aren’t learning. This is especially true for developing countries. There are several ways to approach this. Mike Goldstein explains the importance of having highly qualified economists who can measure results from data gathered through a randomized controlled trial.
This will help provide information on whether teachers and schools are helping children make significant progress. This approach also helps prevent looking at achievement data and making the wrong assumptions based on student scores without proper context.
How then can institutions improve at a faster scale? Data collection and analysis alone will not suffice. Visiting schools and observing teachers and students in action is still an essential step, something that Bridge International Academies has started implementing. While it may seem like a way to catch teachers off-guard, the real objective of this is to help them handle roadblocks and problems. Observation is a powerful tool in coming up with concrete solutions to improve the classroom and overall learning outcomes.
How Teachers Are Encouraging Tech-Driven Learning
Technology implementation is also a key factor to the institution’s structure. In Uganda, Bridge International Academies works with local development experts to develop effective teacher training and support techniques. Educators leverage teacher guides on a tablet, which frees them from the demands of lesson planning and lets them focus on the actual teaching — strengthening teacher-pupil relationships in the long run.
A better way for teachers to approach technology is to use it as a tool rather than a solution to problems encountered in the classroom. Technological tools can help teachers improve their skills and use them effectively while being held accountable for learning outcomes.
According to the World Bank, investing in tech-driven learning should be done not on the basis of evidence-free optimism but rather evidence-based realism. This takes into consideration the system’s capacity to maintain the technology use, willingness to engage in using technology, and the technology’s ability to perform better than the cheaper alternative. Overall, with the right implementation, technology can help teachers perform better.
The Future of Data-Driven Learning
As we have reported on Inside Ojodu, data-driven learning in Uganda and Nigeria is receiving plenty of support, with the Federal Government enjoining prominent citizens to revamp the quality of education in tertiary institutions.
Governing councils were also tasked with enlisting the support of philanthropic organizations and individuals for more funding of these institutions. Compliance with statutory guidelines in their supervisory functions is being mandated. Minister of Education Mallam Adamu Adamu also emphasized that governing councils should be wary of conflicts that may undermine the smooth running of these institutions.
Data-driven learning is the future of education. Understanding how that involves other organizations, individuals, and institutions is essential to creating a brighter future. For more news on these developments, visit Inside Ojodu.
Photo by Jordan Rowland on Unsplash