[vc_row type=”in_container” full_screen_row_position=”middle” scene_position=”center” text_color=”dark” text_align=”left” overlay_strength=”0.3″ shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_link_target=”_self” column_shadow=”none” column_border_radius=”none” width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” column_border_width=”none” column_border_style=”solid” bg_image_animation=”none”][vc_column_text]Programme implementation in the education sector relies heavily on effective data collection and reporting. The utilisation of data is crucial for evidence-based decision-making, providing valuable insights into student performance, instructional effectiveness, and overall programme outcomes. By systematically collecting and analysing relevant data, education professionals can identify areas of strength and weakness, allowing for the customisation of interventions and support strategies to meet the unique needs of individual students. Moreover, data evaluation facilitates the assessment of the impact of various educational initiatives, while progress tracking, outcome measurement and trend identification contribute to continuous improvement over time.
However, during the implementation of the STiR programme in the Kigezi Region, significant challenges emerged regarding the timely submission of data through online forms. Participants expressed apprehension due to the perceived complexity of the data collection tools and the daunting nature of the entire process. This led to suboptimal reporting, compromising the scalability of decision-making. The lack of comprehensive and accurate data representation hindered a thorough understanding of the actual ground-level dynamics, particularly within the recently established districts. To address these obstacles, a strategic approach was adopted during the national training session for government officials. A thorough revision of the data collection tools was undertaken to offer user-friendly options, ensuring ease of use and accessibility for the stakeholders involved. The fundamental purpose of data-driven decision-making was effectively communicated to the participants, emphasising its crucial role in supporting the organisation and individual stakeholders in their respective school-level contexts, particularly in relation to teacher performance and its direct impact on student learning outcomes.
After these strategic measures were introduced, stakeholders (including head teachers, teachers and district officials) started to use online forms actively to collect data, measuring key indicators like learner curiosity, critical thinking, engagement, safety, intentional teaching and self-esteem from our learning framework. Peer observations are conducted, and teachers provide feedback through the classroom observation tool. This tool encompasses all variables mentioned above. The collected data helps measure actual learning and intentional teaching, ensuring teachers maximise learning time with evidence-based practices.
The training sessions conducted at the national boot camp and subsequent regional institutes were pivotal in enhancing the participants’ proficiency in data collection and reporting. The carefully planned sessions facilitated a gradual increase in their understanding and confidence in utilising the data collection tools effectively. Importantly, dedicated practice sessions were allocated sufficient time to allow for hands-on experience, enabling participants to internalise the methodologies and refine their skills.
National-level data now indicates a positive trend, showing improvements in reporting key activities. From term one with data recorded from only 66 network meetings and 2 classroom observations, deliberate training led to a significant increase to 90 network meetings and 247 classroom observations reported in subsequent terms.
Using data to guide my teaching has made a big difference. Unlike the practice before, I now look at indicators like how interested students are and how they think, a practice that has changed how I teach to help each student according to their need. This has helped my students do better, and it has also helped me advocate for things and initiatives we need to make teaching better at our school such as a safe environment where teachers are able to share with each other feedback openly after observations.
– Musa Akanyijuka, teacher, Kigezi
From the initial hurdles of suboptimal reporting to achieving ambitious targets, the participants have not only embraced but mastered the art of data collection and reporting. This journey extends beyond numbers; it signifies a paradigm shift in how educators, head teachers and district officials perceive and harness the potential of data. The positive trend in reporting, coupled with the participants’ newfound confidence, sets the stage for a sustained ripple effect, ensuring continuous improvement and elevating the quality of education in the region.[/vc_column_text][lvca_spacer][/vc_column][/vc_row]
