As the EfECT project draws to a close the focus has turned to ensuring the improvements that have come from the project are sustainable in the long term. EfECT trainers are moving into a mentoring role, working with groups of highly capable methodology master trainers and English subject teacher educators (TEs).
Now, in the last three months of the project, to promote sustainability after EfECT finishes in July 2017, methodology and English master trainer TEs are carrying out training and teaching practice cycles autonomously of their EfECT trainer whose role is now more mentor than trainer.
We asked TEs to reflect on the benefits of the practice cycles for their training.
By doing teaching practice together in groups, we have learned a lot from each other. We have shared our teaching experience and activities. We have also learned about unconscious things we do when teaching.
- Daw Nyein Wala Kyaw, Assistant Lecturer, English Academic Department, Thingangyun Education College
Before we planned our lessons ourselves in the way we had always planned and maybe not very carefully. Now working together, we plan very carefully and systemically and think about how to use appropriate materials.
- Daw Khin Khin Min Swe, Tutor, English Methodology Department, Thingangyun Education College
The Burmese Ministry of Education (MoE) recognising the importance of continuing professional development (CPD) and mentoring has agreed that, after EfECT finishes, dedicated time will be scheduled into the timetables of TEs to continue to work on CPD and mentoring activities. The EfECT team has offered to co-operate with the MoE and ECs in the coming weeks to draw up a CPD and mentoring timetable.
The new-found training capability, confidence and empowerment that EfECT has generated among TEs can be seen in initiatives TEs are taking to cascade their training knowledge and skills from EfECT. They are setting up community outreach teacher training programmes and volunteering their time to train teachers with little or no access to teacher training opportunities. For example, since March 2017, two days a month, five TEs from Thingangyun Education College, Rangoon, have travelled to a monastic school in Hlegu on the outskirts of Rangoon to deliver training to 25 teachers from the school. Another group of TEs is about to start two teacher training programmes to primary state school teachers in two remote parts of Yangon region.