Our intended legacy
Over the next three years, we will develop skilled and qualified teachers, who are research-engaged and research active – giving them a pathway to livelihood. This will be offered via an experience-based equivalency route to a teaching qualification for practicing teachers, enabling them to realise their aspirations and supporting their contribution to their communities.
Through this process, we will generate compelling evidence of the positive impact of effective, inclusive, quality teaching and make a transformational contribution to educational equity in Malaysia. This will create an innovative and pioneering model and infrastructure for effective training and development of teachers working with underserved and refugee communities globally.
Our first three years
During this period we will train circa 180 qualified teachers, who will spend at least two years working in underserved schools. In addition, there will be 25 trained school mentors with leadership skills and capacity to develop new cultures of teacher development in schools, plus 25 school leaders trained in research methods and evaluation who are engaged in research on learning and educational equity.
We will provide compelling evidence of the impact of high-quality, child-centred, relational and inclusive, education on children’s enhanced learning, to support systemic and policy change – globally. We will have innovative research-informed interventions and approaches that have been shown to have a positive impact on educational equity through enhanced educational participation, experiences, and outcomes amongst the most disadvantaged children.
Our Delivery Plan
We will design and deliver a bespoke programme of teacher development, underpinned by research, and engaged in ongoing evidence generation to shape and influence policy. It will be a hybrid programme, combining face-to-face teaching, with online distance learning. It will also provide teacher trainees with a network of mentor support that will be facilitated as part of the programme, and which will be designed to develop capacity for teacher training and development in refugee schools and learning centres.
The design and content of the programme is informed by the best evidence on effective, inclusive and digital learning in middle-income countries and informal education contexts. It is designed to develop those aspects of teacher development that are associated with strong outcomes for their students and that can help shape systemic change and policy reform.
The programme will provide trainee teachers with the skills to: develop and apply effective lesson planning; target instruction to match students’ existing skills level; develop inclusive and relational pedagogic approaches; use learning technologies effectively to meet needs of individual children; enhance the quality of teaching for all age groups, including primary where the most novice teachers are often concentrated; and develop incentives and accountability (UNICEF 2022; World Bank 2020; World Bank, 2018).