Teacher Aid Initiative

Our organization is dedicated to providing high-quality teacher training and professional development opportunities to educators across the country. Our main objective is to equip teachers with the skills and knowledge necessary to effectively implement project-based and evidence-based learning in their classrooms.

We believe that project-based learning is an effective way to engage students in deep, meaningful learning experiences that prepare them for success in college, career, and life. By providing teachers with the training they need to effectively implement project-based learning in their classrooms, we aim to help students develop critical thinking skills, problem-solving abilities, and creativity.

We believe that by using research-backed teaching methods, educators can ensure that they are providing their students with the best possible education. Through our professional development programs, we provide teachers with the latest research on effective teaching practices and support them in implementing these strategies in their own classrooms.

Overall, our organization serves its target population by providing high-quality teacher training and professional development opportunities that help educators improve student outcomes through project-based and evidence-based learning. We are committed to equipping teachers with the tools they need to create engaging, meaningful learning experiences for their students and prepare them for success both inside and outside of the classroom.

Program Development and Management

• Hold strategic oversight of Teacher Aid Initiative programming and provide effective line management 
• Manage and oversee in-country operational and financial management.
• Lead program design and work to contextualize program elements (e.g., lesson plans, training, and manuals) based on needs and geographies, as required.
• Scope and launch programs in new geographies.
• Build and support a framework of continuous learning: drive the program’s monitoring, evaluation, and learning strategy by building on existing internal and external M&E frameworks.

Staff and Stakeholder Management

• Plan staffing expansion across country programs in support of aggressive growth goals.
• Manage key in-country relations with various stakeholders, including senior Ministry of Education officials.
• Analyze and report on program performance for senior leadership and the Board of Directors.

Fundraising and Donor Relationship Management

• Ensure delivery of timely, accurate, and accessible reporting across a range of donor requirements.
• Expertly steward existing donor relationships, listening closely for unspoken needs, and building a strong sense of connection and ownership of the work through strategic sharing of anecdotes and lessons learned.
• Source and build new funding relationships; map major funders in key program geographies and lead relationship building and outreach.

As a team, we are well-positioned to effectively support the LEAP Project, given other priorities within our organization. We understand the importance of supporting and accelerating education solutions that positively impact learners, and we are committed to providing education organizations with the expertise they need to strengthen their learning solutions.

Our Team Lead is highly experienced in leading successful projects that require collaboration between different teams. With our strong leadership skills and project management expertise, they will ensure that all team members work together seamlessly throughout the entire 12-week sprint.

Our supporting team members have a wide range of backgrounds and skills, including research, social entrepreneurship, and education. They bring unique perspectives and insights to each LEAP Project they work on, allowing them to provide tailor-made research recommendations that inform the organization's approach to strengthening the evidence base of their solution.

While we may have other priorities within our organization, we recognize the importance of LEAP and are fully committed to ensuring its success. Our team understands that this project requires focused attention and timely execution, which is why we will prioritize it accordingly.

Overall, our Team Lead and supporting team members are well-equipped to provide education organizations with the expertise they need to strengthen their learning solutions through LEAP. We are confident in our ability to execute this project successfully while maintaining our other organizational priorities.

Project-based learning in Science and Maths(PBLSM)

We are solving the problem of the non-existence of project-based learning activities in Nigerian public schools.

RATIONALE/JUSTIFICATION

Nigeria's education system is still struggling with launching new initiatives to promote instruction that gets students creating, investigating, performing, and experimenting, rather than taking notes and tests.

Public school teachers are often trained in subject knowledge pedagogy which does not prepare students to tackle real-world problems with little or no resources. Teachers are often teaching without learning resources due to the non-availability of teaching apparatus, therefore, students are left with only theoretical knowledge of the subjects taught and often find it difficult to compete in the modern world. To bridge this gap, project-based training needs to be implemented in Nigerian public schools.

teachers 

To date, our organization has conducted extensive formative research to demonstrate the effectiveness of our solution. This has included usability studies, feasibility studies, case studies, user interviews, implementation studies, pre-post or multi-measure research, and correlational studies.

Through this research, we have been able to equip 2000 Elementary and Junior Secondary School teachers with the skills required to effectively design and implement Project-based learning activities that align with curriculum standards and meet the needs of diverse learners. We have also provided a thorough assessment and evaluation of these 2000 teachers during and after the training.

Furthermore, we organized an Inter-Schools Project-based competition to showcase creativity and innovation among students based on teachers' instructional delivery. This event allowed us to measure the effectiveness of our training in real-world scenarios.

Finally, we have established learning labs in communities throughout each state where project-based activities can be taught as an after-school club/centre. These labs serve as a practical application of our solution and have helped us gather valuable data on its effectiveness.

Overall, our extensive formative research has demonstrated the effectiveness of our solution in equipping teachers with the skills necessary for effective project-based learning activities while also providing opportunities for students to showcase their creativity and innovation.

As part of our efforts to promote effective teaching and learning in Elementary and Junior Secondary Schools, we conducted extensive formative research that included usability studies, feasibility studies, case studies, user interviews, implementation studies, pre-post or multi-measure research, as well as correlational studies. The goal of this research was to gain a better understanding of the needs of teachers and students, as well as to inform the development of our solution.

Our solution involved equipping 2000 teachers with the skills required to effectively design and implement Project-based learning activities that align with curriculum standards and meet the needs of diverse learners. We also undertook a thorough assessment and evaluation of 2000 teachers during and after the training to ensure that they were able to apply what they learned in their classrooms.

To further encourage creativity and innovation amongst students based on teachers' instructional delivery, we organized an Inter-Schools Project-based competition where schools could showcase their best project-based activities. This competition helped foster healthy competition among schools while encouraging students to think outside the box.

Finally, we provided a learning lab in a community in each state where project-based activities can be taught as an after-school club/Centre. This initiative was aimed at promoting continuous learning beyond regular school hours while providing opportunities for students who may not have access to such resources.

Overall, our formative research revealed that effective teaching involves more than just delivering content but rather adopting student-centred approaches like Project-based learning. Our findings informed our work moving forward by emphasizing the need for ongoing professional development for teachers and creating opportunities for students to engage in active learning.

Our organization needs to strengthen the evidence base of our solution in order to enhance its credibility, effectiveness, and overall impact. By bolstering the evidence base, we aim to provide robust empirical support for the validity and benefits of our solution. This will involve conducting rigorous research, data collection, and analysis to generate reliable evidence that demonstrates the efficacy and value of our solution in addressing the identified problem or need. 

Firstly, the dynamic nature of the problem or need we are addressing requires continuous learning and adaptation. A LEAP Project provides us with a structured approach to gather insights, evaluate our current efforts, and plan for future improvements. By embarking on this project now, we can stay ahead of emerging challenges, respond effectively to changing circumstances, and ensure our solution remains relevant and impactful.

Secondly, conducting a LEAP Project enables us to capitalize on existing momentum and resources. If we have recently implemented a solution or obtained funding, it is an opportune time to evaluate its effectiveness and identify areas for enhancement. By leveraging the enthusiasm and support surrounding our current efforts, we can make informed decisions and take strategic actions to maximize positive outcomes.

Additionally, engaging in a LEAP Project now aligns with our organization's commitment to evidence-based decision-making and continuous improvement. By strengthening the evidence base and conducting thorough evaluations, we can refine our solution based on reliable data and insights.

In summary, engaging in a LEAP Project now is essential to address the dynamic nature of the problem, leverage existing momentum and resources, uphold our commitment to evidence-based decision-making, and foster collaboration with stakeholders. This strategic timing will maximize the impact of our solution and pave the way for long-term success.

1. What are the most effective strategies for equipping teachers with the skills required to design and implement project-based learning activities that align with curriculum standards and meet the needs of diverse learners?

 2. How can we assess and evaluate the effectiveness of teacher training programs in enhancing their ability to deliver project-based learning activities? 

3. What are the benefits of organizing an Inter-Schools Project-based competition to showcase creativity and innovation amongst students based on teachers' instructional delivery?

The 12-week LEAP Project sprint will focus on answering three critical questions related to project-based learning. Firstly, the project will explore the most effective strategies for equipping teachers with the skills required to design and implement project-based learning activities that align with curriculum standards and meet the needs of diverse learners. This question will require an in-depth analysis of existing literature reviews and desktop research on successful teacher training programs from across the globe.

Secondly, the LEAP Project sprint will seek to evaluate and assess the effectiveness of teacher training programs in enhancing their ability to deliver project-based learning activities. The project will employ formative research methods such as usability studies, feasibility studies, case studies, user interviews, implementation studies, pre-post or multi-measure research, and correlational studies to identify key success factors and areas for improvement.

Lastly, the LEAP Project sprint will investigate the benefits of organizing an Inter-Schools Project-based competition to showcase creativity and innovation among students based on teachers' instructional delivery. The project will employ summative research methods such as correlational studies, quasi-experimental studies, and randomized control studies to measure the impact of such competitions on student motivation and engagement.

Overall, by combining foundational research with formative and summative research methods, we hope to provide a comprehensive understanding of effective strategies for implementing project-based learning in schools. Additionally, the findings from this project can be used by educational policymakers and practitioners worldwide to design more effective teacher training programs that promote creative instruction and foster student innovation.

As an organization, we understand the importance of equipping teachers with the necessary skills to design and implement project-based learning activities that align with curriculum standards and meet the needs of diverse learners. To achieve this goal, we will utilize both foundational research and formative research.

We will conduct literature reviews and desktop research to gather information on effective strategies for teacher training programs. This will include identifying best practices for designing and implementing project-based learning activities, as well as techniques for assessing and evaluating teacher effectiveness in delivering these programs.

In addition, we will conduct formative research studies such as usability studies, feasibility studies, case studies, user interviews, implementation studies, pre-post or multi-measure research, and correlational studies to evaluate the effectiveness of our teacher training programs. These studies will provide valuable feedback on program design, delivery methods, and effectiveness in enhancing teachers' ability to deliver project-based learning activities.

Furthermore, we recognize the benefits of organizing an Inter-Schools Project-Based competition to showcase creativity and innovation amongst students based on teachers' instructional delivery. This competition will provide a platform for students from different schools to showcase their skills while promoting collaboration among teachers from different institutions.

To evaluate the impact of this competition on student learning outcomes and teacher effectiveness in delivering project-based learning activities, we will conduct summative research such as correlational studies, quasi-experimental studies, and randomized control studies. These studies will enable us to measure the impact of our initiatives accurately.

Overall, by using a combination of foundational research and formative research methods like usability studies; feasibility studies; case studies; user interviews; implementation studies; pre-post or multi-measure research; correlational studies along with Summative Research methods like correlational study; quasi-experimental study; randomized control study, we aim to equip teachers with relevant skills required for designing project-based learning activities that align with curriculum standards while meeting diverse learners' needs.

Short-Term Outcomes: - Increased knowledge and skills of 2000 Elementary and Junior Secondary School teachers in designing and implementing project-based learning activities. - Enhanced understanding of curriculum standards and the needs of diverse learners amongst the trained teachers. - Improved assessment and evaluation processes for teachers during and after the training. - Increased motivation amongst students due to the exciting prospect of participating in an Inter-Schools Project-based competition.

Long-Term Outcomes: - Improved quality of education in schools as a result of better instructional delivery by trained teachers. - Higher academic achievement amongst students who engage in project-based learning activities. - Greater creativity, innovation, and problem-solving skills among students due to exposure to project-based learning. - Development of sustainable after-school clubs/centers that provide opportunities for continued learning through project-based activities beyond the school day.