Having teachers follow pre-baked lessons could be the answer
Save time by listening to our audio articles as you multitaskFor all that it lacks, Ms Bika’s school has one advantage. At the start of last year the state education ministry gave each of her teachers a small tablet with a black-and-white touch screen. Every two weeks they use it to download detailed scripts that guide each lesson they deliver. These scripts tell the teachers what to say, what to write on the blackboard, and even when to walk around the classroom.
The training and technology are provided by NewGlobe, an education company founded in 2007 by three Americans . NewGlobe developed its approach while running a chain of low-cost private schools, mostly in Kenya, under the brand “Bridge International Academies”.
Visits to schools in Edo provide some perspective on what is going on. There are doubtless many ways to teach a scripted lesson badly. But the idea in Nigeria is that they will tend to make classes more compelling. The scripts enforce instructional practices that are routine in many rich-country classrooms but often neglected in poor ones.
The depth of its scripting and the whizziness of its tablets set the work in Edo apart from many other attempts to improve schooling. But the programme has things in common with a broader family of reforms burdened with the clunky name of “structured pedagogy,” most of which are less controversial. This argues that isolated splurges on goodies such as textbooks often fail to bring benefits. Making big improvements seems to require pulling several levers at once.
Success For All, a programme used in some British and American schools, puts much faith in “co-operative learning”—which involves encouraging children to solve problems together in small groups. But much else that goes on in its classrooms is structured and scripted. Such prescriptiveness helps teachers adopt techniques that research suggests work well, says Nancy Madden of Johns Hopkins University, one of Success for All’s creators.
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