“ When we resume in the morning, the teacher would call out the names and we will raise our hands with emojis,” said Aisosa.īy matching the emojis against the different replies in the group, a teacher can tell which student is in class and who isn’t. They innovated ways of using emojis to replicate the same thing. For instance, in a physical classroom situation, there is a roll call every morning to know those present in class, and it was not different for the e-classes over WhatsApp. On their own, the teachers learned to get creative while using WhatsApp to teach, and it was exciting for the students. Learning ports were created where there were challenges, such as communities without internet facilities. “ Data was never an issue to browse or to send messages to the students, thanks to a telecommunication provider and the Edo state government which was the facilitator,” she said. She was also able to navigate the challenges of the e-classes and asynchronous teaching, as the government provided the tools needed to get the job done. “ We learned so many management techniques for the pupils, the modern way of teaching, and we have applied them in the classroom. And over 150 Quality Assurance Officers and Learning and Development Officers make rounds daily to monitor the schools as part of the reforms in the educational sector. More than 11,000 teachers like Rosemary Ezehiwele of Obaseki primary school in Benin had been through a rigorous training to be able to deliver online lessons. © Sanumioluwa Modupe Dawodu, The World Bankĭespite the fact that remote learning completely disrupted their routine, teachers share the same enthusiasm for this new way of teaching. “We learned basic science and technology, maths and writing practice.”Shulamite, a Pupil of Adesuwa Primary School, Benin City, Edo Nigeria. “ Our interactive quizzes have been very popular, attracting more than 20,000 pupils per week,” said Dr. Teachers created more than 7,000 virtual classrooms. Learning materials such as study guides, interactive storybooks, questions, and audio lessons were uploaded through the agency’s website. Joan Osa Oviawe, the chairperson of Edo State Universal Basic Education Board (SUBEB). “ We had to quickly launch our online learning alternative to offline schooling,” stated Dr. With the World Bank’s financial and technical support to the tune of $75m over four years, through the International Development Association, things moved fast to include digital learning. The program was in its second year when the COVID-19 pandemic struck in 2020, necessitating a switch in its implementation. The Pandemic Offered an Opportunity to Do Things DifferentlyĪisosa’s online class is part of the EdoBEST initiative, launched in 2018 by the Edo State Government to improve the public education system by building teacher capacity, expanding the curriculum, and developing infrastructure in schools. © Sanumioluwa Modupe Dawodu, The World Bank Aisosa, a pupil of Obaseki Primary School, Benin City, Edo State, Nigeria.
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