Topic : Connecting classrooms 3
Brief Back ground: Connecting Classrooms 3 is a global education programme being implemented from 2015 to 2018. It is co-funded by the British Council and Department for International Development (DFID) for the purpose of developing the capacities of countries’ education systems on core skills and connecting UK schools with schools from over 30 countries around the globe. The current CC3 programme follows directly from a previous connecting classrooms programme implemented from 2012 to 2015.
The core purpose of Connecting Classrooms 3 is to improve learning, work and society through:
• ‘building a body of research that is publically available on best international practice
• facilitating system improvement on a continuum from access to quality to innovation
• providing services that support practitioners to deliver quality education’
Connecting Classrooms will accomplish these objectives by focussing on imparting the following core skills in learners. Teacher professional development is the main mechanism to achieve this.
Ways of working
• Critical thinking and problem-solving
• Creativity and imagination
Ways of living
• Student leadership and personal development
• Digital literacy
• Communication and collaboration
Overall Purpose: The purpose of this study is to assess whether the programme is achieving its desired impact of improving core skills in pupils. In particular, the focus is on the ‘ways of working’ skills: critical thinking and creativity. It uses a method that compares pupils in classes within treatment schools (schools in the programme) with pupils in classes in control schools (schools that are not included in the programme) at two points in time: the baseline, before the teacher has received the Connecting Classrooms training and the end line six months after training.
At the centre of the evaluation design are work samples collected from a sample of pupils in each class. This will include all the work they have produced in the preceding three weeks, including exercise books and assessments. This work will then be assessed for the core skills that are being targeted.
Additional data will be collected to ensure that differences between treatment and control schools are accounted for and to provide supplementary information about what might be causing any observed impact (or lack thereof).
This study is designed to supplement other monitoring and evaluation activities that focus more on the processes.
Study Area: Four regions of Ghana