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TESCEA is helping young people in Tanzania and Uganda to use their skills and ideas to tackle social and economic problems. The partnership supports universities, industries, communities and government to work together to create an improved learning experience for students. This improved learning experience will foster the development of critical-thinking and problem-solving skills, and allow for practical learning beyond the classroom to improve graduate employability.

Find out more about TESCEA.

The challenge

Many graduates in East Africa can be ill-prepared to address the challenges they encounter in the workplace or leverage their skills and ideas to meet social needs. One of the key factors contributing to this is the lack of focus on critical thinking and problem solving within university teaching and learning. Students need to learn "how to think", instead of "what to think". While universities recognise the need to improve the quality and relevance of curricula, to rethink pedagogies, and to build stronger connections with communities and industries, the challenge is to move beyond islands of good teaching and to bring about change at scale.

The solution

TESCEA is developing a scalable pedagogical model to help universities across East Africa produce graduates with the critical-thinking and problem-solving skills they need to solve real-world problems. It supports universities to create learning environments that encourage questioning and to offer placements and other practical projects to connect classroom learning to the challenges facing businesses, communities and governments.

Working with four partner universities, TESCEA has the potential to improve learning experiences for as many as 3,000 graduates by 2022, by:

Facilitating new approaches to learning, strengthening the ability and motivation of academics to deliver student-focused teaching that fosters critical thinking, problem solving, negotiation and relationship development.

Strengthening connections between universities, employers and communities to enable the design of relevant curricula and practical internships.

Developing approaches and tools to enable scale up, including a toolkit for lecturers featuring an open, online course to allow academics across the region to access training, advice and mentorship on curricula and pedagogical change.

Through its activities, TESCEA is actively addressing the inclusion of women and other disadvantaged groups by seeking diverse industry and community role models, and identifying and addressing barriers to learning.

Highlights

As of January 2021:

Joint Advisory Groups bringing together university leads, key local businesses, communities and government have been created to help shape and deliver learning in and beyond the classroom.

148 members of teaching staff have been trained in pedagogical skills and teaching methods that effectively support student learning.

Over 150 courses - in subjects ranging from programming with Java to special needs education - have been redesigned.

2,967 students have benefitted from TESCEA supported innovations in teaching and learning and 94% report satisfaction with their educational experience.

A Gender Responsive Pedagogy framework and approach was launched in February 2021 to support institutions addressing the harmful aspects of the hidden curriculum.

'My belief and values regarding students have changed. I have realized that in order to make learning effective they need to be treated as partners.' Lecturer, Tanzania

The partners

The TESCEA partnership is led by INASP (UK), working with Mzumbe University (Tanzania), University of Dodoma (Tanzania), Gulu University (Uganda), Uganda Martyrs University (Uganda), Association for Faculty Enrichment in Learning and Teaching (Kenya), LIWA Programme Trust (Kenya) and Ashoka East Africa (Kenya).

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Transforming Employability for Social Change in East Africa (TESCEA)

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TESCEA is helping young people in Tanzania and Uganda to use their skills and ideas to tackle social and economic problems. The partnership supports universities, industries, communities and government to work together to create an improved learning experience for students.

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Transforming Higher Education for Social Change: a model from East Africa

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Transforming Higher Education for Social Change: a model from East Africa is a rigorous methodology of pedagogy and curriculum redesign that supports lecturers to rethink their teaching and become facilitators of student-centred learning – helping students learn how to think, not what to think.

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A collection of collaboration tools and products developed and marketed by Google. These include, Docs, Sheets, Slides, Forms and drive, among many others.

Google Help

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Loom is a free software that allows for screen recording (e.g. ppt slides) and having a presenter's face in a small circle talking over the slides

How to use Loom

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This tool allows people to easily record and share short video clips and add them to a wall of videos. All you need is a device with a working camera and microphone.

What is Flipgrid and how does it work for Teachers and Students (Tech&Learning)

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IdeaFlip can be used to create interactive notes boards. Ideal for planning processes, brainstorming ideas or for use as part of an interactive learning session.

IdeaFlip how to guide (Benjamin Dives)

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Learning types and learning technologies

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Learning types and learning technologies

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Overview of learning types and online tools (University College London)

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Mahara e-portfolios (University of Sussex)

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Tool to capture and organise ideas.

Physics, Chemistry, Geography and Beyond: Popplet in the Science Classroom (blog.popplet.com)

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Using Facebook in your teaching (Queen Mary University of London)

Using Facebook as a teaching tool (PraxisWiki)

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Capabilities of Google Classroom as a Teaching and Learning Tool in Higher Education (Kgalemelo Rodnie Mafa)

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Using Twitter in your teaching (Queen Mary University of London)

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Tool for building interactive presentations that engage the audience for example with questions, polls or quizzes to create fun and engaging presentations.

Teaching with Moodle for total beginners (Moodle)

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Interactive presentation tool.
Online teaching with Mentimeter (Mentimeter)

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A digital canvas or pin board for saving resources and ideas, and collaborating.

Sharing, collecting, discussing: All possible with Padlet (Hunter College)

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Online tools for teaching and learning

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Case Studies, Vanderbilt University, Center for Teaching.

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A lecturer from Gulu University, Dr David Monk, uses technology to facilitate collaborative group work in large classes. Learners get into groups and post a video reflection/discussion in relation to a specific question. These videos are then posted on the online class page (using a portfolio tool or Moodle) and learners are tasked with providing critical feedback to other groups; sharing what they have learned from the other team, what interested them, how it connected with their own reflections, and considerations the team could reflect on.

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A UDOM lecturer has created the following authentic group task for learners studying infertility. In groups of 10, they  prepare and exchange with peers a list of investigations to request from the diagnostic centre in relation to infertility in men and women. Groups then critique each other's ideas for 10 minutes and come up with a final list.

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Authentic Assessment Toolbox (Jon Mueller)

Write a great authentic task (Creative Educator)

Implementing Authentic Tasks in Web-Based Learning Environments (Younghee Woo, Susan Mehringer, Shirley Agostinho and Tom Reeves)

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Ronald Wanyama, a lecturer at Gulu University, uses collaboration with medical students as follows: Round Robin Charts will be used for group learning . Charts will be passed among groups to assess understanding. Each group of 6 to 8 learners begins with a chart and some markers. The group records an answer to an open-ended question. They can also share the knowledge they have on a topic covered in class. Once the groups finish the chart, they pass it on to the next group. Once every group has worked on every chart, responses will be discussed as a class.

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Creates the opportunity for learners to integrate and develop concepts by working together on a project and producing a shared output (e.g. definition, design, report or joint communiqué). It embraces discussion, practice and production.

Collaboration can take many forms, including pair work and group work.

Using Pair Work (TESS India)

Group Work (Higher Education Academy)

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In the Course Redesign Workshop, groups are asked to reflect on key readings and create an image that connects/weaves together all four readings.

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Learners are asked to reflect on resources (or other learning experience) by creating an image which summarises the key points or learning.  This can also be done with a word or a phrase, instead of an image.

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This activity is used during the Programme Alignment workshop as a method for groups to interrogate the features of their academic programmes. They are asked to create a short marketing pitch explaining why people should enrol onto their programme.

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"Crafting an Elevator Pitch" Activity (James J Williams, Wyoming Department for Education)

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Creates an opportunity for learners to track a narrative’s key ideas and important scenes. A template is provided, and learners draw or note down consecutive scenes or elements.

Teaching Strategies: Storyboard (Facing History)

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Personal records of a learner’s experiences – an opportunity to reflect on their own thinking. These can be completed during the learning process or soon after.

Reflective journals in higher education: some observations (Xavier Rambla Sociologia blog)

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During the first day of the Course Redesign Workshop, participants complete this exercise to jot down the content of their course. Learners should be encouraged not to stop and think, the writing will help them think.

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Also known as power-writing, in this activity learners are asked to write about a topic continuously (flow of consciousness) for a short period of time.

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Best Classroom Tools for Presentations and Slideshows (Common Sense Education)

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Dr David Monk, a lecturer from Gulu University, uses short video clips (which can be recorded on mobile phones) as an alternative to in-person introductions. Learners are asked to create a 90 second ‘who am I’ video to share with the class. They are encouraged to consider the location where they record the video as well as how it represents who they are. [See Flipgrid in online tool section].

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Your students can easily create infographics (Using Technology Better)

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Ronald Wanyama, lecturer at Gulu University, uses this method at the end of topics. Learners, working individually or in groups, write a one minute paper in answer to one of the following questions:

What is the Main point of today?

What was most surprising in today's lecture?

What Question(s) have not answered?

What has been most confusing area of today's topic?

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One-minute paper (On Course)

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As part of the TESCEA project, universities have utilised student placements to facilitate work-based learning.

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Work-based learning at higher education level (Middlesex University)

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A guide to project work: supporting students in independent learning (John Taylor)

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Syprine Otieno from Kenyatta University uses reflective writing at the end of a topic as follows: Learners think about the actions or steps they will take to continue learning about 'mechanisms of feeding' and then write a reflective paper on these actions.

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Reflective Writing: A Basic Introduction (pdf, University of Portsmouth)

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Dr. Expedito Nuwategeka, a Gulu University lecturer, uses short-essays during class time as follows:
Each learner is asked to produce a short essay of not more than 800 words explaining how the radiation energy transfer method is able to be propagated through space when there is no material medium. This will be a classroom activity.

The essays will be assessed using a peer-to-peer method and a rubric. Following peer feedback, the facilitator will also provide general comments to the class, identifying common mistakes in the essays.

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Tips for writing a critical essay (LearnHigher)

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As part of TESCEA, lecturers were instructed in how to utilise this technique by Ashoka East Africa, using the platforms Google Sites and Foliospace. Learners can use portfolios for either a stand alone project or to collect their work for a whole module or course.

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How to Create Digital Learning Portfolios in the Classroom (TED-Ed blog)

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The PBL Clearinghouse (contains problems from a wide variety of disciplines)

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Ronald Wanyama, a lecturer at Gulu University, requests learners produce a group report of their visit to a hospital laboratory for submission. In addition, they also produce a poster summarising their report which will be displayed in the classroom.

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Creates the opportunity for individual learners to consolidate what they have learned by producing an output (e.g. a report or performance assessed by the facilitator). Gives the learner a chance to integrate and develop concepts and practice.

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Guided analysis instruction (Humber Centre for Teaching and Learning)

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The Forum Theatre (University of Southampton)

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Crisis in the classroom: using simulations to enhance decision-making skills (S M Boyne)

Crisis Decision Simulation (Teaching for Critical Thinking by Stephen D Brookfield)

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Teaching scenario analysis—An action learning pedagogy (Ronald Bradfield, George Cairns, George Wright)

Scenario-, Problem-, and Case-Based Teaching and Learning (National Academies of Engineering, Sciences, Medicine)

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Role-play: An Approach to Teaching and Learning (Ian Glover)

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Dr David Monk, a lecturer from Gulu University, uses technology to enhance learner reflection.

First, learners record a video about their community. Afterward, in class, they are asked to critically review – going through a process of “absenting the absences” – asking them who and what is not included in their work and why not. Finally, learners are encouraged to go back and view their communities through a different lens.

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Syprine Otieno from Kenyatta University uses the following approach, with multiple rounds of feedback and improvement: The groups of learners compile a report on the trophic interactions of filter feeders and the relevance in conservation. Learners self-assess the report as a group before submitting it for tutor assessment.

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Dr. Expedito Nuwategeka, a Gulu University lecturer, uses the following method: After presenting, the facilitator will -

Ask the learners who made the presentation to comment on their presentation (self-assessment)

Ask the other learners in the class to comment (peer assessment)

Finally, the facilitator picks up on any points that were not made by the learners.

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Creates the opportunity for learners to act on a task goal, receive feedback on the task and use it to improve their next action. Feedback may come from self-reflection, peers, the facilitator or the outcome of an experiment.

Peer Assessment (Bostock, University of Reading)

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Pedagogy and Practice - Unit 5: Starters and plenaries (UK Department for Education and Skills)

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Critical Debate and Critical Reflective Questioning

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Critical Debate and Critical Reflective Questioning

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Strategy Bites: Critical debate (Teaching for Learning @ McGill University)

Critical Reflection (Centre for teaching Excellence, University of Waterloo)

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This activity is used at the end of the Programme Alignment workshop as a method for groups to share their work with other learners at the end of the workshop.

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A method for hosting a large group dialogue. Several, small tables are set out like in a café. At each table, learners discuss a theme or topic, before moving to another table after a set period of time.

World Café Method: Key Concepts and Resources (The World Café)

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This is used on day two of the Course Redesign Workshop, after participants read a key text. Participants are encouraged to read the text before the session. During the session, they identify the 4 C’s in groups before feeding back in plenary.

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Guides learner’s interrogation of information. After reading a piece of information, leaners are encouraged to identify connections, challenges, key concepts and changes.

This technique was initially developed by Project Zero, at the Harvard Graduate School of Education.

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Dr. Edwin Ngowi, lecturer at the University of Dodoma, uses this method to structure small group discussion.

Learners are asked to identify three takeaways, two questions, and one thing they enjoyed. Sharing 3-2-1 responses will prompt class discussion when reviewing material from a video or presentation.

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An effective way to structure responses to a resource or lecture. Learners are asked to identify 3 takeaways, 2 outstanding questions and 1 thing they enjoyed. A similar technique is the ‘Sentence-Phrase-Word’ thinking routine.

3-2-1 teaching strategy (Facing History and Ourselves)

Sentence Phrase Word (Thinking Pathways)

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Structured Silence (The Discussion Book by Stephen D. Brookfield and Stephen Preskill)

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The Muddiest Point (NAUelearning)

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Reverse brainstorming - a different approach to brainstorming (Mindtools)

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Chapter 3 - Circular Response (The Discussion Book by Stephen D. Brookfield and Stephen Preskill) - try the free trial.

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Think-Ink-Pair-Share (EduToolBox)

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Pro & Con Grid (Washington State University)

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Ronald Wanyama, Lecturer at Gulu University, uses a version of this pyramid structure when teaching about disease markers: After independent group discussions, groups with the same task will be allowed to come together to compare their views (the groups must be gender balanced: if the leader is female, the vice must be male and vice versa) and produce their presentation (which will be delivered to the whole group).

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Using Pyramid Discussions in the Task-based Classroom to Extend

Student Talking Time (World Journal of English Language)

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Online Discussions: Tips for Instructors (University of Waterloo)

Why our online discussion didn’t work (but yours can) (Architela)

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Brame, C., 2016. Active learning. (Vanderbilt University Center for Teaching.)

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Syprine Otieno from Kenyatta University uses this method to introduce methods of pollution control. To begin, the facilitator identifies case studies which are both authored by and represent different genders. Each learner reads an element of a case and notes down 3 key points. Then, in a jigsaw activity, they share what they have read with other learners in small groups. Together, gaining a complete picture of the pollution control method.

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How can you incorporate active learning into your classroom? (University of Michigan)

Jigsaw learning activity (The University of Newcastle, Australia)

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Interactive Strategies in an Active Learning Classroom (McGill University.)

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In the Course Redesign Workshop critical thinking and dialogue is facilitated using images and the universities promotional materials.

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A UDOM lecturer uses this method to begin a topic on their healthcare course. In groups of 10, learners discuss and write down 5 things they know about the female reproductive system. Afterward, a male and female representative from each group will share their points in plenary.

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Mr. Ojok Karlo, a Gulu University Development Studies lecturer, uses discussion to encourage participants to connect course material to their personal experiences: Learners form gender sensitive groups to discuss how the various elements of conflict analysis relate to the conflict situations of their experience.

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Creates the opportunity for learners to articulate their viewpoints and exchange ideas. It involves listening and responding, articulating and arguing. They are all opportunities for the concepts to develop.

6 types of questions to improve classroom discussions (Parlay Ideas)

The big list of class discussion activities (Cult of Pedagogy)

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15 ways to spark student reflection in your college classroom (Tricia Whenham, Nureva)

Reflection Activities (Clemson University)

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Questioning Strategies (Centre for Innovation in Teaching and Learning).

Strategic Questioning: What every teacher needs to boost students’ learning (EduLearn2Change)

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On day 1 of the Course Redesign workshop, participants undertake a categorisation activity. In small groups, participants discuss whether the provided examples (printed on small cards) are either concepts or topics.

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Creates an opportunity for learners to check their understanding by assigning examples to a corresponding concept or category.

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This activity is used on day 3 of the Course Redesign workshop. On a flip chart, the wall, board or even the floor (using masking tape) facilitators show a continuum or spectrum line, with transmission to transformation marked at the two ends of the line and transaction marked in the middle. Participants are then asked to place a teaching and learning strategy on the spectrum and explain their choice.

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Creates an opportunity for learners to assess their understanding of how different examples correspond and fit within a broader concept.

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Concept mapping tools (University of Waterloo)

The Ultimate List of Graphic Organizers for Teachers and Students (Creately blog)

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A UDOM lecturer encourages inquiry in the following way: Learners individually search in google scholar for current articles on molecular regulation for oogenesis, each one will submit to the lecturer via the google classroom platform.

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Gloriana Monko, Assistant Lecturer at the University of Dodoma, sets the following inquiry task to learners after a lecture: Learners (individually) investigate further the characteristics of ODBMS (object database management systems) and relate theses aspects to real examples of existing databases. Through this task, learners will be able to integrate the concepts learnt in class with varieties of databases that we interact in our daily basis.

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4 types of inquiry (STEAM Powered Family)

Phases of inquiry (Kath Murdoch

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On a smaller scale, a lecturer at Gulu University has created the following task to be undertaken within scheduled class time: Learners to go around the campus and collect some plants with defence mechanisms.

The learners will be asked to carefully study their collections and take notes of the difference that exist among them.

The facilitator then prepares a list of features expected to be observed form the collection.

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Mohamed Kaluse, Assistant Lecturer at the University of Dodoma, uses field visits as follows: In small, gender mixed groups, learners visit small business people of the Dodoma region at the weekend.

This visit will explore the following:

Whether small businesses understand their roles to the economy.

How small businesses view the issues of government taxes, fees, and other contributions to the country.

What do they think would be the best way for them to participate in various economic activities in the country.

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Nine Alternatives to Lecturing. Centre for Teaching Excellence, University of Waterloo

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Creates the opportunity for learners to actively engage in discovering something. It guides the learner to explore, compare and critique the texts, documents and resources that reflect the concepts being taught.

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In the Course Redesign Workshop, videos are used throughout to share the perspectives of past participants. This can also be classified as a demonstration.

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Short clips or longer videos can be used to support learning either during or between classes.

Using video content to amplify learning (Edutopia)

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Demonstrations are used throughout the Course Redesign workshop. Participants from previous workshops have recorded videos talking through how they approached an activity (for example, developing assessment plans).

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Creates an opportunity for learners to watch a facilitator deliver a step-by-step process and ask questions.