In a bid to review and improve the existing approaches to education and training considering the Fourth Industrial Revolution (4IR), the 2019 ADB Skills Forum, Future of Skills and Jobs in the Age of Digital Disruptions, brought together education experts and professionals from across the region. Session 5A focused on the concept of Teacher Professional Development at Scale (TPD@Scale) Coalition for the Global South. The session speakers were Prof. Cher Ping Lim from The Education University of Hong Kong and the Research and Development Manager of the Coalition, Mr. Justin III Edward Modesto, Deputy Secretariat Director of the Coalition at the Foundation for Information Technology Education and Development (FIT-ED), and Dr. Ma. Mercedes Rodrigo, Head of the Ateneo Laboratory for the Learning Sciences (ALLS), a member of the TPD@Scale Coalition. The session was moderated by Ms. Kirsty Newman, Senior Education Specialist at the Asian Development Bank.
Prof. Lim presented the landscape review of TPD@Scale, which focused on the different types of models that have been deployed and their impacts so far. He shared that a common theme in the implementation of these models is the struggle with differentiation/personalization due to diversity, and accompanying problems in assessment. Cost is also an issue in the process of making the models sustainable, including getting local governments to invest in such projects.
Mr. Modesto talked about the ELLN (Early Language Literacy and Numeracy) Digital model that was implemented among K-3 teachers in the Philippines. With the pilot evaluation, it was found that there have been small but significant gains in teacher knowledge and learning. Considerable variation was observed among schools, and rural teachers were found to perform significantly better than urban teachers. Teacher satisfaction was rated as highly positive. Mr. Modesto shared that with the positive results of the pilot evaluation, the national scale up of the model has been mandated as the next step.
For the last presentation, Dr. Rodrigo shared her team’s study on the review of emerging technologies for the assessment, support and personalization of TPD. She shared that while MOOCs allow for more personalization, COLCs (closed, online, for-credit learning, courses) offer more camaraderie and sense of community which teachers greatly appreciate in training. Meanwhile, AI-based systems, while not very widespread, can detect and intervene in the various engagement levels of a student. Game-based learning can help in improving content as well as in assessment, while mobile technology offers personalization on two levels: interface and access. Lastly, extended reality can help in the assessment of interactions.