TISS Research Reveals Growing Support for Inclusive Education and Adoption of Active Learning Principles by Teachers

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Recent research study at TISS reveals that there is an increasing belief in inclusive education and in the implementation of active learning principles among teachers.

New Delhi: A recent research study conducted by the Tata Institute of Social Sciences (TISS) has revealed growing support for inclusive education and the adoption of active learning principles by teachers.

Earlier, on February 17, the Centre of Excellence in Teacher Education at TISS organized the CL4STEM governance meeting, which marked a unique collaborative effort involving partner universities from Bhutan, Nigeria, and Tanzania.

The primary objective of this initiative is to enhance teacher professional development in these three countries. Furthermore, it represents a pilot endeavor to expand the successful CLIx project, which has been implemented in six Indian states, to an international scale.

Leading the consortium is Ibrahim Badamasi Babangida University, Lapai (IBBUL) in Nigeria, with Samtse College of Education, Bhutan (SCE), and Open University, Tanzania (OUT) participating as partner institutions. TISS assumes the role of the Lead Technical Consultant.

Under the CL4STEM initiative, which was funded by the IDRC, teacher professional development activities were carried out in three countries. These activities aimed to improve teachers' pedagogical content knowledge, enhance their professional development using open educational resources, and foster social learning through communities of practice.

As part of the CL4STEM initiative, Teacher Educators in these three countries participated in various knowledge transfer sessions.

During the study to assess the impact of the CL4STEM initiative, representatives from each country shared the research findings. The study involved analyzing the responses of 240 teachers and 60 teacher educators in the three countries.

Prof. Mythili Ramchand, the Lead Technical Consultant of the initiative, stated that the findings indicate a significant improvement in teachers' perceptions and comprehension of inclusivity and inclusive education practices. Further, there is a greater awareness of the importance of universal design learning principles.

Expressing her delight, Prof. Padma Sarangapani, Chairperson of CETE, announced that the initiative had been granted a one-year extension by the IDRC. She mentioned that this extension would facilitate the expansion of the initiative to additional locations and further enhance teacher professional development in the partner countries.

Prof. Sarangapani also expressed appreciation for the support received from the national governments of Bhutan, Nigeria, and Tanzania. She stated that these governments had endorsed the initiative and expressed their willingness to actively participate in its implementation.

Prof. Nuhu Obaje, the Project Lead and Country Lead for Nigeria, Prof. Edphonce Nfuka, the Country Lead for Tanzania, Dr. Rinchen Dorji, the Country Lead for Bhutan, Mr. Abdullahi Kawu, the Project Coordinator for CL4STEM, and Prof. Steve Chidi Nwokeocha, an Advisor, discussed the findings specific to their respective countries during the meeting.

Expressing her views during the meeting, Prof. Shalini Bharat, the Director of TISS, remarked that the collaboration is significantly valuable and unique. She highlighted that it involved the combined endeavours of multiple countries in the Global South, with a specific aim of improving education within the same region.

The CL4STEM initiative is of utmost importance as it goes beyond factors such as education infrastructure and students, and centers around the core of education itself – teachers and teacher educators. Without investing in teachers and ensuring teaching quality, other aspects will not naturally fall into place.

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