As part of measures aimed at ensuring quality education for students across Lagos State, the state Government has disclosed that it has adopted cluster school model initiative for training of public school teachers and education managers on new teaching techniques and classroom evaluations that would enhance pupils’ learning in the basic education sector.
The cluster model, the government explained, was developed to enhance on-the-job capacity of teachers and education managers for improved learning at the basic education level for positive learning experience.
As stated, the model training was aimed at retraining the teachers and education managers in classroom management techniques, adopting new teaching techniques, and classroom evaluation designed for the 21st-century teaching practice.
Speaking on Friday at the one-day Advocacy, Sensitisation on the Universal Basic Education Commission (UBEC) Cluster School Model, held at SUBEB Compound, Maryland School Complex, the state’s Commissioner for Education, Folashade Adefisayo, said that the training model was in line with the Babajide Sanwo-Olu-led administration’s commitment to improve the education sector in meeting the 21st century demand.
She said that the model, an initiative of Lagos State Universal Basic Education Board (LASUBEB), in collaboration with Universal Basic Education Commission (UBEC), which had take-off at the basic level would also be adopted and replicated in secondary schools across the state.
Also speaking, the Executive Chairman of LASUBEB, Wahab Alawiye-King, said that the adopted model for training was part of initiative being taken by the state government to ensure that teachers across the state are equipped with modern techniques and technology of learning and teaching.
According to him, the cluster model was to enhance, upscale and provide necessary information of what is in vogue for teachers and the ultimate is to improve quality teaching and learning in our schools.
He noted that the model would ensure teachers and education managers are grouped in a similar way that would solidify knowledge sharing and prevent it from getting watered-down or losing its values before it gets to the required level unlike what was obtainable in the cascade model.
On his part, the permanent board member in charge of basic education quality assurance, Dayo Israel, said that the model would give room for selected teachers and education manager to meet weekly, review their lesson material, classroom experiences and see how to improve it while its ripple effect would translate to quality experience and good education for pupils across the state.
Giving the breakdown, Israel said that part of the model include effective utilization of available resources, lesson design and planned in collaborative and cooperative manner, joint production, improvisation and critiquing of instructional materials.
Others, he said, were sharing of ideas on classroom management and other pedagogical skills, discussion on issues with curriculum implementation, assessment and examination, and evaluating the successes of the lessons.
“The cluster model is designed to have people in cell and unit, so you match selected teachers from about ten schools in a particular unit or area together and they are able to go through peer mentoring, training and evaluation and that way it is easier to identify what is going on with this particular cluster and how we can help and support them and that improves the quality of teachers, the experience in the classrooms and learning experience of our people as well,” he said.
Israel, however, urged the stakeholders at all levels to be involved in the management of schools and students in local communities, adding that such would augment the government efforts in ensuring students receives quality education across the state.