05/01/2023
05/01/2023
Tabshoura/Kindergarten project
WORLD VISIONLEBANESE ALTERNATIVE LEARNING
DIGITAL OPPORTUNITY TRUST
05/01/2023
What is the Lebanese context ?
Lebanon is currently hosting far more refugees per capita than any other country in the world: one out of four people in Lebanon is a refugee. This increase in population has added immense pressure to the host communities.
Since the population of Syrian refugees is mostly composed of school-age children, access to education is a critical element of assistance to SRs.
Access to education is unrestricted: both Lebanese and non-Lebanese students can freely enrol in public schools.
The Ministry of Education of Lebanon has opened public schools to SRs and has implemented second-shift-class system.
NGO’s and private sector have opened educational centers in deprived regions.
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What are the difficulties SRs are facing when in school?
Difficulties to adapt to the Lebanese program.
Language barrier as the Lebanese science program is taught either in French or in English.
Overcrowded classrooms.
Disparity of student levels within the same class.
Demotivation and school dropouts.
Limited ECE support which makes it difficult for the children to enroll in school later on.
05/01/2023
What is the potential of using ICT resources in early childhood education? (Research)
Help language development and mathematical thinking. Facilitate learning for children from diverse cultural, language
backgrounds, or with special learning needs.Enhance creativity. Educational platforms assume a wide variety
of activities which include creative activities. Learn to learn – there is a strong evidence that computers can be
applied to help even young children think about thinking and that the ICT applications support the development of metacognition.
05/01/2023
What is the Tabshoura/kindergarten project?
Supported by World Vision in partnership with the Lebanese Alternative Learning and Digital Opportunity Trust as part of the #nolostgeneration initiative.
Development and implementation of a free interactive platform : Tabshoura/kindergarten is aligned to the Lebanese Curriculum objectives. It offers the KG1, KG2 and KG3 levels in English, French and Arabic. It focuses on language skills, Mathematical thinking and Social behavior learning objectives
ICT Teacher Professional Development provided by DOT.
Assessment of the impact of ICT in ECE education supported by University Saint Joseph research board.
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Where was it implemented? And who were the beneficiaries?
Location: BEKAA - 5 centers.
Population tested : Syrian refugees attending 5 World Vision educational centers in Bekaa.
108 girls and boys aged 3-5 years participating in program (6 groups of 18 child) 64 girls and boys not using Tabshoura/kindergarten.
Duration: 10 weeks. 3 sessions per week.
05/01/2023
Assessment methodology?
Pre-survey based on Learning objectives and completed for each child by his teacher at time zero
compared to a post-survey based on the same Learning objectives and completed for each child
by his teacher at time + 10 weeks.
Descriptive statistics to present results of the pre and post tests.
Inferential statistics for the comparison between pre and post test result.
Class observation:
Observation grid and qualitative analyses.
Interviews with the teacher at time + 10 weeks:
Recording, transcription and qualitative analyses of the content of the interviews.
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What are the preliminary results of the pre and post test?
Skills Learning objectives
Computer skills Basic computers hardware, mouse, drag and drop, click, spot icons, validate activity)
Listening skills Understanding a story, song, instructions
Story comprehension skills Type of writing, characters, chronological order
Identifies close environment What surround him, members of the family, behaviors, space around him
Identifies food particularities Sweet, salty, fruits, vegetables, ingredient of a recipe, good food, sources of food
Associations skills Items, colors, shapes, characteristics
Identifies an image Elements, characteristics, puzzle reconstruction
Identifies a Word Recognize, reconstitute, associate words, syllabus count
Life science Living, non living, growth, seasons, plants needs
Shapes and sizes Circle, square
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Computer skills
PRETEST
POSTTEST YES
POSTTEST NO
0 10 20 30 40 50 60 70 80 90 100
Chart Title
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Listening skills
PRE TEST
POST TEST YES
POST TEST NO
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Chart Title
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Story comprehension skills
PRE TEST
POST TEST YES
POST TEST NO
0 10 20 30 40 50 60 70 80 90
Chart Title
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Identifies the close environment
PRE TEST
POST TEST YES
POST TEST NO
0 10 20 30 40 50 60 70 80 90 100
Chart Title
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Identifies food particularities
PRE TEST
POST TEST YES
POST TEST NO
0 10 20 30 40 50 60 70 80 90
Chart Title
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Associations skills
PRE TEST
POST TEST YES
POST TEST NO
0 10 20 30 40 50 60 70 80 90
Chart Title
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Identifies an image
PRE TEST
POST TEST YES
POST TEST NO
0 10 20 30 40 50 60 70 80
Chart Title
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Identifies a word
PRE TEST
POST TEST YES
POST TEST NO
0 10 20 30 40 50 60 70
Chart Title
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What are the primary remarks?
When the children arrived to the centers their learning skills were basics.
Acquired learning objectives between those who used the platform and those who did not use it is significant.
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Remarks gathered from class observation and teachers’ interviews.
(+) Collaboration and interaction : Usually a group of 2 children worked together. Interaction were numerous between them. Children who acquired skills helped the others to complete the tasks. (+) The importance of DOT role in the involvement of teachers (+) Tabshoura had a very positive impact on children’s motivation and eagerness to learn and it is colorful and friendly and they mastered computer skills in a few sessions.
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Remarks gathered from class observation and teachers’ interviews.
(+) Scientific skills evolved quickly because seeing made it easy for the children to understand the concept (Heavy/light- Living/non living- fruits and vegetables- squares and circles). (+) The quality of the content and the fact that it is in Arabic, French and English (+) Tabshoura complemented the class teaching because it is in line with the Lebanese curriculum taught in class. (+) Consistency of the platform structure made it easy to use.
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Preliminary conclusions for this short term impact
Increased ICT capability of teachers (DOT PRESENCE AND COACHING) –Over time
the teachers also developed confidence in their technical skills and encouraged the
children to increase their usage of the platform.
High level of motivation and engagement of the children lead to increased ICT
capability of children – There was evidence across all centers of the children’s
increased capability in using ICTs in a short lap of time.
Autonomy increase – Children were given the autonomy to lead their own learning
pace. Teachers played the role of a tutor assisting the children in their learning.
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Preliminary conclusions for this short term impact
Increased acquisition of listening skills and understanding a story.
Enhanced science learning outcomes for children – Science, in particular, was
an area that saw significant enhancement in the ways children were able to
engage with and develop their skills because the platform made abstract
concept concrete (living/non living).
Motivation: Tabshoura helped the children to become more engaged in their
own learning.
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