Improving Learning through Classroom Experience

KEY INFORMATION

LocationTanzania
Start dateDecember 2022
End dateMarch 2024
Funded byFCDO
CollaboratorsUniversity of Dar es Salaam (Tanzania); University of Oulu (Finland); Haileybury Youth Trust (Uganda); Yescon GmbH (Germany); Technical University of Denmark.

BACKGROUND

Classrooms in sub-Saharan Africa can often be physically uncomfortable places to be in, let alone to teach and learn in. Sweltering temperatures have proven negative physiological impacts – regardless of children’s level of acclimatisation. Furthermore, poorly lit, or overly sun-exposed, classrooms make it much more difficult to read and introduce health risks (⇡Ibhadode et al., 2019). Lack of—or excess—light excludes children with poor eyesight, introducing an often unconsidered layer of inequity to schooling. Overall, these classroom conditions, all infrastructural in nature, are fundamentally part of the learner experience.

Funded by the UK Foreign, Commonwealth and Development Office, the Improving Learning Through Classroom Experience (ILCE) programme focuses on investigating whether modification of the built environment (temperature, light intensity, and acoustics) can positively impact the classroom experience to improve learning. The research is not expected to establish causation to learning, but instead to act as a proof of concept to build awareness and understanding of pertinent issues and to spur further research.

The programme is composed of two teams:

  • Team 1 will focus on at-scale learning assessment. The team will focus on the assessment of the overall environmental conditions and investigate how these can be linked to learning outcomes. Team 1 is composed of researchers from Fab Inc. and Laterite.
  • Team 2, comprising OpenDevEd and its collaborators, will focus on practical approaches to improve Indoor Environmental Quality (IEQ). This includes exploring options to retrofit schools and making changes to buildings and the school environment.

Both teams will look to complement their respective work in order to ensure efficient use of time and resources, working to harmonised scopes of work, including work plans.

CONTRIBUTION

OpenDevEd and partners will focus on the identification and testing of practical changes to the physical environment and infrastructure of schools.

OpenDevEd staff are responsible for the following activities:

  • Explore adequate measurement approaches to current conditions (temperature, lighting, acoustics) in schools across Tanzania
  • Through desk-based research and learning from innovative school buildings experts and organisations in the African region, possible approaches will be explored and analysed based on the characteristics of the Tanzanian context
  • Validate initial approaches through computer modelling
  • Quantitative data measurements of environmental conditions, collected with high-precision sensors
  • Qualitative data collection on students’ comfort
  • Implementation of cost-effective interventions on temperature, acoustics, and lighting in selected Tanzanian schools
  • Analysis of the impact of retrofits on the environmental conditions studied and on students’ comfort.

RESOURCES

Web page

In this portal you will find more information on the climate-education evidence library, blogs, and a gallery of photos showing the progress of the project: https://old.opendeved.net/ilce/

Blogposts

Further resources

Koomar, S. (2024, April 2). What impact do climate conditions in classrooms have on teachers? [Presentation]. https://doi.org/10.53832/opendeved.1129
Villavicencio, X., Haßler, B., & Jengo, E. (2024, April 7). Project updates for Climate, Environment and Education Adaptation Research (CLEEAR) Tanzania Steering Committee [Presentation]. https://doi.org/10.53832/opendeved.1130
Ryan, B., Garner, S., & Flynnn, R. (2024, April 2). Identifying and prioritizing strategies to strengthen climate resilience of education systems [Presentation]. https://doi.org/10.53832/opendeved.1128
Anderson, E. (2024, April 2). Digital Earth Partnership: Climate, Environment & Education in Tanzania – Gaps & Policy implications [Presentation]. https://doi.org/10.53832/opendeved.1127
Wargocki, P. (2024). Education buildings: resilience to global climate change and avoidance of inequalities [Blog post]. Open Development & Education. https://doi.org/10.53832/opendeved.1126
Toyinbo, O., & Villavicencio, X. (2023). Education and climate change – What retrofits could make classroom environments more conducive to learning? Open Development & Education. https://doi.org/10.53832/opendeved.0297
Villavicencio, X., & Toyinbo, O. (2023). What retrofits could make classroom environments more conducive to learning?
Haßler, B., & Bablok, B. (2024). Introducing the next iteration of our sensor box (Blog Post - Improving Learning Through Classroom Experience in East Africa 15). Open Development & Education. https://doi.org/10.53832/opendeved.1064
Nambatya, M. (2023). Benefits of using ISSB in school buildings (Blog Post - Improving Learning Through Classroom Experience in East Africa 11). Open Development & Education. https://doi.org/10.53832/opendeved.1034
Nambatya, M. (2023). The importance of climate-friendly school buildings in Africa (Blogpost - Improving Learning Through Classroom Experience in East Africa 6). Open Development & Education. https://doi.org/10.53832/opendeved.1039
Haßler, B. (2023). How to build an IoT device with low-power sleep (Blog Post - Improving Learning Through Classroom Experience in East Africa 13). Open Development & Education. https://opendeved.net/2023/11/27/how-to-build-an-iot-device-with-low-power-sleep/
Warwocki, P. (2023). Is indoor environmental quality in my school classroom safe? (Blog Post - Improving Learning Through Classroom Experience in East Africa 12). Open Development & Education. https://doi.org/10.53832/opendeved.1028
Haßler, B. (2023). (Adapting to the) Impacts of climate (change): Temperature, Light, Sound, Air (Conference Paper (Utafiti Elimu) - Improving Learning Through Classroom Experience in East Africa 3). Open Development & Education. https://doi.org/10.53832/opendeved.0287
Villavicencio Peralta, X., & Megogo Bokamba, T. E. (2023). The “Improving Learning Through Classroom Experience” Study (Blog Post - Improving Learning Through Classroom Experience in East Africa 2). Open Development & Education. https://opendeved.net/2023/03/23/ilce-study/, https://opendeved.net/2023/03/23/ilce-study/
Hassler, B., Villavicencio Peralta, X., & Toyinbo, O. (2023). ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot (Improving Learning Through Classroom Experience in East Africa 7). Open Development & Education. https://doi.org/10.53832/opendeved.1019
Villavicencio, X., & Hassler, B. (2023). Project updates for Climate, Environment and Education Adaptation Research (CLEEAR) Tanzania Steering Committee (Improving Learning Through Classroom Experience in East Africa 12). Open Development & Education. https://doi.org/10.53832/opendeved.1032
Pattni, R., Villavicencio Peralta, X., Toyinbo, O., Proctor, J., Forbes, C., Atherton, P., & Haßler, B. (2023). Improving learning through classroom experience in Tanzania (Conference Paper (UKFIET,  Oxford, UK) - Improving Learning Through Classroom Experience in East Africa 8). Laterite, Fab Inc, Open Development & Education. https://doi.org/10.53832/opendeved.1025
Villavicencio, X., Haßler, B., & Toyinbo, O. (2023). Conducting surveys in Tanzanian schools – Second pilot (9). Open Development & Education. https://doi.org/10.53832/opendeved.1036
Haßler, B., Villavicencio Peralta, X., & Toyinbo, O. (2023). ILCE: Conducting surveys in Tanzanian Schools – Second pilot (9). Open Development & Education. https://doi.org/10.53832/opendeved.1021
Toyinbo, O., Villavicencio, X., & Haßler, B. (2023). Trialling environmental sensors in Tanzanian schools  –  first pilot (7). Open Development & Education. https://doi.org/10.53832/opendeved.1035
Hassler, B., Villavicencio Peralta, X., & Toyinbo, O. (2023). ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot (7). Open Development & Education. https://doi.org/10.53832/opendeved.1020
Toyinbo, O., Villavicencio Peralta, X. A., & Megogo Bokamba, T. E. (2023). Possible Retrofit Interventions for Classrooms (Infographic) [Infographic - Improving Learning Through Classroom Experience in East Africa]. Open Development & Education.
Megogo Bokamba, T. (2023). The “Improving learning through classroom experience” study [Improving Learning Through Classroom Experience in East Africa]. Open Development & Education. https://doi.org/10.53832/opendeved.1038
Warwocki, P. (2023). School: a second home for the children (Blog Post - Improving Learning Through Classroom Experience in East Africa 4). Open Development & Education. https://doi.org/10.53832/opendeved.1037
Villavicencio, X., & Hassler, B. (2023). Climate-resilient school buildings (Presentation - Improving Learning Through Classroom Experience in East Africa 14). Open Development & Education. https://doi.org/10.53832/opendeved.1031
Haßler, B., Villavicencio Peralta, X. A., Macharia, G., Toyinbo, O., Nambatya, M., Mtebe, J., Schaffer, J., Wargocki, P., & Adam, T. (2022). Improving Learning Through Classroom Experience in East Africa: Temperature, Lighting, and Sound Quality – Inception report (Improving Learning Through Classroom Experience in East Africa 1). Open Development & Education. https://doi.org/10.53832/opendeved.0286
Fab Inc, Laterite, & Open Development and Education. (2023). Climate, Enviroment and Education - Presentation for the Tanzania Education Donors-Partners working group. Tanzania Education Donors-Partners working group, Tanzania.

Publications

All outputs from this programme are also available in our evidence library, see https://docs.opendeved.net/lib/?featured=KDV9V7XI.

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