A CREATIVE INITIATIVE TO SUPPORT TEACHERS

-Participants in the ESEL program are supporting activities to reduce learning lag-

The narrative is about a project that was carried out by students in distant area of Uvurkhangai province. For the past three years, the ESEL initiative of the "Entrepreneurship-Focused Socio-Emotional Skills For the Most Vulnerable Youth in Rural Mongolia" project has provided funding for small-scale projects in its five target provinces. The grant is intended to assist young people who have an entrepreneurial mindset and can effect positive change. Participants in the ESEL program can apply for financing for their project proposals. As of today, 135 teams have received funds for their project implementation. The 'Lets Assist Teachers' project of Sant Soum, Uvurkhangai province is highlighted in this narrative. The project received financing in March 2022 after submitting a proposal to the 'Enterpreuner Seeds', which supports small-scale projects and start-ups.

THE COVID-19 PANDEMIC HAS AFFECTED LEARNING LOSS 

Sant soum in Uvurkhangai province is 400 kilometers from Ulaanbaatar and 110 kilometers from aimag center/province center. Sant Soum has a population of 3500 people, with approximately 600 students attending school. Herders and nomadic families make about 80% of the population. Due to the COVID-19, schools were closed beginning in the spring of 2020 and shifted into online and distant learning, which impacted and challenged children in remote locations the most. In September 2021, schools resumed in-person instruction. Children from herder families, on the other hand, had experienced learning loss when they returned to school, and homeroom teachers were insufficient to work with each student individually. Tsetsegmaa, a primary school teacher, told his son about the aforementioned issues. Purevsambuu, her eleventh-grade son, came up with a project idea to help his mother reduce the learning gap caused by the COVID-19. His friends supported his idea, and they collaborated on a project proposal titled 'Let's Help Teachers'. Purev-Erdene, Purev-Sambuu. With the help of Tsermaa, a primary education teacher, Zandantsetseg, Nomin-Erdene, and Otgonjargal, students in the 9th to 11th grades at Sant Soum School developed the project proposal in support with Tsermaa D, a primary education teacher.

TRAINING IS APPRECIATED BY HERDER PARENTS

In 2021, Sant soum school got a new building which enabled primary students have one shift in school. Using this opportunity, the project members had discussion with school management team and primary education teachers, agreed to have training to reduce learning loss and which will be held three times in a week. Training attendees are students in 2nd to 5th grade.  

Sant Soum School received a new building in 2021, allowing primary education students to attend school in one shift. Taking advantage of the occasion, the project participants spoke with the primary school teachers and management team and decided to hold training sessions three times a week to reduce learning loss caused by the COVID-19. Students in second through fifth grade can attend the training. 

38 students who began training in October 2022 to reduce learning loss took a pre-test to determine their level before being divided into teams. Math is overseen by Purevsambuu and Purev-Erdene, whereas Mongolian is overseen by Zandantsesteg, Nomin-Erdene, and Otgonjargal.

Students took progress assessments at the end of the training month. Their parents were informed of the results. The project team was motivated and encouraged by the students' progress in learning and sought more ways to improve the training, including more interactive methods such as games that were effective. Parents pay 18000 tugrug (Mongolian National Currency- equivalent to $5 USD) for the training that helps reduce learning loss.

To attend school, my child lives in a soum center with extensive family members. There is no one to assist him with his studying or homework. We agreed to let him attend the training to close the learning gap caused by the pandemic. As a result, he has made significant progress in learning, including reading, writing, math, and multiplication, and has begun to enjoy studying (based on an interview with Bolor-Erdene E., the mother of Ankhbayar, who is in the second grade, group B).

WHEN JUNIOR STUDENTS CALL US "TEACHER," IT FEELS GOOD

The project team has assisted teachers with class planning and preparation, including printing and laminating materials. Additionally, they have learned several approaches to working with kids and how to measure student progress. Also, they have improved their time management skills and got more free time for leisure activities. Overall, the project implementation aided students' personal development.

The team used funding to buy a printer and a laminator, as well as audio books, fairy tales, and large notebooks, which are uncommon in distant places. The aforementioned learning resources were unfamiliar to many students, allowing elementary school children to find the instruction fascinating. The project team members also met with participants' homeroom instructors on a regular basis to get lesson advice and guidance.

Outstanding students from our school have been assisting primary education teachers in reducing their workload. In addition, they help primary school pupils who are experiencing learning loss. One advantage of having teen teachers is that students are not afraid to ask them questions when they are unsure. The administration of the school helped the project team by providing a room in the school for their activities. (From an interview with Ganchimeg Ch., School principal).

Members of the team informed us that they would endeavor to improve their ability to teach, work with youngsters, and obtain additional teaching experience. They also expressed their appreciation for the students who refer to them as teachers. Purev-Erdene D, a team member, who enjoys math and has taught it to elementary school students told that the project has inspired him to become a math teacher after graduating from high school. The 'Let's Assist Teachers' project has been well received by both teachers and parents. In addition, the project team has received an invitation to teach 6th grade children, which would expand the project's scope.