In the National Teachers’ Colleges (NTCs) of Uganda, Enabel and the Ministry of Education and Sports (MoES) through its Teacher Training Education project (TTE) have been working to strengthen professional competencies of teacher trainers and future teachers graduating from the National Teachers’ Colleges through Infrastructure, Institutional development and Pedagogical interventions.

As education and training institutions recover and rebuild after the COVID-19 pandemic, there is a need to focus on rebuilding learning spaces that are more inclusive, responsive and equitable. Through the significant infrastructure component of the Teacher Training Education project, facilities (both new and upgraded) have been constructed in the 5 National Teachers’ Colleges (NTCs) of Kabale, Mubende, Muni, Unyama and Kaliro to suit the current times. These facilities have been constructed with a focus on strengthening a healthy, safe and gender-responsive environment; meeting the digital needs of hybrid education; and responding to climate change challenges.

Here are 5 ways in which the infrastructure alternatives in the NTCs in Uganda have helped in reimagining learning spaces during these unprecedented times:

Outdoor Learning Spaces
Study areas in the Teacher’s colleges have been designed and constructed in a manner that supports learning during the COVID-19 pandemic. Teachers and students can continue teaching and learning while maintaining social distance in a well ventilated and stimulating environment internally and externally. 

Alternative Furniture
Resource centres and classrooms have been supplied with flexible and light weight furniture which allows for Active Teaching and Learning in the colleges. Furniture is now moving beyond the traditional learning spaces and facilitating the adoption of new sitting arrangements in different college locations. Furniture can also be re-arranged to maintain healthy distances between students and teachers to curb the spread of COVID-19, and suit different teaching and learning formats such as group discussions.

Education technologies
Learning spaces have been equipped with digital infrastructure such as internet, and teaching and learning software to facilitate hybrid education. This has enabled students that cannot attend class physically to attend virtually using the ICT resources in place. Other equipment includes computers, projectors and conference systems to aid ICT in teaching and learning.

Climate responsive design
At Enabel, we have a strong focus on the climate agenda and have designed learning spaces to adjust to regional climate. Classes have been constructed with a focus on sustainability using affordable materials from the local market, while ensuring there is adequate ventilation and natural lighting. These facilities are energy efficient since there is no need to use hydroelectricity for air conditioning and lighting. Bamboo poles (used as grills) have also been incorporated in the design of the learning facilities because they are sustainable and allow for ventilation in classrooms that accommodate a large number of students. 

Inclusivity
Infrastructure alternatives in the colleges have been designed in an inclusive and participatory manner putting into consideration age, gender and disability. Early Childhood Development centres have been constructed to ease the minds of mothers (both students and lecturers) in the NTCs. This has encouraged them to pursue their dreams with the assurance that their children are safe and well taken care of in the ECDs.

The construction of Early Childhood Development (ECD) centres has ensured that even the children continue to learn in safe spaces designed to mitigate the spread of COVID-19. The ECDs have also been designed according to the principles of the climate responsive design and equipped with furniture to support active teaching and learning. Girls’ dormitories have also been considered and constructed with ablution blocks and sanitary dispensaries to cater for female students' sanitary needs.

The approach of inclusivity in the provision of infrastructure alternatives in the colleges has ensured that every member of the college community plays a role in mitigating the spread of COVID-19.

With the new and improved infrastructure in place, Teachers’ colleges have adapted to the current context of COVID-19 and have built back better their learning spaces to ensure that they are inclusive, responsive and equitable.