The project for monitoring pedagogical practices in schools of CIS countries was developed as part of the international Russia Education Aid for Development Program (READ). Its primary goal was the development, piloting, and implementation of a diagnostic tool for evaluating pedagogical practices, as well as the creation of professional development programs for primary school teachers. Special attention was given to pedagogical practices aimed at fostering a high level of students’ subject competencies, based on L.S. Vygotsky’s cultural-historical development theory.
The project was implemented in schools in Tajikistan and Kyrgyzstan, with participation from teachers in Belarus as part of the professional development program. Research was conducted with a sample of more than 1,000 students and 40 teachers, which provided data on the current state of pedagogical practices and facilitated the development of recommendations for their improvement.
The project was carried out in three main stages: development, piloting, and implementation.
In the first stage, the diagnostic tool for evaluating pedagogical practices of primary school teachers was refined. Tasks were included to assess teachers’ competencies in alignment with the requirements of modern educational standards.
The second stage involved piloting the tool and professional development programs. Teachers participated in training sessions introducing new teaching approaches informed by diagnostic results. Seminars and workshops were organized, allowing educators to apply their newly acquired knowledge in practice.
During the final stage, follow-up diagnostics, data analysis, and discussions were conducted. The final results formed the basis for the updated professional development program and recommendations for educational institutions.
The project’s successful implementation was facilitated by support from national educational authorities, teachers’ interest in improving their practices, and the use of proven SAM methodologies. In-person and online seminars and training sessions ensured a high level of participant preparedness.
However, the project encountered several challenges. One significant issue was the lack of sufficient digital infrastructure in schools in some regions, complicating the deployment of online diagnostic tools. Differences in educational standards across participating countries also required additional adaptation of materials.
The project demonstrated its sustainability through integration into national educational systems and teachers’ enthusiasm for adopting new approaches. The use of localized diagnostic tools accounts for regional specificities, making the project adaptable and flexible.
The model developed within the project can be replicated in other countries. The adaptation of tools and the implementation of training seminars create extensive opportunities for scaling. Additionally, the project fosters international knowledge exchange, strengthening cooperation in the education sector.
As a result of the project’s implementation, improvements were observed in pedagogical practices, an increase in teachers’ professional competencies, and the establishment of a sustainable foundation for the continued development of educational systems in CIS countries.
