There is great hope that as a result of the UCC/RCDF, NCDC, ITAU and KAWA intervention in retooling ICT teachers, the learning outcomes will improve tremendously in the rural schools. The analysis by KAWA team still found so many gaps the Ministry to sort out to improve on the teaching and learning process.
- Pedagogical skills gap: Among the teachers, there are those who have a formal qualification in ICT or Computer Science but do not have any qualification in teaching. Such teachers have ICT skills but no pedagogical skills. The workshops have to equip them with some pedagogical skills.
- ICT skills gap: Some teachers though they teach ICT, they are qualified to teach other subjects like geography, physics, etc and have no formal training in ICT. Such teachers have pedagogical skills but very little ICT skills. The workshops to be organized have to equip them with more ICT skills.
- Formative assessment gap: A few teachers know the difference between formative assessment (assessment for learning) and summative assessment (assessment of learning). Most teachers never do any formative assessment. There is a need to integrate formative assessment in the training sessions so that teachers not only get to know what it is but also how to do it.
- Understanding and interpretation of the ICT syllabus gap: Some teachers have never seen or read the A'Level ICT syllabus. Some think the A'Level ICT syllabus is a continuation of the O'level computer studies syllabus. There is need to help the teachers to know that whereas the O'Level Computer Studies syllabus is a foundation for students who want to pursue further studies in computer science, the A'Level ICT syllabus is meant for producing end-users of ICT in the job market implying that the ICT should not be taught in the same way as Computer Studies.
- Teaching/Learning strategies skills gap: The ICT teaching syllabus recommends the use of strategies like teacher-guided research, hands-on activities, teacher exposition, group discussions and peer presentations, collaborative tasks, and brain-storming. A number of teachers don't know how to use these methods. The workshops have to help teachers experience these methods.
- Project-based learning skills gap: Most of the teachers have no experience in using project-based learning as a teaching/learning strategy. Therefore, there is a need to introduce teachers to project-based learning.
- Linking classroom work to application in the job market gap: Few teachers link what they teach in class to the applications in the job market. Most teachers teach students just to pass exams. KAWA suggests that more pieces of training should be organized to give the teachers an exposition to the application of Desktop Publishing, Elementary Programming and Website Development in the job market.