Since 2008, VVOB has been implementing the Teacher Training Support Programme in Zambia, in conjunction with the Ministry of Education, Sciences, Vocational Training and Early Education. The programme is centred around three main themes: Continuing Professional Development (CPD), Distance Education and ICT in Education.
With the conclusion of the Programme soon coming up at the end of 2013, we want to reflect on the impact of the project on teacher education amongst our partners, the Government Colleges of Education.
James Silwimba, CPD Advisor for VVOB Zambia, explains.
Unstructured teaching methods
“As a former member of the Zambian Ministry of Education myself, I can safely argue that one of the biggest achievements of the VVOB programme has been the institutionalisation of Continuing Professional Development (CPD) in the Teacher Training Colleges", recalls James.
"I say this because before VVOB’s intervention, CPD was totally unstructured and lacked appreciation. It was also not teacher-specific, meaning the academic development of staff was not aligned with the personal plans and ambitions of the individual lecturers; CPD activities were not related to the current or prospective roles of the individual within the college and programmes failed overall to achieve what they were set out to do, i.e. to improve the knowledge and skills of the lecturers.
As a result, most new lecturers in the colleges were left to learn ‘their way’ on their own. This contributed to the a variation in sometimes very unsuitable teaching methods, being practised freely."
Institutionalisation of Continuing Professional Development
James continues: "The VVOB support has institutionalised CPD in the colleges through the following measures:
- Creation of the 'National CPD Task Team', composed of lecturers in all colleges, responsible for CPD
- Formulation of national and college level CPD guidelines
- Establishment of college level CPD committees
- Timetabling of CPD activities at college level and at departments of colleges
Initially, the 'National CPD Task Team' meetings were funded by VVOB but this was progressively handed over to the colleges. To sustain these CPD activities, colleges have engaged in fundraising activities that raise money for CPD activities within and outside the college."
The end of a programme
"The last CPD meeting of colleges that are leading on distance education", says James, "was held on the 6th and 7th of November 2013 at Zambia Institute of Special Education (ZAMISE) by the ‘Colleges of Education Open Distance and e-Learning Coordinating Team’. All the three participants from each college were funded by their respective colleges.
They shared college progress reports, challenges and successes; discussed on the implementation of CPD guidelines; and reflected on some key lessons learnt and the impact of the VVOB six year Teacher Training Support Programme to the Ministry.
Finally, VVOB made a goodbye speech that had both sadness and happiness. Sadness because the programme had come to an end and happiness because the partnership was not only fruitful but had changed professional practice of colleges,” concludes James.
Stories of Change
As we come to the end of this programme, VVOB and its partners have wanted to retrace the story of the six year journey to where we are today. And what better way of doing this, if not through testimonies from the partners themselves? All Colleges of Education and other partners, such as a community school, a teachers' resource centre and Ministry staff were encouraged to submit brief stories about the most important changes that were implemented through our Teacher Training Support Programme, for a ‘Stories of Change’ booklet.
With this publication, individuals who have been part of the programme activities tell the story from their perspective and provide the reader an insight of how they lived the VVOB programme and its activities. The booklet is meant to capture lessons, and highlight successes and challenges faced by the programme.
