20110413 report cpd tt and action plan fair april 2011

Contents
Contents _________________________________________________________________________ 2
Participants ______________________________________________________________________ 3
Objectives _______________________________________________________________________ 5
Programme ______________________________________________________________________ 5
Executive summary________________________________________________________________ 6
Meeting contents __________________________________________________________________ 7
Day 1: _________________________________________________________________________ 7
Are we on board? ______________________________________________________________ 7
Questionnaire on Action Plans _____________________________________________________ 7
Effect of the questionnaire _______________________________________________________ 8
VVOB Support to the Action Plans __________________________________________________ 9
Whispers become facts _________________________________________________________ 10
Any other business ____________________________________________________________ 11
Day 2: ________________________________________________________________________ 12
What role can MOE play to sustain the Action Plans?____________________________________ 12
What role can CEs play to sustain the Action Plans? _____________________________________ 13
New or reviewed Action Plans: What steps to take? ____________________________________ 13
Action Plan Fair _______________________________________________________________ 13
And the winner is: _____________________________________________________________ 14
Way forward _____________________________________________________________________ 16
Appendix 1: Evaluation and feedback by participants ___________________________________ 17
Appendix 2: Hand outs ___________________________________________________________ 18

Please consider the environment before printing this report.
It is not necessary to print out the (full) report. All appendices were handed out during the CPD Task
Team as hand outs. The full PowerPoint versions (instead of the attached pdf hand out) of the
presentations can be obtained on request.

20110413 Report CPD TT and action plan fair April 2011.doc 2/18

Participants

Each college of education was represented by the Vice‐Principal and CPD coordinator.
UNZA and MOE HQ (ESS and Standards) were also represented.

First
Surname name Institution Function cell email
Charles
Chipeta CB Lwanga CE VP 260977689760 chipetacb@gmail.com
Charles
Chilika G Lwanga CE CPD 260977720284 gchilika@gmail.com

Tembo Malizani Chipata CE VP 260978572239 malizani.tembo@yahoo.com

Manda Florence Chipata CE CPD 260977815397 fmandadodo@yahoo.co.uk

David
Livingstone
Chisala Felix CE A/VP 260977249926 cfchangwe@yahoo.com

David
Livingstone
Mumba Fidelis CE CPD 260977860193 fidelismumba@yahoo.com

Ntenga Oscar Kasama CE VP 260979121681 oscarentenga@yahoo.co.uk

Musonda M Kasama CE CPD 260977300527 musondam2005@yahoo.co.uk

Chisala M Kitwe CE VP 260955593216 ktccollege@yahoo.com

Bwalya
Walawala William Kitwe CE CPD 260977440749 walawalabwalyaw@yahoo.com

Daniel Malcolm
Simpasa Chola Moffat CE VP 260977505386 simpasadc@yahoo.com

Malcolm
Kasimba Kennedy Moffat CE CPD 260977634693 kennedykasimba@yahoo.co.uk

Musakula F Mansa CE CPD 260978289694 musakulafm@yahoo.com

Mwila MP (Sr) Mansa CE A/VP 260977395150 namfumumaria@yahoo.co.uk

Kandala E Mongu CE VP 260977598964 edwinkandala@yahoo.com
Misheck
Matyola P Mongu CE CPD 260977429519 matyolam@yahoo.com

Mufulira
Kalumba Evaristo CE 260977599625 ekalumba695@gmail.com

Mufulira
Mulendema Stanley CE VP 260978889888 stanley.mulendema@yahoo.co.uk

Mukokwe J Solwezi CE CPD 260977369811 mukokwejonas@yahoo.com

Chiyuka Albert Solwezi CE AVP 260977303855 albchiyuka@yahoo.co.uk


Lifunana,
Imasiku M. ZAMISE AVP 260977111413 lifunana@yahoo.com

Musonda Yotham ZAMISE CPD 260977882028 musondayotham@yahoo.com

Mwale Fred M ZAMISE A 260977747411 fredmwale2000@yahoo.co.uk

Shanzuwe B. ZAMISE 260977968404 bshanzuwe@yahoo.com

Gawani,
Phiri D. ZAMISE 260977637300 dgawani@yahoo.com

Mwiinga Clare NISTCOL CPD 260977717248 claremwiinga@yahoo.com

Kalenga H.M. Standards 260977476590

Chizambe E ESS PEO 260977690196 esvahchizambe@yahoo.co.uk

UNZA‐
Changala Moses AEES 260977676800 mchangala1962@yahoo.com

Casier Hans VVOB 260955889761 hans.casier@vvob.org.zm

Irabishohoje Andre VVOB 260977200126 andre.irabishohoje@vvob.org.zm
M.
Kapambwe William VVOB 260977798785 william.kapambwe@vvob.org.zm

Leroy Lieve VVOB 260978609194 lieve.leroy@vvob.org.zm

Visitors (to the Action Plan Fair):

Surname First name Institution Function cell email

Mubanga Ruth ESS Director 260977761339 rmubanga@moe.gov.zm

Chifunda Juliet HR 260977745311 julietchifunda2000@yahoo.co.uk

Mweetwa Rhoda DODE 260977850639 rmweetwa@moe.gov.zm

UNZA
Haambokoma Christopher AUCE 260977713219 chaambokoma@unza.zm

Chileshe John JICA 260966762284 johnchileshe.ZB@jica.go.jp

Funjika Steven DAPP 260977334576 stevenfunjika@yahoo.com

Rombaut Bart VVOB PM 260976690431 bart.rombaut@vvob.org.zm

Vandenbosch Tom VVOB PO Tom.vandenbosch@vvob.be

And all participants of the CODeL‐CT.


Objectives

• To create a shared understanding: are we onboard? (past – future )
• To share and learn from each other’s Action Plan monitoring (questionnaire;
implementation, challenges and successes, action plan Fair)
• To M&E support strategies
• To agree on the way forward
– Exploring the sustainability of the use of Action Plans
– Reviewing and/or developing new Action Plans

Programme

CPD Wednesday 6 April 2011

8:30 Introduction, outcomes of the Task Team
8:45 Monitoring: background, ownership (CE, MOE)
9:15 Monitoring Action Plans

10:15 Break

10:30 Monitoring Action Plans
11:30 Support Action Plans
12:45 Lunch
14:00 From whispers to sharing
14:45 AOB

15:15 Break

15:30 Prepare Action Plan Fair

17:00 Closure and evaluation

CPD Thursday 7 April 2011

8:00 Fair
9:00 Promotion presentation by all CEs
10:15 Fair
11:00 Round table
13:00 Lunch
14:15 Consolidation and way forward

Evaluation of the event
15:30 Fair
17:00 Closure
Note: tea and coffee will be provided at 10:15 and 15:30. The Fair will just continue.


Executive summary

This CPD Task Team started with a reminder about our programme’s objectives, our vision and
achievements so far. We then discussed the results from the questionnaire sent to and completed
by 10 out of the 11 colleges. Based on the successes achieved and challenges experienced, we asked
ourselves some critical questions pertaining to implementation, review, follow up and impact. These
reflections were meant to move our impact to a higher level. Colleges exchanged their ideas and
initiatives. We also discussed the satisfaction with the VVOB support given to the planning,
implementation and monitoring and evaluations of the Action Plans.
We then discussed how to work towards sustainability of the Action Plans, even without the support
of VVOB. In a round table conversation with members of colleges, UNZA, MOE headquarters we
discussed the role both MOE HQ and Colleges can play in sustaining the Action Plans.
All colleges promoted their Action Plan successes and show cased them in an Action Plan Fair. All
participants exchanged expertise and experiences and learned from and with each other.
The Fair was visited by MOE HQ (Standards, ESS, DODE, DHRA), UNZA (AUCE) and representatives of
cooperating partners (DAPP, JICA, VVOB).
We discussed the steps to take for developing new or reviewing Action Plans.
In Any Other Business (AOB) Colleges exchanged some of their other projects and partnerships with
international institutions. We also shared information (and watched a video clip) on the forthcoming
Lead and Learn Zambia (30 May‐3 June 2011).

The main outputs of the workshop were as follows:
• CPD TT Meeting Report as reference
• Better understanding of the programme, the next phase of the programme and the role
each member (CE and MOE) can play to sustain the use of Action Plans
• Action Plan Fair: exhibition of successes reached, critical reflection on implementation of the
Action Plans


Meeting contents

Note: This symbol is used next to any question or remark that needs follow up at the college.

Day 1:

(see PP 20110405 M&E Action Plan Fair April CPD Task Team.ppt)
1. Welcome by chair
2. Introduction of all participants
3. We remember Nkolola Chitambo,
Link to literature
senior lecturer, CPD and ICT
coordinator Chipata College of
M&E
Education

4. Are we on board? What have we Context
achieved so far? How do we link all Improving
Teaching &
our activities to this vision? (see pp) Learning
Improvement
Implementation
planning
Are we on board? Improvement
Cycle
5. Reminder of the discussions of Oct
2010: M&E of structures (CPD
Supportive ● shared vision ● moral purpose ● resources ● CPD●
committee at CE and CPD TT) and of environment collaboration ● distributed leadership ● networking ●
partnerships ● strong relationships ● dialogue
processes (use of Action Plans): The
conclusion was: the structures and
processes are helpful. We should move along these lines.

Questionnaire on Action Plans
6. Questionnaire on Action Plans:
(Data from 10 out of 11 colleges who have worked with Action Plans)
Please note: all colleges should take the critical questions asked at each of the topics below as
points for action in their colleges. These points are indicated with the following symbol:
a. Successes: The main successes are:
• Producing modules
• ICT integration in teaching
• E‐learning has taken off
• Increased team work and support
• Collaboration with TRC
• Collaboration/visit other colleges
• Peer review student results
• Feedback from students
BUT:
• Module writing: how does it impact on face to face students?
o Lecturers feel they are more capable to produce books and manuals
for students
o Case studies of modules are adjusted and used with face to
face/regular students


o Modules are used for full time students (as lesson preparation for
the lecturer, NOT as hand out for the students)
o Skills gained are also used to produce materials for F2F students
Conclusion: given the above (more confidence, more skills, more
preparedness) we should start producing more course materials for F2F
students as well.

• Big progress in ICT? Time to move on and take it one step further: how can
we really start changing the classroom practices towards more effective
instructional strategies (not only by ICT).

b. Challenges:
• Motivation, resistance, time
o Put resistance in perspective (see pp)
o Motivation: who has used tips and tricks of the learning files?
o There is no one‐solution‐fits‐all: Each college has its own local
politics and issues (we will learn from each other during informal
interaction)
• Budgeting: how well are Action Plans integrated in the budgets?
• M&E: who uses Action Plans as check list in a regular way?
• Follow up activities after a workshop: it is clear that a workshop as such does
not lead to change in the classroom. What can help to reach the desired
change?
o Team presentation and team teaching in sections; collaborative
lesson preparation
o Just find out from staff how they applied what was learned. Collect
evidence by making video recording.
o Coaching each other
o Building in support (observation, pairing)
c. Levels of impact: Have we reached the level of impacting on the student results?
When you analyse student results: compare them with previous results and identify
where the changes are. Which results have changed? Have they improved? Reflect
on the changes and try to find what has caused the change? Try to use the causes
for improved results to further improve other results. Sustain the improvement.
Identify weaknesses and strengths and link those with professional development.
Effect of the questionnaire
7. Effect of the questionnaire:
Did it help? Did it have any results? Did you take any action? Review? Plans for the
future?

Comments:
• Some colleges indicate regrets that they didn’t get more out of the questionnaire; that they
could have captured more data.
• Some colleges wished the questionnaire came earlier, it would have encouraged to reflect
earlier
• BUT the questions were agreed upon during the last Task Team meeting in October?


• Don’t wait for others to push you, take ownership for the Action Plans and reflect
regularly and jointly.
Answer:
• Yes, it helped us going through the Action Plans again; we were reminded about certain
activities that were carried out or were not done yet.
• It was a reminder that we need to develop instruments to get information from the students
to measure the impact on student learning and outcomes
• We realized from reflecting on the Action Plan that there was need for a person at the
college that takes care of ICT troubleshooting.
• The questionnaire helped us identify activities which we need to do next.

VVOB Support to the Action Plans
8. VVOB Support to the Action Plans: VVOB supported the Action Plans in the different stages:
• Planning (e.g. via email, skype, feedback and assistance in developing the plan)
• Implementation (e.g. via budget support to expertise and access to information)
• M&E (e.g. via the questionnaire)
• Supportive environment (e.g. via Lead and Learn Zambia)

How did you perceive the support?
• Timely
• Useful
• The budget support was a relief to CE administration
• It helped implementation

What further support would you suggest?
• Same (financial) support for Action Plans & capacity building
ICT
Teaching and learning strategies
Lead & Learn Zambia
Assessment
Coaching
• Technical advice (e.g. cheaper and
reliable Internet, DE)
• Linking us with International partners
(e.g. SEN with Zimbabwe)
• Equipment, e.g. for printing modules
• Support and coaching visits to the
colleges
• Resources, e.g. (e)books

How did the ‘Learning Files’ help?
• Informative, gave a better background
on the topic
• Increased delegation
• Used in teaching about motivation


• We distributed them but we don’t follow up the utilisation.
• Next one? What will the topic? Who wants to contribute?

Exercise: retirement of funds

Whispers become facts
9. Whispers become facts: colleges exchange some of their projects, partnerships, trainings.
• CLCE: support students in Choma district
Networking of Choma PRC (ICT) so that students can access information from the PRC. Staff
at Resource Centre was trained.

• MOCE: training software VI (VI=visual impaired)
Training happened on free software Thunders. The national coordinator for VI, Mr. Wawa
facilitated the training.
MOCE also received an Embosser from MOE.

• MOCE: link with Dutch college
Students from the Dutch college come for teaching practice. They are very good at ICT and
demonstrate how to use ICT in teaching and learning.
Next year Mongu might also receive students from Denmark for teaching practice.

• ZAMISE: training software VI
Training of 8 lecturers on JAWS from Library VI;
Received ‘Dolphin’ pens, another software for VI;
Training of VI students on use of ICT;
Other info:
Before ZAMISE received CCTV and Embosser through a partnership with institution in
Netherlands
College is employing sign language interpreters for HI.

• ZAMISE: Edulink project
Project involves four countries: Finland, Kenia, Nambia and Zambia. In Zambia UNZA and
ZAMISE are involved. It looks at capacity building on assessment of impairments. Also build
and equipped a centre for both assessment and rehabilitation.

• KICE/CLCE: ZITEP
CLCE lecturers train KICE lecturers on action research;
There was a meeting on how the two colleges can work with resource centres.

• MUCE: Partnership with Bath University
Partnerships with Bath University. Partnership for students and lecturers to come to the
college and schools in Mufulira to do research.

• DALICE: partnership
Partnership with Tromso University in Norway: members of staff are going for six months to
teach and follow a course.
Another partnership with another University in Norway is on its way: a member of staff can
do his Masters Mathematics


• KACE, MACE, MMCE: joint module writing
3 CEs worked together to produce modules for distance students. Managed to come up with
one module for each of the seven subjects.

Note: could CEs try to exchange this kind of information spontaneously?

Any other business
10. Any other business:
• Next seminar LLZ: specialisation, Preparation, clip D. Reeves
Note: transport to Lusaka at CE cost
• The learning files:
o Hand out hard copy of learning file on Student consultation
o What will be our next topic?
• ZIMZAMSEN: Facebook group (find Lieve Leroy VVOB)
• MOE Master Plan: trying to broaden it to incorporate all CPD. The round table of Day 2 will
also impact.
• MYP1 R2/5.1 end report (see hand out)
• Books: arrange pick up at NSC (Friday 8 April 2011)
• Ownership and sustainability: is VVOB too much in the driving seat? Can the Role of the
chair, MOE and vice‐chair become more prominent?
• Can colleges take more part in the costs of CPD TT meetings: e.g. Allowances next CPD TT:
ZMK295,000‐50,000 (Golfview); or 295,000 without lunch (other venue)

11. Preparation Round Table, Which topics are key to sustainability?
Triggering questions:
• What concerns from today do we want to further discuss at the round table?
• Would the Action Plans continue to exist at your CE without VVOB (Yes; yes,but; no)
“Yes, but”:
• MOE has a role to play.
o In terms of funding
o By identifying someone who can give us this bit of pressure towards
building Action Plans, towards budgeting.
• CEs have a role a play
• Challenges:
o As CEs we appreciate help from VVOB in getting things (such as books
and software) from outside the country

The CPD TT concludes that the following questions are key for the Round Table talk:
a. What role can MOE play to sustain the Action Plans?
b. What role can CEs play to sustain the Action Plans?


Day 2:

(see PP 20110405 M&E Action Plan Fair April CPD Task Team.ppt)
1. Setting up Action Plan Fair

2. Promotion talk: all colleges promote their college products/table in a 3 minute presentation

3. Action Plan Fair (see later)

Visits by peer colleges, MOE HQ (Dir ESS, DHRA, Standards, DODE)
4. Round table:

a. Introduction: improvement cycle and
Action Plans
b. Energiser: square wheels
c. Group work:
• What role can MOE play
to sustain the Action Plans?
• What role can CEs play to sustain the Action Plans?

d. Plenary:
It is stressed that the whole idea of Action Plans is that colleges take responsibility towards
improvement of teaching and learning. They identify goals that are feasible and in their own
hands. However, if the Action Plans are to continue, also without the support of VVOB, what
needs to be put in place?

What role can MOE play to sustain the Action Plans?
What role can MOE play to sustain the Action Plans?
1. Financial support:
• A budget line specific for CPD
• Financial support for coaching visits
• Financial support for organizing an
Action Plan Fair
• Financial support for organizing the
national CPD Task Team meeting
• Financial support for the
implementation of the Action Plans
(e.g. buying resources, equipment,
experts, allowing collaboration,
allowing/funding attendance to
international conferences,…)
2. Strengthening of monitoring structures and processes. Can MOE play the role of a critical
friend? Can they help with guidelines? Can this be linked to some kind of performance
appraisal system?
3. Can MOE be more visible to take over the role of VVOB (reminding, calling, supporting,
sending emails)?


4. Invite stakeholders and higher MOE HQ offices which will lead to better understanding
of the processes taking place in the colleges and better appreciation of events like Action
Plan Fairs.
5. Modeling and leading by example.
6. Revising job descriptions and establishment (e.g. CPD coordinator). This will be part of
the institutional assessment.
7. Assist with integration of CPD in the curriculum to prepare students for CPD at school
level (this item doesn’t really impact on Action Plans).

What role can CEs play to sustain the Action Plans?
What role can CEs play to sustain the Action
Plans?
1. Owning Action Plans and CPD activities.
Prioritising and budgeting for it.
2. Continuation of development of Action
Plans, based on reflection and self‐
evaluation.
3. Strengthen networking, collaboration,
communication within CEs and between
CEs and MOE HQ.
4. Documenting all activities. Building evidence archive and doing knowledge management.
5. Create more linkages with TRCs.
6. Organise local Action Plan Fairs. Contributing to national Action Plan Fairs.
7. Ask feedback from students to evaluate the impact of the Action Plan.
8. Administrators to take the lead, by e.g. participating in CPD activities, by helping
budgeting, …
9. Build CPD into the curriculum (this item doesn’t really impact on Action Plans).

New or reviewed Action Plans: What steps to take?
5. New or reviewed Action Plans: What steps to take?

1. How to go about?
a. Reflection
b. Review/Identifying areas for improvement
c. Prioritise (What? Why? Feasible? Willingness?)
d. Plan (How?): goal and activities
2. When? Note: it was suggested to start developing Action Plans
with the attempt to have a final version before May 30th 2011.
3. How to embed it in college budget?
4. How can VVOB assist?

For more details: see pp

Action Plan Fair


6. Action Plan Fair

Colleges shared their Action Plan, showcased some products, exhibited
successes and challenges.
When learning from other colleges, peers reflected according to the
following questions:
1. What do I want to take with me?
2. How will I try to use it?
3. Which questions do I still have?

All participants and visitors got a ballot paper. They were requested to
select 3 things that impressed them most. They noted these down
(inclusive of the name of the college) and put their vote in the ballot
box.
The following was the result:
And the winner is:
On number 1 we find the use of animations and software that support
the teaching of subject areas such as sciences and languages (Mufulira).
On number 2 we find the use of devices, such as CCTV, and software, such as JAWS (ZAMISE). On
number 3 we find the joint module writing effort (Malcolm Moffat, Kasama and Mansa).

From the voting we learn that visitors of the Fair were
most interested in the following:
• ICT applications in education
• Tools and support for students with SEN
• Working together as colleges and networking.
These three topics are indeed also commonly found in
the Action Plans.

For all exhibitors it is good to reflect on your own
exhibited successes: How can you further strengthen
them? How can you share them with others? How can
you bring them in the classroom? Were the successes
showcased actually part of your Action Plan?


Way forward

Activity responsible Timeframe Inputs
• Review and develop new Action Plan CPD committee By 30 May 2011 or by
college adequate time
• Prepare for Lead and Learn Zambia All participants By 30 May 2011
• Implement lessons learned from this CPD TT meeting in the MOE asap
MOE CPD Master Plan
• Disseminate what has been learned from other CEs in your Participants CEs asap
college
• Taking up/dealing with all issues indicated with in the text Participants CEs
above.
• Explore how the role of Chair and vice chair can become Chair, vice‐chair, VVOB asap
more prominent
• Explore ways of cost sharing in CPD TT meetings
• Explore the role of MOE and CEs in the sustainability of the Chair, vice‐chair, MOE, VVOB asap
Action Plans: design a proposal
• Prepare report and send to all participants VVOB By 20/04/2011
• Networking All always
• Learning File: ?????? asap
o Topic identification
o read and contribute


Appendix 1: Evaluation and feedback by participants

What was liked:
• All colleges scored big successes and showed them in the Action Plan Fair
• The Fair was highly educative. There was time to be exposed to other colleges’ successes.
• Clear presentations by facilitators
• Great inputs of all participants. Interactions.
• Room for open discussions.
• Reflect on crucial issues such as sustainability, ownership, …
• The Action Plan Fair (and CPD TT) was well organised
• The Action Plan Fair acted as an M&E exercise.
• Round table

What was not liked:
• For a new member: the quick discussions of the history was difficult to follow
• Too much attention to ICT; should we not look at teaching and learning in a wider way?
• For a VP: moving from the CODeL‐CT to CPD TT: there is always something missed.

Recommendations:
• More time
• Action Plan Fair as M&E tool
• Action Plan Fairs to continue (annually)!
• Support in making tailor made and realistic Action Plans
• MOE to play a more active role and support Action Plan Fair
• CPD TT chair to chair the meeting
• More ICT materials to support SEN. Also SEN to consider SEN materials


Appendix 2: Hand outs

PP 20110405 M&E Action Plan Fair April CPD Task Team.ppt

Hand outs are on request also available in PP format.


We remember…

Mr Nkolola Chitambo
CPD Task Team Senior lecturer Chipata
College of Education
CPD and ICT coordinator

April 06-07, 2011
Lusaka

Objective

• To create shared understanding: are we onboard? (past
– future )
• To share and learn from each other’s action plan
monitoring (questionnaire)
• To M&E support strategies
• To agree on the way forward
– Sustainability of the use of action plans
– Reviewing and developing new action plans

Are we on board?

MOE - VVOB Programme 2008-2010
Link to literature
2011-2013

M&E

Context
Improving
Teaching &
Learning
Improvement
Implementation
planning
Improvement
Cycle

environment collaboration ● distributed leadership ● networking ●

1

How do we know we are making progress?
Overview realised activities Implement, M&E

How to get there?

teaching and learning
Towards high quality
2008 Planning for improvement

External input: College visit + networking

Where are we now?
Self-evaluation

Self-evaluation guidelines and instruments
June 2008
August 2008
Establishment Effective CPD, November 2008
Task Team Baseline, gap Leading Planning M&E Where do we want to go?
analysis change T&L Policy + Guidelines

Literature review
Working group

Overview realised activities (continued)

Initiatives of
M&E
2009 (-2010) report CPD Task
Action Bridge 9/2009
Coaching
Team: inventory
plan activity
report DE visit of challenges
report
Oct-Dec 2009
3/2010 12/2009 From
February 2009 8/2009
June-August March 2010 CPD/DE CEs
Literature March 2009
2009 gap ongoing
review:
March 2009 M&E analysis
Self- Coaching
T&L T&L Policy programme
evaluation visits
Guidelines and action Any
plans other

Main challenges and
recommendations

T&L topics Supportive environment

Topics How to deal with? Challenges How to deal with?

T&L methods (LCT) and Partners (VVOB) Skills for College Based CPD: NISTCOL (e.a.) short courses
material/module development Lead and Learn Zambia Collaborative learning, coaching, action Lead and Learn Zambia
Learning Files research skills
SEN ZAMISE, forum, partners Leadership: shared vision, creation of Lead and Learn Zambia
supportive environment, distribution
(Formative) Assessment Lead and Learn Zambia
Safe environment to try out and make Grassroots
ICT integration in education Short courses mistakes

ODeL CODEL-CT, TESSA training, module Access to information/expertise Partners (VVOB)
writing WS
Motivation Learning Files

PM&E, inclusive of feedback system Coaching visits, Guidance reviewed
from students action plans
FB students: Learning Files,

2

Overview realised activities (continued)

2010
CPD Task
College Individual
Team

August 2010 August –Oct 2010
March-June 2010 MYP2 2011-2013
Lead and Support action
Self-evaluation, Action plans
Learn Zambia plans The system
coaching visits, Short courses Structures,
(leadership, SEN should improve processes,
action plans coaching, T&L, LLZ
form assess.) Learning files policies,
culture/values
•PIM
•Supportive
environment

MYP2 (2011-2013) MYP2 continued

1. Increased capacity of college leadership (P, VP, MT,
4. Improved capacity of a workgroup including librarians to
CPD/DE/ICT coordinators, others) to create a shared
establish a knowledge centre at the colleges of
vision, to develop plans for improved teaching and
Education and a selected number of TRCs (6) that
learning, to monitor and evaluate the improvement
promote the advertising, discovery, access,
outcomes, to create and sustain a supportive learning
dissemination and use of information and data to
environment
lecturers, student-teachers and teachers.
2. Improved capacity/ competencies of DE coordinators in
5. Improved capacity of NISTCOL to provide quality
the development, implementation, support and
specialized courses and other forms of INSET to
guidance of an ODeL programme for college staff and
college, TRC and other MOE staff on topics identified in
learner support staff of TRC
the other result areas
3. MoE has developed and started to implement a
6. MOE promotes bottom up initiatives from educational
framework that caters for a variety of community school
practitioners to enhance quality teaching and learning
teacher development initiatives of which some result in
and disseminates good practices to the broader
an official teacher training certificate
educational community

M&E Oct 2010

• M&E of structures:
– CPD TT
– CPD committee at CE
• M&E of processes: action plans

Conclusion: all of the above has helped and
should be continued

Sharing CE action plan monitoring

3

M&E of the action plans Successes

• What has been the greatest success in • Producing modules
implementing the action plans? Explain • ICT integration in teaching
• What has been the greatest challenge in • E-learning has taken off
implementing the action plans? Explain • Increased team work and support
• Have you made any adjustments? Explain • Collaboration with TRC
• Are the action plans making a difference? • Collaboration/visit other colleges
• Did the action plans result in any change on • Feedback from students
these different levels? How can you tell?

Successes Challenges

• Producing modules • Inadequate ICT facilities
• ICT integration in teaching • Time constraints
• Celebrate big
• E-learning has taken off • Lack of motivation/resistance to change
successes
• Increased team work and support • Lack of M&E system
• Module writing: any
• Collaboration with TRC • Lack of follow up
effects on F2F?
• Collaboration/visit other colleges
• Big progress in ICT!
• Feedbackto move on?
Time from students

Challenges Challenges: resistance

• • Motivation (LF)/resistance
Inadequate ICT facilities “Sleepers keep the rails straight”
• • Time: focus? Re-plan?
Time constraints
• Prioritise?
Lack of motivation/resistance to change
• Lack of M&E system
• Budgeting?
• Lack of followused the action
• M&E: who up
plan?
• Follow up: build in ways of
follow up

4

Challenges: resistance Challenges: resistance

“Every resistance has its positive intention”

Renewers: 3% = self protection (protects against expected pain
Leaders: 14% and loss)
Early birds: 34% = energy and dynamism (it helps to renew the
balance; it protects the vulnerable spot)
Late followers: 34%
= a handle to change
Rejecters, slow pokes: 16% (2-3% never)

Challenges: resistance Impact of the action plans

comfort risk danger:
• Staff attitude towards CPD
• Challenge
• Feasible
• Knowledge and skills
• Support (see questionnaire)
Are the action plans making a
• Confidence difference?
• Use of knowledge and skills, classroom practice
Did the action plans result in any
“Sensitisation” • Creating a supportive environment levels?
change on these different
Don’t expect your colleagues to quickly pick up How can you tell?
what took you 2 weeks to learn. • Student learning/outcomes (feedback from students,
schools, analysis of results)

Impact of the action plans Impact of the action plans

• Staff attitude towards CPD • Staff attitude towards CPD

• Interest in CPD
• Knowledge and skills • Knowledge and skills
• Use of ICT
• Research done by tutors • ICT: learning by doing
• Use of knowledge and skills, classroom practice • Use of knowledge and skills, classroom practice
• Commitment to action plans • Module writing: hands on training

• Creating a supportive environment
• Request for relevant training • Bit confused with next level
• Creating a supportive environment

• Student learning/outcomes • Student learning/outcomes

5

Impact of the action plans Impact of the action plans
• Use of ICT • Procurement of ICT and media
• Staff attitude towards CPDfor students
• Access to info • Staff attitude towards refreshments
• Support via CPD
• Better modules and learning materials • Presence of administration
• Interactive and learner centred • Knowledge and skills of information: top down,
• Improved flow
methodologies bottom up
• Tutors reflecting on their teaching • Use of knowledge and skills, classroom practice
• Time tabled CPD
• BUT:
• Creating a supportive environment • Creating a supportive environment

• Student learning/outcomes • Student learning/outcomes

Impact of the action plans Impact of this questionnaire

• Staff attitude towards CPD • Did this questionnaire help?
• Did it have any results?
• Did you take any action? Review? Plans for the future?

• Some CEs have attached student results
• Improved results/quality of work

• Creating a supportive ICT lab by students
• Increased use of environment
• BUT:
• Student learning/outcomes

Support to the action plans Support to the action plans

• Planning • Learning Files:
• Implementation – Motivation
• M&E – Student consultation
• Supportive environment
– Who has tried out/applied some
• What support have you of the tips and tricks?
received? – Are these helpful?
• How did you perceive the – Which could be next topic: e.g.
support? questioning techniques
• What further support would you – Who helps?
suggest?

6

VVOB’s worries to Support

Support of expertise and/or access to information

• Cheque retirement of funds Task
• Books:
– Old/out of print
– Politics at departments

AOB

Whispers become facts AOB continued

• CLCE: support students in Choma district?
• Next seminar LLZ: specialisation,
• MOCE: training software VI?
Preparation, transport
• MOCE: link with Dutch college?
• The learning files
• ZAMISE: training software VI?
• ZIMZAMSEN: Facebook
• ZAMISE: Edulink project?
• ZITEP
• KICE/CLCE: ZITEP?
• MOE Master Plan?
• MUCE: partnership with UK?
• MYP1 R2/5.1 end report (see hand out)
• Joint module writing?
• Books: arrange pick up at NSC (Friday?)
• Evaluation (what do you take from here)

AOB continued: VVOB worries

• Ownership and sustainability: is VVOB too much
in the driving seat? Role chair, MOE, vice-chair?
• Allowances next CPD TT: audit 295,000-50,000
Golfview; or 295,000 without lunch (other venue)

Action plan Fair

7

Action plan fair Action plan fair

• Prepare the action plan fair: • What should you do?
Share your action plan • Use the form:
Showcase some products 1. What do I want to take with me?
2. How will I try to use it?
Exhibit your successes and challenges 3. Questions I still have?
• Presentation: promotional talk, 3minutes • Election time: note down the 3 things that
each impressed you most (college + what)
• Round table

• Guests: all CEs, MOE, UNZA, partners

Round table

• What concerns from today do we want to further
discuss at the round table?
• How sustainable are the strategies? What will
happen when VVOB leaves?

Sustainability

Ultimate goal Round table

M&E
Sustainability of the action plans
• What role can MOE play?
Context
Improving • What role can the CEs play
Teaching &
Learning
Improvement
Implementation
planning
Improvement
Cycle

environment collaboration ● distributed leadership ● networking ●
http://www.squarewheels.com/mainpage/swsmain.html

8

New college action plan

• How to go about?
– Reflection
– Review/Identifying areas for improvement
– Prioritise (What? Why?)
– Plan (How?): goal and activities
• When?
• How to embed in college budget?
• How can we assist?

Way forward: New college action plan

To keep in mind Criteria of a good plan

• Start from college self-evaluation/review priorities • cost effectiveness
• Ensure participation/ownership • collaboration-dialogue-communication
• Work with rewards rather than punishment/control • continuity of activities to lead to a change of behaviour/
• Action is more important than the plan (as long as you follow up
know what you want to do) • focus : how to get to vision? Avoid overload and
• What is the benefit for students? fragmentation ( current: ICT, T&L materials, SEN and
assessment )
• Clear time frames/flexibility
• Others?

Literature Literature: 10 factors for success

1. Leadership and management
2. Shared understanding of staff development
3. Learning-centred culture
10 factors 4. Individual development is linked to needs analysis
(performance management & career development) and
for a to self-evaluation & school improvement
successful 5. Should make a difference for the students
6. Choose quickest and most effective forms
journey
7. Discussing, coaching, mentoring, observing and
developing others are highly effective
8. Time made available
9. CPD monitored and impact evaluated
10. Share, acknowledge, celebrate

9

20110413 report cpd tt and action plan fair april 2011

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20110413 report cpd tt and action plan fair april 2011