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Case Study Four: Zambia (Led by Chemonics International):
Tue, March 7, 4:30 to 6:00pm, Sheraton Atlanta, Floor: 1, Georgia 4 (South Tower)Proposal
In 2012, Zambia’s Ministry of Education, Science, Vocational Training and Early Education (now MOGE) ushered in the Primary Literacy Program (PLP) that included current language acquisition methods as well as shifting from all English instruction to one of seven official Zambian language instruction in grades 1-4. Following the rollout of the revised National Curriculum, stakeholders recognized the curriculum under PLP did not align with the curriculum used for pre-service training in Zambian teacher training colleges (TTCs).
This case study explores the USAID-funded STEP-Up project’s work with the Zambian Ministry of General Education (MOGE) to conduct an applied research study to look more closely at the gaps related to preparing teachers to teach the new curriculum. The facilitator will share STEP-Up and UNZA’s internship applied research model, which focused on providing research internships to teacher lecturers, pre-service students, and master’s students, as well as and study’s methodology. The facilitator will discuss the process used to share study results and policy recommendations with the MOGE and other stakeholders, and will describe results to date of the dissemination of this research, which have included, at the national level, policy dialogue with the Chief Education officer on synchronizing the TTC curriculum with the national curriculum, at the regional levels, orientation activities with the TTC professors to introduce them to the content of the new primary school reading curriculum, and, at the local levels, various trainings on improvising TLMS. The facilitator will then invite the participants to contribute their ideas for how the next steps could be taken in Zambia to further integrate training on teaching early grade reading instruction into the TTC curriculum.