V O L U M E 3 I S S U E 8 A U G U S T 2 0 1 1 Zambia Knowledge Centre In 2010 the Zambia Knowledge Centre (ZKC) was cessed offline.”What a joy it was read- identified as a new strategy within the VVOB-MoE It takes a global village to raise a child today.ing through the articles programme. In January 2011 research has been un-submitted by so many! That is exactly what ZKC aims to do: We will collect dertaken on the concept of a Knowledge Centre and itIn there the authors was adapted to the Zambian context via inputs on a thousands of educational websites and resources andmake a clear connection blog called http://grmbler.wordpress.com. The official make them available both online and offline. We wantbetween workshops and name was chosen via a questionnaire on survey mon- to tap into the local knowledge by using the localthe aftermath, with an key. The Zambia Knowledge Centre, a digital insaka structures (Zambia Library Service, Colleges of Edu-emphasis on commit- for teaching and learning, was born. cation, Teacher Resource Centres) and through thement, putting knowledge establishment of a think tank with all stakeholders.into practice, innovation In fact, grassroots participants found a link between This will ensure the resources are relevant to theand creativity, and tak- the traditional African education and learning in the Zambian curriculum. We hopeing into account the digital age. Patrick C. Kaya- that the VVOB capacity buildingsustainability factor. I we, a lecturer at David Liv- programme will help establish aparticularly liked the ingstone College of Educa-observation that the community of practice in Zambia tion, says that learning in the and beyond on the effective usestrength and responsi- African villages was mainly of these educational resources,bility for change lays informal without any struc- applications and services.within the individual.Throughout this News- tured curriculum. Instead, the learning took place un- Kasama, Malcolm Moffat andletter one can also see consciously, as most what Kitwe College of Education andhow important ICT al-ready is and the vital the learner learned was from Teacher Resource Centres willrole it could play for his family, friends, and pilot projects in 2011- this alignsincreasing knowledge hands-on experience within with the VVOB intervention onfor teachers and stu- one’s environment. Educa- distance education, communitydents alike. tion was haphazardly exe- schools and Action Research. A cuted, at its own pace, first think tank/workgroup meet-This is also the momentto say good-bye to one through its own means and ing on the Knowledge Centreof our colleagues. Lieve throughout the learner’s was held with all stakeholdersdefinitely put her mark entire life. That’s what involved, including the Zambiaon a number of things eLearning is all about! There is even a Bemba saying, Library Service and community school teachers. Thewhile in Zambia. A sin- “amano mambulwa”, meaning that one can access group identified needs and decided to start buildingcere Thank You! knowledge from a variety of sources. According to the portal on the eGranary .This so-called ‘Internet in(Bart Rombaut, pro- Lemmy Kangwa, lecturer at NISTCOL, this implies a Box’ comes with a portal, search function and agramme manager that a child in the village had access to knowledge Moodle environment.VVOB) from a wide range of sources. “With facilities like the All this to say, the Zambia Knowledge Centre has big internet a student in Zambia now can access aspirations... You can watch a clip of the official knowledge and information anywhere, anytime. Even launch of ZKC here: h p://www.youtube.com/ where there is no internet, some content and peda- w tch m dby eo (Bart Cornille, VVOB) gogy can be put on CDs and DVDs or can be ac-
PAGE 2 Northern Province TRCs and KACE geared to support community schools with ICTs for teaching and learning The Teacher Resource Centre Everyone agreed that ICT can play boast research for more materials coordinators and the ODL commit- a central role in improving collabo- by teachers, as internet access is tee of Kasama College of Educa- rative support to community still a challenge. tion held a consultative meeting on schools. The team would aim to College and TRC believe they can the 19th July 2011 in Chinsali, equip the resource centres with play a key role in this. Others, in Northern province. They acknowl- electronic libraries that could have various part of the country, could edged that the stakeholders need- lessons for teachers to use for their also use a structured approach to ed to support learning and teaching lesson preparation and teaching. enhance teacher capacity building. in community schools more. They also decided to source for support to acquire offline education (Lyson Chikunduzi, VVOB) Several strategies were discussed. electronic materials. This would Improving my practice through action research The National CPD Task Team prioritised, among Below are some interim reflections by Maureen. other things, to strengthen the capacity of doing “As I am working on the Action Research (AR) action research in the colleges of education. The tasks and preparing for the next session I realise main rationale for this was to support the use of what a wonderful learning experience I have had. I more differentiated and college based CPD strate- have learned a lot. I, like other lecturers, am being gies (leading to real change in the classroom) when equipped with necessary knowledge and skills to implementing college action plans, to promote conduct research that can influence policy, both at grass-roots (bottom-up) initiatives by staff, and to local and national level. I know that my single ac- develop capacity to support student teachers doing tion research study is going to be helpful in improv- action research with time. ing my practice of teaching/lecturing and possibly Three colleges of education piloted an action re- that of other lecturers. I am looking forward to doing search programme that should lead to the develop- more. And I agree with Rust and Clark, authors of ment of a specialised course offered by NISTCOL. ‘How to do Action Research in your Classroom’ who state that in a case were the lecturers are networked the results of the AR conducted can reach far beyond single classrooms. With the great influence and benefits that can be drawn from con- ducting AR, I think it would be good to find a way of assessing the extent to which AR training has actu- ally impacted on lecturers (and their practice) who have or not yet completed their training and share such experiences with others possibly through your newsletter. Our AR work can even be brought to- Action research cycles The best way to learn about action research is by gether into publications directed at influencing edu- doing it. As such, participants go through a cycle of cation policymakers at the different levels. Thank the action research process with the support of you for giving us a chance to receive training in facilitators from UNZA who meet the action re- conducting AR.” searchers three times in their colleges to offer new (Maureen K Kanchebele Sinyangwe, Malcolm Moffat knowledge and skills. In between, action research- College of Education and Hans Casier, VVOB) ers apply the new knowledge and skills while en- gaging in an action research project.
VOLUME 3 ISSUE 8 PAGE 3Taking Learner supportcloser to studentsA Moodle Skills Workshop was facili-tated by Mr Sitali of Charles Lwanga (Poodle), could assist them in theirCollege of Education at the Choma studies. Some highlights of theProvincial Resource Centre from 20th programme:to 22nd July 2011. This was a second • Moodle is a free open sourceworkshop and part of VVOB’s VIS- course management systemIT4CHANGE initiative. • Content can be created usingThe main focus was on “Learner Authoring Environments such as Will our visit forSupport through Moodle”. Moodle eXelearning.is a course management system thatruns both online and offline. The • Poodle mounts Moodle on porta-target group was Provincial ResourceCentre Coordinators, teachers from a ble devices (e.g. USB sticks) and runs courses offline. change to NISTCOL •similar workshop held last Januaryand Distance Education students. Moodle can upload course ma- terials (audio, video, text), and link to other resources. bring change?Three lecturers from Charles • Engage students In other words the question is, was the VVOB spon- in discussions forums sored trip to NISTCOL beneficial? Well it depends on what we were looking for: what we wanted to learn. • Design Assess- Chipata College wanted to find out about a number of ment with automated issues and so many of our questions were answered. feedback and grading. However, for the sake of this article I would like to look Help students and tutors collaborate at one thing which others may not look at as important. using Moodle online. What is that you may be wondering? The issue of hard The facilitator gave work and positive attitude in ODeL. To me that is what the learners the confi- impressed me the most. I feel that the right attitude dence to start explor- towards distance education is cardinal. Providers of this ing Moodle by them- kind of education should believe strongly that distance selves. I request all education works and can deliver the same results as the lecturers to feel re- preferred regular education. This is the kind of attitudeLwanga, NISTCOL and ZAMISE sponsible to teach ourselves and that exudes at NISTCOL which I feel all of us who areattended the session to learn how each other how to use Moodle. To beginning to set up our distance units should without failthey can use Moodle in their own members of grassroots: we ex- cultivate and nurture if we want to succeed in our ODeLwork. changed ideas on creating content endeavours. It has to begin from the heart and spread using eXelearning at Barn. We can outwards.The objective was to motivate partici- upload that content on Moodle. Final-pants to introduce Moodle in their There is team work and a lot of hard work at NISTCOL. ly, I would like to thank the facilitator,institutions and on how they could It is no wonder that the college has gone a long way in my fellow participants and our coop-use existing materials in Moodle. issues of ODeL. That is a lesson that us the novices erating partners, VVOB, for the unwa-Participants were trained on how to should quickly take in and inculcate in other members of vering support. Stay in contact: lem-assist students access Moodle, up- staff at our colleges. So just remember that it is about email@example.com or ka-load resources and provide tutorials attitude and hard work. The rest find their rightful plac- firstname.lastname@example.org students. es. For Chipata College the visit will definitely ring (Lemmy Kangwa, NISTCOL) change if we embrace the two lessons I got from NIST-The Distance Education students COL.were picked as a pilot to assess howMoodle, especially Portable Moodle (Masauso Njobvu, Chipata College of Education)
PAGE 4 Incubation Lab and Apps*. Designing for Zambia Specialised Courses A group of IT graduates/students the box thinkers that know new VVOB in collaboration with NISTCOL or- were attracted to help establish ideas need nurturing and sup- ganised a Workshop on how to design short the Zambia Knowledge Centre port. We also know that having courses at Barn Motel in Lusaka from 13th (ZKC. As part of ZKC we also an idea is good but acting on it is – 15th July 2011. This is because NISTCOL want to set up an open space for more important. In our thinking, is going to start offering short courses in the tech community with great results are what count. five areas namely: Collaborative learning, ideas that will leapfr og Sustainability: We firmly believe Action research, ICT Integration in Educa- (sustainable) development in in the so-called “leap-frog” ap- tion, Lesson study and ODeL practitioners’ Zambia. The incubation lab is proach; we believe some appli- course. freely available to any tech per- cations and services can leap- The courses will employ various modes of son in Lusaka to use once they frog development in Zambia. To delivery, which include, among others, port- become a member. The concept us successful applications and able moodle, distance, online and face to of this lab is the first of its kind in services need to have the capac- face modes. Zambia and was inspired by hubs ity to endure. For collaborative learning, the course focus- in Kenya, Uganda, Senegal and In 1762, J.J. Rousseau wrote es on the importance of working together at Cameroon. There are great ex- that “plants are shaped by a learning institution to achieve positive pectations that an incubation lab ‘cultivation’ and men by results. It further brings out the skills that will spur a revolution in the tech- ‘education’ ”. Both concepts are necessary for collaboration, for both the nology products and services. It actually have times of individual and the group. Collaboration in seeding and harvest. education results in positive results in Through education, we can teaching and learning. While action re- start growing and flourish- search looks at research in education, and ing, in other words develop- how the research findings can bring about ing ourselves. The set-up of positive change in education. As for ICT in an incubation lab for tech- integration in education, the emphasis is on ies in Zambia aspires to be how ICT can be incorporated into everyday a place where seeds are lessons to ease teaching and learning. planted and are easily Lesson study involves the planning and found by the people to help teaching of a lesson by two or more people, them grow and ultimately whereby together they observe, reflect and harvest them. revise the lesson. The goal is to improve will be a space with a core focus Have a look at one of the things the quality of learning and teaching. The on giving the tech community a these techies have been up to: ODeL practitioners’ course gives guidelines community facility where they http:// on how tutors can run distance education can bring their ideas to life. trafficwatch.crowdmap.com/ courses taking into account the nature, This lab can be described by (Bart Cornille, VVOB) level, and commitment of adult learners. three keywords: innovation, crea- *Apps.= applications The course also looks at aspects that ad- tivity and sustainability. ministrators and tutors should Innovation: Innovation take into account when de- generally refers to the signing distance education, creation or improvement such as mode of delivery, of products, technolo- learner support, and how to gies, or ideas that signi- give effective feedback to the fies a substantial change distance learners. or difference to the world All of the five courses will also of economics, business, be placed on portable Moodle, entrepreneurship, health, once fully developed. education etc. (Clare Mwiinga, NISTCOL) Creativity: We are out-of-
VOLUME 3 ISSUE 8 PAGE 5 Internshttp://www.oerafrica.org: probably the largest collection of education-al resources relevant for Africa.http://www.freetech4teachers.com/2011/06/: 77 web resources for We are expecting some students from Belgium during 2012’steachers. Explore and experiment with new things that you might use first term, as part of the VVOB internship programme. We willin the next term. soon get more details of the candidates that would love towww.keepvid.com: With this tool you can download YouTube clips come to Zambia to assist colleges in ICT in education andand use them later in the classroom. module development. Does your college want to learn withhttp://physion.net: A free tool that allows you to demonstrate and and from the Belgian students (Bachelor education)? Are yousimulate laws of nature, such as gravity, friction, levers, … having exciting and innovative teaching and learning plans which could use some on-site assistance? Do you think yourhttp://bodybrowser.googlelabs.com: explore the human body in 3D college is interested in hosting one of the students? Can youwith this tool. It will only work when you use Google Chrome v.9 en provide a tutor and accommodation? Let us know as soon asFirefox v.4. possible and we can link you up. Contact email@example.com. (LL)(BC LL) @ The ‘Doug Reevesplenary’ - a mountain of ideas All participants of the Lead and Learn Zambia seminarI foresee readers asking “What is the superlative performance. We normally only whose message was tailored to explain theReeves Plenary?”. You might know it as do that when there are problems. This is purpose of assessment. You could literally“Lead and Learn Zambia seminar”, which interesting isn’t it? feel the thrill of the atmosphere around as ittook place from 30 May till 3 June 2011. When it was the turn of the ‘instructional lightly pated its warm, entertaining and edu-All the colleges of education and UNZA, strategies group’ the audience was bom- cative fingers on your body. The messageDODE, ESS, Standards and other stake- barded with new terminologies such as Fray- was clear that assessment must be, amongholders, convened to share fascinating ideas er model, comparison matrix, thinking like a other things, timely and consistent.with respect to instructional coaching, as- reporter, graphical organisers (this is just the I do not think it is possible to forget the infor-sessment, instructional strategies and lead- tip of the iceberg). I know you are burning mation that I got from the coaching team.ership during the Reeves plenary. Each of with the desire to know the meaning of Who on earth would have resisted the urgethe groups explored one field and before thinking like a reporter strategy. If you are to laugh when they gave amazing descrip-sunset the results of their findings were then a tutor or teacher you will probably find this tions of the four categories of coachees.made known to the audience at the plenary. strategy useful in exploring themes in your Namely: ‘believers’, ‘fundamentalists’,But let me reveal some of the highlights from learning area with the five W questions plus ‘survivors’ and’ twiners’. I will not dare toeach category that you will definitely find one ‘H’ (who, what, when, where, why and delve into each of these concepts for now.intriguing. how questions). Ideas piled on other ideas until we just had aOne of the things the leadership group I still marvel at the fantastic gimmicks that mountain of ideas. It is true the ‘Reevesshared with us was that a school could invite the assessment team used to present their plenary’ was a mountain of ideas.parents to join in celebrating their child’s work. The group had composed a song (Moses Musonda, Kasama College of Education)
PAGE 6 Allow me to quick- ly narrate a short story. Scholars of Use it or lose it What point is here? What lesson is Evolution have teaching methodologies and in our this? assessment? Have we implemented argued that, once upon a time, gi- instructional coaching in our institu- We have learned a great deal of raffe had a very tions even to a lesser degree? Are lessons in instructional coaching, short neck just like we using the beautiful ideas we have teaching strategies, instructional any other ordinary learned? Or, are we losing our assessment and leadership. May I mammal. It so happened that a knowledge gradually due to lack of invite you to answer the following drought struck, hunger reigned and practice? questions (this is no cross examina- starvation rocked the jungle so much tion time): Are we using our great Now at this point, I would like to sug- that the animals that did not adapt ideas Lead and Learn Centre has gest to my dear reader to pause and immediately to this harsh environ- shared with us? Have we taken a bit replace the we in the forgoing discus- ment died out. Please do not give up of time out of our very busy schedule sion with I so that the passage reads this soon because I will turn away to implement what we have learned? I have learned a great deal of les- from this science and clarify the sons in instructional point I am trying to drive home. coaching, teaching Yes, science (especially Evolu- strategies and, as- tion) can be disgustingly boring. sessment. As we The clever giraffe began to read we have to be stretch its neck regularly with a alive to the fact that if strong conviction that one day its we do not use it neck would elongate substantially (knowledge) we will so as to be able to browse lose it? You and I (feeding on tree tops) to supple- would, definitely, ment grazing. The giraffe did this make a difference. steadfastly for a long time. I need We have the poten- to reveal to you that all its rela- tial; we have all it tives did likewise up until every takes to turn around giraffe in the jungle was able to the situation for the How much have our students benefit- better. browse with ease. Of course, the few ed from this? Or are the LLZ semi- stubborn members of the giraffe Use it or lose it! nars we attend simply an academic family that could not heed advice exercise? Have we made even a (Moses Musonda, Kasama College of perished along with other animals as slight difference by implementing the Education) hunger swept through. This is natural smallest idea? Do we see an im- selection. provement in our leadership style, What I learned many students become more active than when they are asked to express (Matson Kawanda, Solwezi College of Education) their problems orally. The seminar was well programmed and indeed beneficial to me. The dis- Group experts, market vend- cussion and new experiences, particu- ing, text rendering, just to men- larly on the instructional strategies tion a few, were greatly fa- gave me a new position. From a too voured by many students. The talkative lecturer to a facilitator. camera was used to the maxi- mum. My students take the Shortly after the seminar, I really want- class room a better place for ed to employ the strategies; to be spe- them than being absent. cific the parking lot. I discovered that
VOLUME 3 ISSUE 8 PAGE 7Are you a leader? So much has been learned and appreciated. The necessary skills have been acquired. But the ques- tion is “who has been the driving force behind all this great knowledge we have gained and that weThe next Lead and Learn Zambia done with the learnings from last can proudly brag about? Who has been master-seminar will be held from 23 to 27th seminar. They will follow your contri- minding the operations leading to the acquisition ofApril 2012. The third seminar as part butions to the website, yammer, face- knowledge?”of the partnership with the Leadership book and blogs of both Lead and Lieve set herand Learning Center (LLC) will be a Learn and VVOB. They will read foot on Zambian I don’t want tospecial one. Not only will several Learning Files and Newsletters. They soil in October,facilitators travel from the USA, but will await your reactions on their 2008. Lieve is: say farewell,also Zambian facilitators will be pre-sent. emails. Those active, committed con- tributors who can show evidence of gallant, jovial, hospitable, frien- Lieve. changed practices in their workplace dly, creative,LLC is planning a special training in will be the leaders in the next seminar hardworking and intelligently focused. Above allJanuary to prepare the next seminar and will get a special training from 23 else, her sense of time coupled with sharp willing-in April 2012. The January training to 27th January 2012.. ness to work long hours intrigues me. Hans is awill only be for leaders. Who are lead- Will you be that leader? formidable company, but he will soon realise thaters? Leaders are not necessarily their work was more complete together (Lieve andcollege staff in management posi- (LL) Hans) than when alone.tions, such as HODs, principals orvice-principals. Leaders are those There is nothing I can say that would really explainmembers of staff that show initiative our heartfelt appreciation for Lieve’s contributionand commitment towards changing towards improving teaching and learning in Collegestheir own practice and sharing this of Education in Zambia. On behalf of all honourablewith others. Leaders can be partici- members of the national task team, I wish to shout apants of the previous Lead and Learn big THANK YOU.Zambia seminar who specialised in Lieve, you have made a difference. You may stilleither instructional strategies, instruc- have a ‘dream’, but I would like to whisper: ‘youtional coaching, leadership or forma- have realised most CPD dreams’. You may nottive assessment. stretch yourself to more than necessary, because if ITo identify leaders, LLC will set clear look back and contemplate the achievements, I cancriteria. They will check how active see a milestone was achieved in Colleges in relationpeople demonstrate what they have to CPD. One thing is certain, the presence of the VVOB team in Zambia guarantees success. Moreover, the efforts and the desire to change of TT members Questioning the questions rekindle our hope and expectations. At interpersonal level, Lieve will continue to be my good and critical friend. “It takes time to grow an old friend”. Yes, (Astrid was correct) bidding farewell is Have you had time to reflect on the type not that easy. I don’t want to say farewell, Lieve! of questions that you set for your stu- You are great! dents? I am sure most of us do not criti- cally consider setting questions accord- (Moses Musonda, Kasama College of Education) ing to Bloom’s Taxonomy. Most of us may set questions based on lower levels of learning and leaving out the higher Read the new learning file! (Crispin level learning. Here is a guide for you to Maambo, NISTCOL) improve your questioning techniques.
Goodbye Elephants continue toI am jogging through the streets of Jes- surprise the residents ofmondine, Lusaka. I have reached the stagewhere the body has adopted a certain pace DALICEand rhythm. I see the red glow of the sun,getting ready to set for the night. My mind is In the early morning hours of today, 19th July, around 02.30drifting off. I know it is time to say goodbye. I hours three BIG elephants visited the college garden again. Theyjog through my memories. uprooted tomato and cabbage plants after breaking the 22nd panel of the brick wall fence. They continued to terrorise theI remember the 6 musketeers developing the draft Teaching and garden undisturbed as no one could dare do anything about theLearning Policy at MEF in Kitwe. It was pioneering work, much appre- situation. When they got fed up of tomatoes and cabbages, theyciated by all members of the CPD task team. Having a policy is one headed for the lecturers residences and broke the wire fencething. Doing something with it, is another issue. Do you remember the between Mr. Kayawe and Mr. Chisalas houses. They first de-lively discussions when we were role-playing the college self- stroyed Mr.Chisalas crops and plantation trees then headed forevaluation? But everyone gathered enough courage to go through the Mr. Kayawes garden, destroying vegetables, banana and paw-process at the college. For the first time each college was evaluating paw trees.itself! As part of the coaching team I visited all the colleges. I ob- Mr. C h is a l aserved and interviewed, got to know wonderful people. I found eager- heard them firstness to learn and willingness to change. As I jogged through Chipata, and quickly alert-Mongu, Monze, Kitwe, Solwezi, Mansa, Kasama, Serenje, Living- ed the Principalstone, Mufulira and Lusaka I found some innovative, initiative taking, and the rest ofenthusiastic people jogging with me. I learned so many things from the neighboursmy fellow joggers: how to pace myself, how to jump over yet another who all woke upbump in the road, how to coach and convince more people to run with but could onlyus. Together we climbed lots of hills and enjoyed the beautiful views. I watch throughwill miss sceneries of action plan fairs and college interactions. I will the safety of theirthe warmth and friendship. I will not miss the dust along the Zambian house windowsroads. Dust came in many forms: sometimes called ‘allowance de- as the animalspendent culture’, or ‘lack of communication’ or ‘poor (self) reflection’ or continued to‘late action plans’. It left a foul taste and a dry mouth. Fortunately roam and ravagethere was always a glass of fresh water in the form of entries for the compound.learning files and newsletters, in the form of a joined module writing They moved tojourney, a question asked via skype, or an active grasshopper. Mr. Katolo, Mr. Chisanga andIs this run coming to an end? No it isn’t. It has hardly started. I believe Mr. Mwaangasthat you, the key athletes of this programme, have many more hills to houses destroying whatever came their way.climb, dust to clear and sceneries to enjoy on a continued journey. Iwill soon start jogging in South Africa but I will feel your presence and While this destruction was going on, the Principal made efforts towe will meet again. summon the Zambia Wild Life Authority officers. But this was futile as … [Continue reading on DALICE’s website: http://Thanks for running with me! (Lieve Leroy, VVOB) www.dalice.ac.zm (Patrick Kayawe, David Livingstone College of Education) Did you read about graphic organisers in the article about the Lead and Learn Zambia seminar on The VVOB is the Flemish Association for Development Co-operation and Tech- page 4 of this news- nical Assistance, a non-profit organisation. By order of the Flemish and Belgian letter? Are you also government we contribute to the improvement of quality of the education in curious about what developing countries. Our core task is to provide technical assistance in pro- these are? Read the jects and programmes in the South. This way VVOB makes a major contribu- tion to local capacity development, a means to stimulate sustainable develop- learning file on ment and poverty reduction. graphic organisers. (LL) VVOB vzw Zambia, CDC Building, Haile Selasie Avenue, Long Acres, Lusaka, PO Box 31204, 10101 Lusaka, T/F 211 255154, http://www.vvob.be, firstname.lastname@example.org