The document discusses a lesson study initiative in Zambia aimed at improving teacher professional development and student learning outcomes through peer-to-peer learning and collaborative lesson planning. The initiative has expanded significantly since its introduction, aligning with national education policy and demonstrating positive impacts on teacher skills and student performance. Challenges remain, including resource constraints and the need for enhanced support, but the approach has been recognized and shared internationally for its effectiveness.

1. Lesson Study
Continuous Professional Development
for Teachers
A case from Zambia
Photo: Atsushi Shibuya/JICA
9th Policy Dialogue Forum
International Taskforce on Teachers
3-7 December 2016
Japan International Cooperation Agency

2. Lesson Study
• Peer-to-peer learning for in-service teachers to support their
professional growth
• A lesson observed by fellow teachers and post-lesson discussion
held to reflect/improve these lessons
• Teachers learn how to improve learner-centered teaching
methods and develop students’ problem solving and critical
thinking skills
• Motivating teachers with systematic peer support, encouraging
teamwork, as well as improving supervision of school managers
to strengthen school systems
Photo: Atsushi Shibuya/JICA

3. PLAN DO SEE
Defining
Problems
Planning
a Lesson
Conducting
the Lesson
Debriefing
the Lesson
Revising
the Lesson
Conducting
the revised
Lesson
Reviewing
the Lesson
Compiling
Learning
1 2 3 4
5 6 7 8
The 8 Step Cycle of Lesson Study in Zambia

4. Why Lesson Study was Introduced in Zambia
• Low learner performance in assessments (eg, National
Examination, SACMEQ)
• Greater demands for a sustainable and cost-effective
CPD programme
• Implementation Framework was in place but without
systematic, structured practice
Photo: Atsushi Shibuya/JICA

5. Lesson Study for
Improving Quality of Education
• Aligned with and introduced under
the National Education Policy
• Integrated into
an existing program (SPRINT)
• Government programme assisted by technical
cooperation projects of JICA
Photo: Atsushi Shibuya/JICA

6. Scaling Lesson Study
2006 2008 2011 2015
1province
3provinces
10 provinces
1,989
teachers
20,000
pupils
213
schools
14,035
teachers
560,000
pupils
1,057
schools
46,058
teachers
1,640,000
pupils
3,121
schools
(MGE & JICA, 2015,
Completion Report of STEPS Project)
2023
100,000
teachers
3,800,000
pupils
9,500
schools

7. Effect & Impact
Evaluation of
Teachers’ Skills
Examination Pass
rate for Science
(MGE & JICA, 2015, Completion
Report of STEPS Project)
(MoE & JICA, 2010, Impact Survey
of Lesson Study)

8. R=.70, p<.01
Effect & Impact
Correlation between
pass rate & CPD
implementation level
(MGE & JICA, 2010, Completion
Report of STEPS Project)

9. What is average speed if we move 12km in 3 hours?
Rona walked 12km in 3 hours. Jane walked 9km in 2hours.
Who walked faster than the other?
How do birds’ beaks relate to their diet?
Why eagles have different beaks from those of pigeons?
Effect & Impact

10. Advantages
• Flexible: Low cost &
highly scalable
• For Long-term:
Continuous growth of
teachers
• By Teachers: Empower
teachers as main actors
& enhancing
management skills of
INSET managers
Photo: Atsushi Shibuya/JICA

11. Factors motivating/demotivating teachers in Lesson Study

12. Factors motivating/demotivating teachers in Lesson Study
47%
30%
10%
7%
6%
Learning new knowledge and skills
Learning how to handle difficult topics
Interaction with fellow teachers
Students improvement in performance
Other
24%
14%
19%
14%
14%
15% Lack of teaching and learning materials
Lack of financial assistance
High load to teach class and conduct school events
Lack of support from School and fellow teachers
Learners lose time to learn
Other

13. Challenges
Expansion:
Introducing to all schools, at all levels & grades,
in all subjects
Quality:
Improving school management, implementers’
commitment, quality of practice, facilitation
Skills
Photo: Atsushi Shibuya/JICA

14. Way forward
• Changing policy makers’ “way of seeing”
on teacher professional growth
• Improving Pedagogical Content
Knowledge (PCK)
• Building coordinated linkage between
in-service & pre-service
Photo: Atsushi Shibuya/JICA

15. Knowledge Dissemination
Zambia’s experience in Lesson Study has been shared widely:
• Millions Learning project of the Brookings Institution
• Presented at international conferences (eg, Association for the
Development of Education in Africa (ADEA), World Association
of Lesson Studies (WALS)), etc.

16. References
• Banda B., Nakai K. (2016). Overview of the 1st decade for conducting lesson study in
Zambia, Presentation made at ADEA Northern Africa consultative meeting. 13-14 July
2016. Rabat, Morocco.
• Jung H.Y., et al., (2016). Lesson Study: Scaling up peer to peer learning for teachres in
Zambia, Center for Universal Education, The Brookings Institution
• Ministry of Education (2010). Report on the impact assessment of the school-based
continuing professional development programme in Central province. Oct. 2010.
Lusaka, Zambia.
• Ministry of Education, Science, Vocational Training and Early Education (2015). Project
for improvement of pedagogical content knowledge (IPeCK): Linking pre-service and in-
service education. Project document 2016-2019. March 2015. Lusaka, Zambia
• Ministry of General Education & JICA (2015). Completion report on the technical
cooperation project for Strengthening Teachers’ Performance and Skills (STEPS) through
School-Based Continuing Professional Development. December 2015. Lusaka, Zambia.
• Mumba C., Hama Y. (2014). Assessment of lesson study activities toward quality
improvement and teacher motivation in Zambia, Poster presentation at 2014 WALS
international conference. Nov. 2014, Bandung, Indonesia

17. Lesson Study
Continuous Professional Development
for Teachers
A case from Zambia
Photo: Atsushi Shibuya/JICA
Thank you.
Japan International Cooperation Agency