1.4 Stakeholders involved in the programme Copy

Who is involved and what do they do?

You can listen to the content of the page by using the audio controls.

Here is a brief explanation of the various stakeholders involved in the teacher training programme.

External trainers

Who: Teaching and learning methodology specialists from EENET.

What: They conduct training; visit pilot schools and teacher training institutions (TTIs); assist with action research; compile reports; collaborate with NAD on plans and budgets.

Principal Trainers (PTs)

Who: Head teachers, specialist teachers, district-level Ministry of General Education (MoGE) officials – involved in in-service training, lecturers from TTIs and universities, etc.

What: PTs receive training on all modules; customise training modules; deliver training; conduct action research and compile reports.


Who: Teachers in schools participating in the programme. Increasingly also teachers in neighbouring or cluster schools who start to become engaged as the training process expands.

What: All teachers in a school are trained by the Principal Trainers. They learn about the content in the training modules; learn about action research; carry out small action research projects in their school communities.


Who: Girls and boys, with and without disabilities who attend the schools participating in the programme, or who are in the school community but not yet in school.

What: Learners are the beneficiaries when teachers are trained to become more inclusive and use higher quality, learner-centred methodology. In this programme learners also get involved in activities to improve their school and teaching and learning practice.


Who: Senior district and provincial MoGE officers and inspectors, senior representatives from disabled people’s organisations (DPOs), Ministry of Health, Ministry of Community Development and Social Services, university and teacher training college staff.

What: Observers receive selected action research training and awareness of module content, especially Module 1; conduct annual monitoring visits to pilot schools; compile reports of their findings – e.g., improvement of inclusion.

School Inclusion Teams (SITs)

Who: Teachers, community members, DPOs, parents/guardians of learners with and without disabilities, parent organisations, Parent-Teacher Association members, school Inclusive Education Coordinators, talkative learners, other community stakeholders – depending on the schools’ needs.

What: SITs receive selected action research training and awareness of module content, especially Modules 1 and 2; assist with identifying out-of-school children (OOSC), screening and identifying learners with additional needs in the community, creation of IEPs; collaborate with other stakeholders; collect locally available materials and create teaching and learning resources; compile reports.

School Inclusive Education Coordinator

Who: One teacher based in each pilot school.

What: He or she receives training on all modules; SIT member; supports teachers in their school to implement inclusive education; provides recap inclusive education training to new teachers.

Ministry of General Education (MoGE)

Who: Various MoGE officials representative of National, Provincial and District level including District Education Board officers – District Education Officer (DEO), District Resource Centre Coordinator (DRCC), inspectors, curriculum advisers, etc.

What: District and Provincial officers participate in training as part of the PTs and observers (selected officials); attend the annual inclusive education conferences; review the modules and get them approved.

Other Stakeholders

Who: Various community members including leaders, and religious organisations, DPOs, parent organisations, NGOs, PTAs and other Ministry departments (such as health, community development and social services), etc.

What: Receive training via the SIT; participate as SIT members (some); partner with and support schools; encourage parents to enrol their children in schools; find OOSC in their communities; collaborate to identify solutions to the challenges facing learners and schools

Some stakeholder views on the programme

Quotes from McKinney (2019) ‘Learning review of the NAD-supported teacher training pilot programme in Zambia’.

Cookie Consent with Real Cookie Banner