1.4 Stakeholders involved in the programme Copy

Who is involved and what do they do?

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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.

Teachers

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.

Learners

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.

Observers

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

“Têm sido valiosos para encontrar crianças fora da escola nas nossas comunidades”

–

“We were all involved in developing the training modules. They had all the right people from curriculum, lecturer, specialists, everyone. We are very happy with the programme …(it is) …fully localised to the Zambian context.”

Principal Trainer –

“Before, we would just say, ‘it’s the Head-teacher’s responsibility.’ Or, ‘the Ministry must make the problem better.’ Now we understand that we have so much say and do. We know what our children and people need. We cannot sit back.”

Teacher–

“We always knew about the sex work of some mothers and girls at the truck crossings, but didn’t know that we can make a change if we work together. We always thought that school is school, and home is home.”

Teacher on collaborating with the School Inclusion Team–

“Two lecturers from Charles Lwanga College were part of the Principal Trainer team from its inception. As a result of their involvement in this training, the skills and knowledge they acquired, and their passion for inclusive education, they have been instrumental in getting inclusive education modules accepted and included as an official course into their college.”

Senior Ministry of General Education official–

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