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The modules have all been developed in collaboration with Principal Trainers, governmental and non-governmental partners and key stakeholders in Zambia. A similar process has taken place in Zanzibar.
The training programme currently includes 11 modules, plus a twelfth document on learners with additional needs.
These modules support a training approach that helps teachers become innovative and confident problem-solvers in the following ways:
All modules contain participatory, learner-centred activities that require teachers to reflect on their own lives and experiences and work through problems individually, in pairs and in groups. Teachers are never just told the answers to questions. Like an active learner in school, they must work out the answers themselves, with support from the trainer.
Action research tasks
In between every module there is an action research task. Teachers return to their school and carry out a small investigation into a problem they have identified and/or experiment with a new way of working. They document and share the investigation or experiment with colleagues at the next training workshop.
The modules take an accumulative approach to learning. They start with basic inclusive education foundations and then move on to more complex and specific topics. This helps teachers to gradually build their confidence with learning about and implementing inclusive practice and solving inclusion problems, without placing overwhelming and confusing expectations on them after just one workshop.
Learning to collaborate
The training does not expect teachers to learn everything and solve every problem themselves. For instance, there are modules that support teachers to work collaboratively to develop school inclusion teams and inclusive education co-ordinators. In addition, all the modules encourage action research through which teachers work with colleagues, parents, learners and the community to investigate and address inclusion challenges.
The training modules are useful for training teachers from all levels and subject areas. Whether they are teaching basic literacy and numeracy to small children, or whether they work at secondary or higher level teaching science subjects, the inclusive education training is relevant for them.
Watch the next video in which two lecturers from UNZA explain the wide range of teachers (and trainers) who can benefit from the training programme. (Video coming soon – check back!)
Watch the next video. Three staff from inclusive schools in Zambia share thoughts on the impact the inclusive education teacher training has had on their own attitudes, on the practices of teachers, and the attitudes in the community.
This was the end of section 5.2.
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