Overview programmes in the South 2011 - 2013
Content Content.............................................................................................................................. 2 Acknowledgements..................................................................................................... 2 Preface............................................................................................................................... 3 Geographic overview.................................................................................................. 4 Cambodia......................................................................................................................... 6 ff Improvement of Agricultural Extension........................................................ 6 ff Science and Life Skills in Teacher Training.................................................... 8 DR Congo........................................................................................................................10 ff Strengthening Primary and Technical Agricultural Education............10 Ecuador...........................................................................................................................12 ff Schools as Actors of Change...........................................................................12 ff Technical and Vocational Education and Training...................................14 Kenya................................................................................................................................16 ff 'Healthy Learning' in Primary Schools..........................................................16 ff ICT Integration in Education............................................................................18 Rwanda............................................................................................................................20 ff Strenghtening School Management............................................................20 ff Technical and Vocational Education and Training...................................22 South Africa...................................................................................................................24 ff Improvement of Further Education and Training....................................24 Suriname........................................................................................................................26 ff More Effective Schools.......................................................................................26 Vietnam...........................................................................................................................28 ff Strengthening Secondary Education ..........................................................28 ff Strengthening Participatory Agricultural Extension...............................30 Zambia.............................................................................................................................32 ff Supporting Teacher Training Colleges.........................................................32 Zimbabwe......................................................................................................................34 ff Quality Education and Vulnerability ............................................................34
Acknowledgements Responsible editor Bart Dewaele VVOB vzw Flemish Association for Development Cooperation and Technical Assistance Handelsstraat 31 1000 Brussels Belgium T • +32 (0)2 209 07 99 F • +32 (0)2 209 07 98 E • info@vvob.be W • www.vvob.be Photographs Dieter Telemans, Hester Jonkhout, Virak Uon, Kim Savoeun, Martine Hendrickx, Vivian Nereah, Leonie Meijerink, Peter Van Gils, Erik Merens, Lieve Leroy, Evelien Masschelein Date of publication December 2011
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Overview VVOB programmes in the South
The digital and the Dutch version of this brochure can be downloaded at www.vvob.be/vvob/programmes.
Preface Dear reader, This brochure provides a brief overview of the programmes VVOB is realising with the support of the Belgian federal government and in particular the Directorate General for Development. This support is provided within the framework of an agreement signed by the ministers Charles Michel for the Belgian government and Geert Bourgeois for the Flemish Government for the period 2008-2019. The VVOB programmes have an average duration of six years. This brochure describes the programmes that started between 2008 and 2013. The total funding for VVOB to realise these programmes comes to 57 million euro and is spread over fifteen programmes in ten countries. Already achieved and planned results are situated within the specific context, objectives and activities for the period 2011-2013. VVOB has chosen to highly specialise in the education sector: thirteen of the fifteen programmes aim at improving the quality of education. Two programmes within the agricultural sector are to be phased out in 2012. Each education programme focuses on one or more of the following seven themes in order to achieve end goals in primary, secondary or technical and vocational education.
Thematic domains of VVOB's focus on education References for and objectives of educational development
Supporting educational development
External quality control of education
zz Curriculum development
zz Teacher training and continuous professional development
zz External quality control: Inspectorate and supervision
zz Strategic planning
zz Didactics zz ICT and media zz School systems: Management, participation and internal quality control
This brochure is intended primarily for VVOB’s employees. They face the task of sharing their expertise with colleagues all over the world. On the one hand, we don’t need to reinvent the wheel. On the other hand, we can design better education solutions if we draw on the experience of other contexts, those in our partner countries as well as in Flanders. A good knowledge of each other’s programmes should therefore be among the basic knowledge of VVOB staff. At the same time the brochure wants to be illuminating for anyone with an interest in VVOB: partners in the South; members and board members; policy makers at the Flemish, Belgian and European level; other development organisations in Belgium and the world; trainees; consultants and academics; and finally our technical partner organisations. Although the general public is not the main target group, it can also be an enlightening brochure for the thousands of educators that want to broaden their horizons. Many of them have also been involved through the VVOB programme on school links, which is supported by the Flemish government (see: www.scholenbanden.be/english). We wish you a pleasant reading. For further inquiries, please contact our staff or visit www.vvob.be.
Stefaan Van Mulders Bart Dewaele Chairperson of the Board of Directors Director-General
Overview VVOB programmes in the South
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Geographic overview
Ecuador Multi-year programme zz Escuelas Gestoras del Cambio (Schools as Actors of Change) P. 12 zz Technical and Vocational Education and Training (TVET programme) P. 14 Website VVOB Ecuador zz www.vvob.org.ec
DR Congo Multi-year programme zz Strengthening Primary and Technical Agricultural Education P. 10 Website VVOB DR Congo zz www.vvob.be/drc
Suriname Multi-year programme zz PROGRESS (Programme More Effective Schools Suriname) P. 26
Zambia Multi-year programme zz Supporting Teacher Training Colleges P. 32 Blog VVOB Zambia zz http://vvobzambia.blogspot.com
Zimbabwe Multi-year programme zz Quality Education and Vulnerability P. 34 Website VVOB Zimbabwe zz www.vvob.co.zw
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Overview VVOB programmes in the South
Belgium
Vietnam
Support to activities in the partner countries and coordinating organisation
Multi-year programme zz Strengthening Secondary Education P. 28
North Operations zz SchoolLinks zz Traineeship programme Also partner in Educaid.be, 'Development Debates', Saved by the bell, Greenergy,...
zz Strengthening Participatory Agricultural Extension P. 30 Website VVOB Vietnam zz www.vvob.be/vietnam
Websites zz www.vvob.be zz www.scholenbanden.be zz www.educaid.be
Kenya Multi-year programme zz ICT Integration in Education P. 18 zz 'Healthy Learning' in Primary Schools P. 16 Website VVOB Kenya zz www.vvob.be/kenya
Rwanda Multi-year programme zz Strenghtening School Management P. 20 zz Technical and Vocational Education and Training (TVET programme) P. 22
Cambodia Multi-year programme zz Science and Life Skills in Teacher Training (SEAL programme) P. 8 zz Improvement of Agricultural Extension (IMAGE programme) P. 6 Website VVOB Cambodia zz www.vvobcambodia.org
Website VVOB Rwanda zz www.vvobrwanda.org
South Africa Multi-year programme zz Improvement of Further Education and Training Colleges P. 24
More links to, for example, blogs and social network pages of VVOB and its programmes can be found on the website: www.vvob.be/vvob/links.
Website VVOB South Africa zz www.vvobsouthafrica.org
Overview VVOB programmes in the South
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Cambodia
Improvement of Agricultural Extension zz Programme:
ImAgE (Improvement of Agricultural Extension Programme)
zz Location:
Province Kandal
zz Implementation: 2008 - 2012 zz Budget:
Total 2008 - 2012: € 959,227 (realised 2008 - 2010: € 544,227 – planned 2011 - 2012: € 415,000)
zz Key themes:
Agriculture, Extension services, Formation and training
Context In the Cambodian rural areas is great poverty and are few development perspectives. This leads to the migration of many young people to the cities looking for a better future. Upon arrival in the city these young people often end up in the margin, making them extra vulnerable to contact with criminality and drugs. The growing migration to the cities is consistent with the high drop-out rates in education. This is due to the low quality and relevance of education services on the one hand and the lack of means to send youth to school on the other hand. The uncertain outlook for youth in the countryside enhances the rural exodus. The National Strategic Development Plan of Cambodia recognises the increase of the number of young people that are migrating from rural areas towards the cities, as a problem. Also during the consultations of the management of the Ministry of Agriculture (MAFF), this migration of youth has been recognised as a growing and priority problem. By, amongst other things, strengthening the services for agricultural extension the Cambodian government wants to decrease this migration to the cities. In several policy documents the MAFF underlines the importance of improving extension services to farmers. The aim of these extension services is to improve the living conditions of the farming families by providing technical advice and by supporting them in processes aimed at developing and applying better agricultural techniques. Target of the programme The agricultural programme ImAgE wishes to respond to the need of a strengthened system of agricultural extension. This will be especially targeted at the district level, where the extension workers pass on the technical training to the farmers. Furthermore the programme wants to strengthen the leadership and management skills of the Provincial Department of Agriculture (PDA) and District Offices of Agriculture (DOA). ImAgE also wants to give the extension workers more access to quality materials that can support them in their day to day practice. For the ImAgE programme the MAFF has, as a strategic partner, signed an agreement (2008-2013) with the VVOB. Within the MAFF the Department of Agricultural Extension (DAE) is the key
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Overview VVOB programmes in the South
stakeholder in the intervention of the VVOB. The operational partners of the ImAgE programme are the Provincial Department of Agriculture (PDA) and seven of the eleven District Offices of Agriculture (DOA) in the province Kandal. Primarily the extension workers at the district level are the direct target group in the process of capacity building. Their methodological and technological skills need to be strengthened. ImAgE operates from the Provincial Department of Agriculture (PDA) in the province Kandal. In the pilot phase it cooperates with the three districts (Kandal Steung, Kien Svay and Ponhea Lueu) and with a total of 23 extension workers (fifteen district and eight provincial extension workers). The general target of the ImAgE programme is that households in the rural areas of the province Kandal can improve their living and reduce their vulnerability through improved and environmentally friendly agricultural practices. The specific target of this programme is that farmers (with special attention to the female and young farmers) in the province Kandal adopt improved and environmentally friendly agricultural practices and exchange information about these practices. The programme wants to achieve the following results: zz Result 1: Seven District Offices of Agriculture (DOA) in the province Kandal will provide more efficient and effective services to farmers with an emphasis on reaching female and young farmers as well as promoting environmentally friendly practices. zz Result 2: The Provincial Department of Agriculture (PDA) in the province Kandal provides improved support and guidance to the staff of the DOAs. zz Result 3: The Department of Agricultural Extension (DAE) of the MAFF provides improved quality and access of extension materials to the PDAs and DOAs in Cambodia Activities At the level of Result 1 VVOB supports the development of the DOA's capacity for implementing a gender mainstreaming strategy at district and village level. Besides, VVOB supports the DOA in developing its capacity and strategies to reach young farmers through Farmer Groups (FGs), Village Extension Workers
Some results achieved (VEWs) and Teacher Training Centres (TTCs). VVOB also supports the development of methodological and technological skills of District Extension Workers (DEWs) as well as extension materials with an emphasis on promoting environmentally friendly practices. Furthermore, VVOB supports the development of management and planning skills of the DOA chiefs (with a special focus on accessing funds via District Integration Workshops and Commune Investment Plans). VVOB also supports - at the level of Result 2 - the PDA staff (Extension and Subject Matter Specialists) in developing its capacity to provide professional guidance to DOA staff and in strengthening stakeholder linkages and information exchange. At the level of Result 3 VVOB supports the DAE in developing a procedure for collection and quality assurance of extension. VVOB also helps the DAE in the development and management of an online exchange portal for these extension materials.
zz VVOB has trained and coached 43 extension workers in the province Kandal in: zz five technical subjects: intensive rice-growing, growing of mushrooms, organic gardening, chicken breeding and fish breeding; zz two methodological subjects: Farmer Field School and Participatory Technology Development; zz and two management subjects: budgeting and participatory planning, monitoring and evaluation (PPM&E). zz For each of these subjects the programme developed modules and other supporting materials, such as posters the extension workers use when they visit farmers associations and give training in the specific subjects. zz These extension workers visit, train and support in total 3,000 farmers spread over 75 villages in the province Kandal. VVOB coaches them when they visit the farmers associations in these villages.
Contact Jan Geusens (Programme Manager) #52, Street 101 Boeung Trabek, Chamkar Mon District Phnom Penh, Cambodia F • +855 (0)23 726 637 E • jan.geusens@vvobcambodia.org
Inge Bennenbroek (Programme Officer) Handelsstraat 31 1000 Brussels, Belgium T • +32 (0)2 209 07 93 F • +32 (0)2 209 07 98 E • inge.bennenbroek@vvob.be
Website of VVOB Cambodia: www.vvobcambodia.org
Translated by Fred Van Dyck
Overview VVOB programmes in the South
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Cambodia
Science and Life Skills in Teacher Training zz Programme:
SEAL (Science, Environmental and Agricultural Life skills Programme)
zz Location:
Provinces Kandal and Siem Reap in the pilot phase, expansion phase across the country
zz Implementation: 2008 - 2013 zz Budget:
Total 2008 - 2013: € 2,936,264 (realised 2008 - 2010: € 1,060,734 – planned 2011 - 2013: € 1,875,530)
zz Key themes:
Teacher training, Education, Life skills (Agriculture, Environment), ICT, Science
Context Poverty in Cambodia is strongly related to the poor level of education; the majority of children aged twelve to fourteen are not enrolled in secondary schools, mainly due to high drop-out rates in primary schools. The poor quality and lack of relevance of basic education lie at the heart of this faltering education system. Furthermore the country is confronted with a continuously growing migration of the rural population – especially young people – from rural areas to the cities. In order to reduce the migration of youth to urban areas it is necessary to provide youth with better education and prospects of livelihood in rural areas. The VVOB intervention therefore focuses on making teaching and learning in basic education more relevant. VVOB started in 2004 four projects in Cambodia aimed at strengthening the capacity of teacher training centres. These have in the meantime been concluded and transferred to the Ministry of Education, Youth and Sports (MoEYS). In 2008 the SEAL programme was launched. It meets the above mentioned educational issues and continues to build on the results and experiences of earlier VVOB projects in the country. Target of the programme The SEAL programme has a threefold target aimed at improving quality of education in Cambodia: 1. to improve the teaching skills of the teachers in the primary and lower secondary education; 2. to improve the content of the life skills and science courses through the development of pupil oriented teaching materials; 3. to develop the necessary materials and provide the related ICT support. Partners The programme works with the institutes for teacher training and with the affiliated practice schools. The SEAL programme works in the provincial and regional teacher training centres. In the 18 provincial teacher training centres (TTCs) which offer pre-service teacher training for primary education, the focus of the programme is on life skills education. In the six regional teacher training centres which offer pre-service teacher training for lower secondary education, the programme focuses on life skills and science education.
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Overview VVOB programmes in the South
SEAL directly targets teacher trainers and teachers at practice schools affiliated with the selected TTCs. Through them VVOB aims to gradually reach its indirect target groups. One group consists of student teachers – at provincial level for primary education and at regional level for lower secondary education. The other indirect target group are the pupils themselves who will be sitting in the classrooms of those future teachers. To achieve these targets VVOB cooperates with the MoEYS (VVOB’s strategic partner), and with the teacher training centres at the provincial and regional level (VVOB’s operational partners). Through coordination and cooperation with international organisations such as the Asian Development Bank (ADB), UNICEF, Japanese International Cooperation Agency (JICA), Open Institute, USAID and World Education, the programme increases its scope. Activities Strengthening didactic skills The essence of the SEAL programme is to strengthen the didactic skills of the teachers that graduate from Cambodian teacher training centres. Teacher trainers and trainees learn how to stimulate creative thinking and develop problem solving skills of students. They themselves acquire skills to apply learner centred methodologies in both science and life skills education, and to perform low-cost experiments. These activities help to teach the curriculum in a more attractive and active way. Technical Working Groups (TWGs) on science and life skills teaching are composed of teacher trainers of the pilot TTCs (and teachers of practice schools). These TWGs are adapting and integrating innovative methodologies to local context and curricula as well as developing learning materials and other resources for improvement of science and life skills teaching. The TWGs find inspiration in organised trips to, for instance, agricultural programmes or to schools, but also in trainings given by (local) consultants. Manuals about training, digital training materials, posters, schedules, micro projects and school gardens are some of the concrete realisations of the TWGs. ICT support Technologies, such as science labs, ICT and multimedia, are considered important supporting tools for teacher training. For example, teacher trainers use simulation software to enhance deeper
Some results achieved understanding of science. SEAL focuses on user-friendly technologies that suit the local circumstances and context. Examples include videos, educational posters, flash animations, low-cost experiments, games and so on. Scopes During the pilot stage (2008-2011 in Kandal and Siem Reap) innovative concepts in life skills and science teacher training are introduced and tested. These are reviewed for quality assurance by the central Teacher Training Department of the Ministry of Education, Youth and Sport, before scaling up to other TTCs during the mainstreaming phase (2011-2013, nationwide). Local expertise VVOB uses as much as possible the available local knowledge and skills. If such knowledge is not available, VVOB ensures that the local partners can acquire this technical expertise. This leads to a strengthened partner and increases the sustainability of the results. Technical Working Groups on science and life skills teaching are composed of teacher trainers of the pilot TTCs (and teachers of practice schools). A Trainer of Trainer (ToT) team will be selected from the members of the TWGs. These ToT teams will be in charge of the scaling up and follow-up of the programme outcomes in other provinces during the mainstreaming stages, which involve training and coaching their peers in other TTCs as well as monitoring activities.
zz A large number of materials is available: zz Manuals and multimedia about science, life skills (Environment and Agriculture) and ICT, but also teaching materials such as posters and DVDs. zz Materials for low-cost experiments are available and integrated in the activities and in the methods of the manuals. zz 23 model lessons have been developed by the teachers (in cooperation with the TWGs), tested, adapted and partly filmed so that they can be used as practical examples. zz Innovating education material has been developed and given to the MoEYS for approval. Over 250 science posters and chapters of manuals have been approved by the MoEYS. zz The teacher trainers and teachers of the TWGs have been trained in technical and methodological skills of life skills and the use of multimedia. zz Teacher trainers and teachers have more confidence and have fewer problems while teaching science and life skills subjects. zz In each provincial teacher training centre resource centres have been established. The teacher trainers have access to ICT materials and the Internet. zz Basic infrastructure and materials for organic gardens are available in five pilot schools.
Contact Jan Geusens (Programme Manager) #52, Street 101 Boeung Trabek, Chamkar Mon District Phnom Penh, Cambodia F • +855 (0)23 726 637 E • jan.geusens@vvobcambodia.org
Inge Bennenbroek (Programme Officer) Handelsstraat 31 1000 Brussels, Belgium T • +32 (0)2 209 07 93 F • +32 (0)2 209 07 98 E • inge.bennenbroek@vvob.be
Website of VVOB Cambodia: www.vvobcambodia.org KROU website (education portal in Cambodia): www.krou.org
Translated by Fred Van Dyck
Overview VVOB programmes in the South
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DR Congo
Strengthening Primary and Technical Agricultural Education zz Programme:
Contribution à l’amélioration de la qualité de l’enseignement primaire et secondaire technique agricole (Programme for the improvement of the quality of primary education and secondary technical agricultural education)
zz Location:
National, and in 2011 a pilot programme started in Bandundu province (Kikwit)
zz Implementation: 2008 - 2013 zz Budget:
Total 2008 - 2013: € 4,263,170 (realised 2008 - 2010: € 1,394,066 – planned 2011 - 2013: € 2,869,104)
zz Key themes:
Primary schools, Agricultural education, Inspection, Training
Context
Partners
The educational system in the DR Congo is weak: there is a lack of teachers, the teaching profession is underappreciated and underpaid, and there is a shortage of didactical materials and customised learning methods. The budget of the Ministry of Education is too limited to support schools financially. For this reason the operational costs of schools are mostly on charge of the parents. Nevertheless, the Congolese government is making progress in the educational sector. Since 2010 primary education is free, with the exception of the cities of Kinshasa and Lubumbashi. Moreover, plans have been made to increase teacher salaries. The Ministry is counting on the international community to supplement the budget in order to close the deficit that will arise from this measure.
To reach this goal VVOB works together with the Ministère de l’Enseignement Primaire, Secondaire et Professionnel, our strategic partner; and with the Inspection Générale de l’Enseignement Primaire, Secondaire et Professionnel (at a national and provincial level) and the Direction des Programmes Scolaires et Matériel Didactique (DIPROMAD), our operational partners.
Besides the financial deficit, there is a clear need for permanent training and support of school management and teachers. The Ministry developed a five-year strategy in which the continuous training of the educational staff is an important aspect. Target of the programme The programme contributes to the improvement of the quality of primary education and secondary technical agricultural education in the DR Congo (from 2012 also secondary professional agricultural education). The programme has a twofold goal: 1. It aims to ensure a good development of the ‘basic cells’ (see below) as small training centres in primary schools and in agricultural schools. This goal is being developed in the educational province of Bandundu 2. On the one hand inspectors ensure the training and guidance of already employed teachers. On the other hand a model for the ‘basic cells’ is introduced in teacher training institutes. 2. The programme wants to ensure that students of secondary technical agricultural education receive a competence based education. The goal is to give those students who graduate, the ability to execute their job as an agronomist level A2. From 2012 the programme wants to ensure that secondary professional agricultural education is again offered at level A3.
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Overview VVOB programmes in the South
Activities Agricultural Education To enforce the agricultural education, VVOB supports the Direction des programmes et matériel didactique (DIPROMAD). Together we tackle the graduation options in the secondary agricultural education (at A2 and A3 level). Continuous professional development of teachers VVOB supports the Service national de formation (SERNAFOR) of the educational inspection in the training of educational staff of both the primary and the agricultural schools. Central in the continuous professional development are the ‘basic cells’. These ‘basic cells’ are dialogue organs in which self-evaluation and self-development is practiced via exchange. Here they also use the didactical materials provided to the schools by SERNAFOR. Furthermore SERNAFOR meets with other training services and actors in the educational sector. Educational inspection Thirdly, VVOB supports the Control service of the inspectiongeneral. This way VVOB improves the external control on the operation of schools. A reflection group strengthens the inspection service on both organisational and institutional level. In this reflection group VVOB supports the inspection service in the development of control sheets. VVOB also supports them in the use of inspection reports. This will allow for a better follow-up of the management of schools and the class lectures. There are also regular meetings between the Training and Control services of the inspection service. Student evaluation Finally, VVOB strengthens the Service de Concours et Evaluations in the adaptation of school evaluations and state exams in order to allow for better student evaluations.
Some results achieved zz The first notions of competence based education are known in the majority of schools. 45% of exam questions are in line with the content of the school curriculum but are not yet in line with competence based education principles. zz Ten inspection sheets have been reviewed, two new sheets have been created and a manual has been developed in order to assist in the use of these sheets (available at www.cd.refer.org/inspection). 415 copies of these sheets have been used by field inspectors in seven educational provinces. 164 aggregated reports have been passed on to the national inspection service. zz All inspectors in the field are trained in agricultural education. zz 33 didactical materials were developed and distributed. zz The agricultural schools possess a basis of didactical materials: for example, 29 pilot schools have a manual on entrepreneurship available.
zz The ten agricultural graduation options have been rationalised to six options based on an analysis of the needs of the labour market. These specialisations were implemented for the first time in the school year 2010-2011 (in the third year of secondary school). zz In the agricultural education the school programmes have been updated and made available for all 1250 agricultural schools. zz Twelve radio programmes have been developed and broadcasted. zz More than 700 student exams were analysed and evaluated. The cycle of learning from these exams, whereby schools that perform inadequately are provided more directed training the following year, is starting to close.
Contact Michel Triest (Programme Manager) VVOB RD CONGO/Ecole Belge, Local 52 Av. De la Gombe 2, C/ de la Gombe Kinshasa, DR Congo T • +243 (0)99 871 29 89 E • vvob.rdcongo@yahoo.com
Jeroen De Wilde (Programme Officer) Handelsstraat 31 1000 Brussels, Belgium T • +32 (0)2 209 07 82 F • +32 (0)2 209 07 98 E • jeroen.dewilde@vvob.be
Website of VVOB DR Congo: www.vvob.be/drc Website of the Inspection GÊnÊrale de l’Enseignement: www.cd.refer.org/inspection
Translated by Bieke Abelshausen
Overview VVOB programmes in the South
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Ecuador
Schools as Actors of Change zz Programme:
Programa Escuelas Gestoras del Cambio (EGC) (Schools as Actors of Change Programme)
zz Location:
The first part of the multi-year programme focused on ten provinces: Loja, Azuay, Carchi, Imbabura, NorthPichincha, Chimborazo, Esmeraldas, Manabi, Pastaza and Zamora-Chinchipe. The second part has a national scope.
zz Implementation: 2008 - 2013 zz Budget:
Total 2008 - 2013: € 3,647,317 (realised 2008 - 2010: € 1,501,507 – planned 2011 - 2013: € 2,145,809)
zz Key themes:
Primary Education, Training, Teacher training, Educational inspection and supervision
Context The programme Escuelas Gestoras del Cambio (Schools as Actors of Change) was launched in 2008. The focus lies on the national educational politics as the programme actively contributes to the Ecuadorian ‘Ten Year Plan of Education 2006-2015’. Furthermore, VVOB supports the compliance with the international guidelines that Ecuador agreed upon: Education for All, the Millennium Development Goals and the Declaration of Paris.
VVOB also cooperated with fifteen teacher training institutes and several universities. Ten institutional plans were developed in cooperation with VVOB. Five inter-institutional work groups developed plans for different themes: teachers’ profile, curriculum, internships, interculturality and organisational structure. In cooperation with the Ministry of Education the programme also realised a new model for supervision.
Target of the programme
Second half of the programme In the second half of the programme VVOB works more on a central level and in the entire country. The previous experiences in the provinces help to preserve the relationship with the local level; however most activities are now situated at the level of national actors: the Ministry of Education and SENESCYT. Examples of actions are: zz developing user guides for mathematics in primary education (teacher training); zz supporting the establishment of the National University of Education; zz implementing the new model for educational inspection and supervision.
Escuelas Gestoras del Cambio supports the Ministry of Education and the National Secretariat of Higher Education, Science, Technology and Innovation (SENESCYT) to attain these specific goals: zz strengthening continuous professional development; zz increasing the quality of initial teacher training; zz improving the system of educational inspection and supervision. Hereby the programme wants to pursue efficiency, effectiveness and sustainability via organisation-wide learning. Escuelas Gestoras del Cambio is the result of a cooperation between VVOB, the Ministry of Education and SENESCYT. The programme provides a complete and integrated answer to the different challenges in the primary education system faced by the country. Activities First half of the programme In the first half of the programme (2008-2010) VVOB worked in cooperation with the Ministry of Education, the National Council of Higher Education and a national team of civil servants from different divisions. Furthermore, ten provincial teams have been set up. Every provincial team had representatives of the divisions Curriculum, Primary Education, Supervision, Teacher Training, etc. These teams had to make the link between the central level and the (networks of ) schools that participate in the programme. VVOB strengthened these teams in the systematisation of experiences, plans, facilitation of workshops; and in their monitoring and evaluation.
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Overview VVOB programmes in the South
Some results achieved Training zz Systematising 74 meaningful experiences in schools that are a part of the programme. Realisation of a publication and website in connection with these pedagogic experiences. The process contributes to the reflection on methodology and strategy concerning educational innovation in Ecuadorian schools. zz Realisation of an international event for ‘Education and Innovation’, where different public and non-governmental actors and their ‘best practices’ and innovation processes were presented. zz Development of a workshop for the production of educational videos, with participants from provincial teams. The goal is that they keep systematising and disseminating their ‘school examples’.
Teacher training zz Supporting the coordination group (Ministry of Education, UNESCO and VVOB) in setting up the start-up of the new National University of Education. An initial project proposal is developed through participation in the coordination group, with contributions from external consultants and a study visit to Flanders. zz Realisation of two national forums for 200 participants each and five multi-day workshops with representatives of all 28 teacher training institutes. Results of these meetings: a digital system for self-evaluation developed in a participatory manner, with results for improvement-plans and training activities in relation to curriculum, educational research, didactics and leaderships. Indian and Spanish teacher training institutes are better aligned with national politics and are more capable of reflecting on the training programmes of new teachers. zz As a result of networking activities, there is more mutual alignment between the Ministry of Education, the new Ministry of Higher Education, Science, Technology and
Innovation (agreement concerning the digital platform), several universities (acting as centres of expertise) and the network for teacher training institutes ‘Red Kipus’. Educational inspection and supervision zz Organisation of a study visit to Flanders in October 2010 for educational authorities of the inspection and guidance services of the Ministry of Education and provincial representatives. The goal of the visit was to acquire insight in the inspection and guidance model and its applications in Flanders. zz Realisation of an international event for ‘Educational inspection and supervision’ in cooperation with the Ministry of Education. Subject: trends in connection with pedagogic support and supervision. zz Support by the Ministry of Education in the participatory development of a National Model for Inspection and Supervision.
Contact Wouter Van Damme (Programme Manager) Calle Bourgeois N35-75 entre Teresa de Cepena y Av. Republica Quito, Ecuador T • +593 (0)2 2241624 E • info@vvob.org.ec
Carla Bracke (Programme Officer) Handelsstraat 31 1000 Brussels, Belgium T • +32 (0)2 209 07 81 F • +32 (0)2 209 07 94 E • carla.bracke@vvob.be
Website of VVOB Ecuador: www.vvob.org.ec Channel of VVOB Ecuador on YouTube: www.youtube.com/VVOBECUADOR
Translated by Bieke Abelshausen
Overview VVOB programmes in the South
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Ecuador
Technical and Vocational Education and Training zz Programme:
Programa EFTP (programme on TVET: Technical and Vocational Education and Training)
zz Location: National zz Timing:
2011 - 2013
zz Budget:
Planned 2011 - 2013: â‚Ź 996,809
zz Key themes:
In-service training, Training, Technical education, Vocational education
Context In 2010, the Ministry of Education of Ecuador asked VVOB to deploy its expertise in the TVET sector. TVET stands for Technical and Vocational Education and Training. As the Ministry is now shaping the general bachillerato, in which both technical and vocational education are included, VVOB has been asked to support the curriculum development and to expand the link with the labour market. The main objective of the programme is to contribute to the inter-institutional cooperation between technical and vocational education on the one hand and the labour market on the other hand (e.g. with reference to traineeships, employment‌).
Contact Wouter Van Damme (Programme Manager) Calle Bourgeois N35-75 entre Teresa de Cepena y Av. Republica Quito, Ecuador T • +593 (0)2 2241624 E • info@vvob.org.ec
Carla Bracke (Programme Officer) Handelsstraat 31 1000 Brussels, Belgium T • +32 (0)2 209 07 81 F • +32 (0)2 209 07 94 E • carla.bracke@vvob.be
Website of VVOB Ecuador: www.vvob.org.ec Channel of VVOB Ecuador on YouTube: www.youtube.com/VVOBECUADOR
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Overview VVOB programmes in the South
Translated by Mieke Achtergaele
Overview VVOB programmes in the South
15
Kenya
'Healthy Learning' in Primary Schools zz Programme:
Healthy Learning Programme
zz Location:
Districts Kajiado Central, Kajiado North, Kathiani, Laikipia Central, Laikipia East, Machakos, Narok North, Samburu, Isinya
zz Implementation: 2008 - 2013 zz Budget:
Total 2008 - 2013: € 1,258,545 (realised 2008 - 2010: € 667,589 – planned 2011 - 2013: € 590,956)
zz Key themes:
Primary education, Nutrition, Health, Farming techniques, Environment
Context The Kenyan government considers education and training as one of the most important instruments to achieve economic growth. As a consequence, the education sector is receiving a large budget that is increasing yearly. The government wished to increase access to education for children and, therefore introduced Free Primary and Free (Day) Secondary Education. However, there remain large challenges, including: shortage of and poorly maintained classrooms, shortage of teachers, and a high pupil-to-teacher ratio. Guaranteeing that all children have access to quality education is one of the main targets of the Ministry of Education. Good health, nutrition and meals at school are crucial in attempting to reach this goal. Healthy children are, after all, better pupils and important change agents in their communities. The Ministry provides dry ingredients for meals to primary schools in poor and dry areas of the country in order to attract pupils and to reduce the number of drop-outs from poor families. The Healthy Learning programme wants to take it one step further, by focusing on developing knowledge, skills and attitudes related to health, good nutrition and the environment in general. Target of the programme The programme, in collaboration with the Ministry of Education, aims to develop and implement sustainable strategies for an integrated approach of Healthy Learning in primary education. This approach pays special attention to the poorest and most vulnerable children in arid and semi-arid areas. The ultimate aim of the programme is that schools in underdeveloped regions apply multidisciplinary methods in order to make their pupils develop skills on better nutrition and health that also have positive consequences for both their families and their communities. Partners The Healthy Learning programme is a cooperation between VVOB Kenya, the Ministry of Education, more specifically the School Health, Nutrition and Meals Unit (our strategic partner); and the World Agroforestry Centre (ICRAF). The programme is imbedded in the sector plan for education
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Overview VVOB programmes in the South
(KESSP: Kenya Education Sector Support Programme). As part of the investment programme 'School Health, Nutrition and Meals', Healthy Learning uses an integrated approach in order to organise learning activities on food, health and environment at school. Activities The programme emphasises the connection between the quality of learning experiences and the health status of children who attend primary school. The programme particularly focuses on healthy feeding patterns, hygiene, farming techniques and environment to achieve better learning processes. First of all, the capacity of the staff of the Ministry of Education is strengthened at national level. The programme focuses on coordinating, harmonising, advising and supporting Healthy Learning initiatives in the KESSP investment programme ‘School Health, Nutrition and Meals’ and complements other initiatives such as the national deworming and the school feeding programmes. Secondly, the programme works at the school level. 30 ‘model schools’ in eight districts are supported through training, learning materials and funds to start up activities related to Healthy Learning. Initiatives such as hand washing facilities, school garden, tree nursery, keeping chickens or goats, etc. are excellent opportunities for learning. It is important that life skills related to better nutrition and health are integrated in the school activities. The ‘model schools’ start ‘projects’ with three possible objectives in mind: 1) to provide tools for new, more practical ways of instruction and learning 2) to supplement school feeding and 3) (in some schools only) income generation. In order to achieve the goals, district officers of various Ministries (Education, Agriculture, Water, Health and others) and non-governmental organisations are involved. They support the schools with advice, additional means (when available) and they assist with monitoring and evaluation. To promote Healthy Learning beyond the pilot schools, the programme is preparing a 'Healthy Learning Teacher’s Guide'. The 30 schools will support sharing of lessons learned and upscaling of the programme by adopting neighbouring schools and mentoring them to start their own Healthy Learning programme. In addition to this, systems are being set up that focus on information exchange,
communication and coordination. We are also developing partnerships and looking for resources to expand the programme and cover more schools. Some results achieved zz The School Health Nutrition & Meals Unit (SHN&M Unit) has a Healthy Learning Information entre containing over 300 reference works (with technical information on topics such as school gardens, school feeding, water collection, the environment, but also on school management and administration). zz As a consequence of a stakeholders’ workshop, the SHN&M Unit set up a committee for technical advice and partner coordination, which meets regularly. zz 30 ‘Model schools’ in eight semi-arid and arid districts have implemented their approved activity plan for Healthy Learning. These schools are regularly monitored and supported by officers from different levels (zonal, district, national). After a basic training, each school could submit Healthy Learning project proposals for a budget of max. â‚Ź 2,500. zz Trainings have been organised on the concept and the aspects of progress of Healthy Learning in the schools and districts for a delegation from all model schools (from each school, the headmaster, two teachers and a member of the
zz zz
zz
zz
zz zz
school committee took part). Education Officers, School Feeding Programme Officers, Quality Assurance Officers and Line Ministry Officers of the model districts participated in feedback and training workshops with field visits. They also participated in an ICT course that has considerably improved the communication among some officers. To stimulate Healthy Learning, pupils and teachers could take part in an exchange programme. The acquired hardware (cameras, computers, projectors and printers) are regularly used and support the programme. This improves the information exchange between districts, schools and the national team. Vulnerable children in 30 primary schools in arid and semiarid areas have a higher awareness on matters such as nutrition, health, hygiene, etc. and learn better. A database was developed to process the different monitoring and technical reports on the schools. These reports supply useful information on the Healthy Learning programme in the schools and districts. The ‘Guide on Healthy Learning’ for teachers has been developed. Through collaboration with ICRAF more than 16,000 copies of the practical manual ‘Planting trees and gardens for life’ (in English and Kiswahili) have been made available for primary schools in Kenya.
Contact Lut Laenen (Programme Manager) National Bank of Kenya building - 13th Floor Harambee Avenue P.O. Box 39483 (00623) Nairobi, Kenya T • +254 (0)20 2190449 E • vvobkenya@vvob.or.ke
Kristine Smets (Programme Officer) Handelsstraat 31 1000 Brussels, Belgium T • +32 (0)2 209 07 84 F • +32 (0)2 209 07 98 E • kristine.smets@vvob.be
Website of VVOB Kenya: www.vvob.be/kenya Blog of the Healthy Learning Programme: www.healthylearningprogramme.blogspot.com Facebook page of the Healthy Learning Programme: http://www.facebook.com/pages/ Healthy-Learning-Programme-VVOB-Kenya/195652420468377
Translated by Mieke Achtergaele
Overview VVOB programmes in the South
17
Kenya
ICT Integration in Education zz Programme:
ICT Integration Programme
zz Location: National zz Implementation: 2008 - 2013 zz Budget:
Total 2008 - 2013: € 2,941,524 (realised 2008 - 2010: € 1,537,774 – planned 2011 - 2013: € 1,403,750)
zz Key themes:
ICT, Education
Context
Activities
The integration and application of ICT within the learning process in the education sector in Kenya is still in its infancy. New initiatives are still dominated by technical aspects. In order to appropriately integrate ICT for an improved education quality, technology and pedagogy must go hand in hand. Gradually pedagogical considerations will become the guiding and driving force. VVOB pursues an integrated approach, collaborating with several institutions that have national mandates for capacity building with teachers and education managers on different levels. The programme also considerably contributes to the Kenya Education Sector Support Programme (KESSP).
All target groups are aware of the importance of ICT integration within the Ministry of Education and the education institutions, where the activities take place.
Target of the programme Through the programme 'ICT integration into the learning process', VVOB wants to reinforce the capacity of the Ministry of Education for organising two investment programmes of the national education curriculum KESSP, namely: ICT in Education and Capacity Development. Apart from that, the programme also contributes to the application of the National ICT Strategy for Education and Training. The programme is primarily intended for the ICT for Education Unit and the ICT Integration Team and all managers within the Ministry of Education. The programme also supports the ICT Unit with technical issues. Another target audience is teachers, who, through the programme, are stimulated using ICT to improve their teaching and learning. Partners To achieve these goals we collaborate with our strategic partner, the Ministry of Education. On the operational level, we are partnered by the ICT work groups within the Ministry of Education (ICT Integration Team, ICT4E Unit, ICT Unit), KESI (Kenya Education Staff Institute) and CEMASTEA (Centre for Mathematics, Science and Technology Education in Africa).
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Overview VVOB programmes in the South
The programme promotes the use of ICT within the Ministry. All staff members use e-mail to communicate, curricula are created digitally and spread on DVD, and an Education Management System supports them with statistical information. As part of the collaboration between VVOB and the Ministry of Education, new agencies were created to collaborate with the ICT Unit – which focuses rather on the technical side of ICT. The ICT Integration Team is perceived as a guiding force responsible for the coordination and harmonisation of all ICT initiatives within KESSP. The newly founded ICT for Education Unit (ICT4E) concentrates on the pedagogical aspects of ICT integration in the learning and teaching process. The National ICT Innovation and Integration Centre (NI3C) focuses on research and monitoring of technology integration in education. Some results achieved zz An update of the ‘e-readiness 2007’ database is available in an improved format and can also be consulted online. zz Within the Ministry of Education, the ICT Integration Team is being recognised ever more as an agency that coordinates and harmonises ICT initiatives within the Ministry and gives advice to management on ICT related topics – on a pedagogical as well as a technical level. zz The ICT Unit has been reorganised and the staff has acquired new knowledge and skills enabling a more effective service to all Ministry departments. The ICT Unit has developed over 20 policy documents on the use of ICT in management. zz The technical infrastructure (hardware and software) at the head office of the Ministry of Education has been extended and better organised for an appropriate service to all (800) personnel.
zz An ICT training room and a workshop are established and in use at the head office of the Ministry of Education. zz Six manuals on individual ICT coaching for Senior Managers have been finished. During a year and a half, a programme ran for over 43 Senior Executives. The programme was such a success that in 2010 it was also directed at 75 personal assistants and management secretaries. zz Advice has been given on the online training modules developed by KESI. The KESI courses on ICT integration for school heads were revised.
zz More than 70 academic and administrative staff members of CEMASTEA followed the International Computer Driving License course (a basic course on IT). zz A National ICT Innovation and Integration Centre is now operational, with the mandate to collect, test and share ICT Innovations and harness emerging technologies for integration in all aspects of education (teaching, learning and management).
Contact Lut Laenen (Programme Manager) National Bank of Kenya building - 13th Floor Harambee Avenue P.O. Box 39483 (00623) Nairobi, Kenya T • +254 (0)20 2190449 E • vvobkenya@vvob.or.ke
Kristine Smets (Programme Officer) Handelsstraat 31 1000 Brussels, Belgium T • +32 (0)2 209 07 84 F • +32 (0)2 209 07 98 E • kristine.smets@vvob.be
Website of VVOB Kenya: www.vvob.be/kenya
Translated by Michiel De Mylle
Overview VVOB programmes in the South
19
Rwanda
Strenghtening School Management zz Programme:
MINEDUC School Management Programme
zz Location: National zz Implementation: 2008 - 2013 zz Budget:
Total 2008 - 2013: € 2,896,412 (realised 2008 - 2010: € 1,289,251 – planned 2011 - 2013: € 1,607,161)
zz Key themes:
Secondary education, Training, School management
Context The Rwandese Ministry of Education (MINEDUC) endorses the ‘Rwanda Vision 2020’, expressing both its wish to ban poverty by 2020 and to join the group of ‘Middle Income Countries’. Due to its enclosed position and limited natural resources, Rwanda considers its inhabitants as human capital, making investments in a knowledge and a technology-driven economy a priority. That vision is translated into the mission of the Ministry of Education. Despite the many efforts there is still a shortage of qualified education staff. Also, the curricula and teaching materials are of poor quality.
Department, which is part of the new structure of the Rwandan Education Board (REB). In the coming years, the programme will focus on reinforcing this unit and establishing pilot schools as training centres in the provinces.
VVOB has already been active in Rwanda before the tragic events of 1994. Its actions fitted within the at that time operational mission of VVOB: sending teachers to developing countries. In 2003 a new cooperation started between Rwanda and VVOB; the so-called School Management Programme.
Within the Ministry of Education a school management expertise centre has been erected. This centre constitutes a formal frame for exchanging experiences; serving as a platform where directors and staff of pilot schools meet.
Target of the programme The School Management Programme aims at increasing competence of the team involved in school management within all Rwandese schools. Integrating school management and leadership training in the Rwandese education system enables school managers to achieve more effectiveness and equality in education. The past years, directors, accountants, secretaries, boarding school teachers and animators of secondary schools have been trained in the principles of school management. Manuals and modules on school management have been developed and the processes of school management have been applied, guided and monitored in 30 pilot schools. The following years, the focus will be on institutionalising the programme. The School Management Programme has been integrated into the programme of our strategic partner, the Ministry of Education – our objectives correspond with the strategic plan of the Ministry. In 2011, the School Management Unit has been established. This unit operates within the Teacher Training
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Overview VVOB programmes in the South
Activities The programme is meant to improve school management in secondary schools via training and modules on the principal management topics.
The programme has led to the creation of 30 pilot schools (one per district) on school management and ICT. Peer learning, which involved pilot schools visiting one another, was an important element within this training. These schools serve as a reference of good school management in Rwanda. In turn, these schools will teach surrounding schools in the district about qualitative school management. The Quality Department of the REB, the Teacher Training Department of the REB and the local district authority got support in their daily tasks involving the application and spreading of decent school management principles. In this way, the inspectors have been thoroughly trained and prepared to give school management training. Some results achieved zz School Management has been officially introduced in the priorities of the Ministry of Education and in the fund budget for capacity building. zz The financial management training received by 578 accountants and 1282 directors allowed the schools to manage the assets of the schools in a transparent way.
zz The training of 458 boarding school teachers about their role and responsibilities within the management of discipline is organised based on recommendations by the MINEDUC. zz The fourteen school management and ICT modules, the school quality norms and the evaluation records are available in the schools and are being used on a daily basis. Within the school boards of the 1118 Rwandese schools, 75% of the staff trained in ICT and school management applies the principles of good management.
zz Every secondary school in Rwanda has a strategic plan and annual action plans. zz Quality norms are being developed in cooperation with the inspectorate and are included in the training modules.
Contact Gerrit Stassyns (Programme Manager) Bd de l'Umuganda, 1, Kacyiru Kigali, Rwanda E • gstassyns@telenet.be
Carla Bracke (Programme Officer) Handelsstraat 31 1000 Brussels, Belgium T • +32 (0)2 209 07 81 F • +32 (0)2 209 07 94 E • carla.bracke@vvob.be
Website of VVOB Rwanda: www.vvobrwanda.org Website of MINEDUC: www.mineduc.gov.rw Website of the Department of Education Quality and Standards: www.ige.gov.rw
Translated by Michiel De Mylle
Overview VVOB programmes in the South
21
Rwanda
Technical and Vocational Education and Training zz Programme: TVET Programme (Technical and Vocational Education and Training Programme) zz Location: National zz Implementation: 2008 - 2013 zz Budget:
Total 2008 - 2013: € 2,288,389 (realised 2008 - 2010: € 734,614 – planned 2011 - 2013: € 1,553,775)
zz Key themes:
TVET, Technical and vocational education, Adults
Context
Activities
The last couple of years, Technical and Vocational Education and Training (TVET) has been an important component within the Rwandese policy to end poverty. A reform of the TVET sector has been approved in 2008. Therefor, two new bodies have been created within the Ministry of Education: The Workforce Development Authority (WDA) and the Integrated Polytechnic Regional Centres (IPRCs). The WDA has to organise the TVET strategy at a national level and the IPRCs have to develop into centres of expertise on a provincial level.
VVOB and APEFE implement the programme in collaboration with the Belgian development agency, BTC. The national VVOB intervention consists of educating and training of WDA staff in the departments of Curriculum Development, Certification and Accreditation. The focus of our support is on the development of systems and strategies between departments. To find out if these systems are sustainable and to identify the requirements of the staff the programme supports a vocational training in Hotels and Tourism, in which mainly girls and women participate.
Since the reforms, the TVET gets increased attention from the government, the private sector and international donors. The choice to have a joint programme with BTC, APEFE and VVOB was quickly made, since all partners have already been working within the Rwandan TVET sector for years. Target of the programme The programme has a general objective of increasing the number of working adults in Rwanda. This is done by strengthening and supporting a national structure of vocational training. Besides, we also develop some typical TVET components like a labour market based curriculum development, training of trainers, quality control, certification, adopting trainee positions, etc. Furthermore the improvement of the way the labour market is organised and of the coordination of the TVET supply in the southern province is an objective. We also strive to improve the quality of both school management and existing curricula. Finally, we help to develop curricula for vocational and technical training in the area of Hotels and Tourism. Partners Our strategic partner is the Ministry of Education (MINEDUC). Operationally we work in collaboration with the Workforce Development Authority (WDA), which was established in 2009. The WDA has authority over the whole TVET sector both for technical education on A1 and A2 level and for continued vocational training. Our operational partner in the south of the country is the Integrated Polytechnic Regional Centre South (IRPC South).
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Overview VVOB programmes in the South
On the level of the southern province VVOB supports the management of the IPRC South. The focus is on capacity building of the staff, the link to the private sector and school management in the educational centres. Both on a national and provincial level VVOB works towards ownership by partners and beneficiaries with special attention to reasonability and environment. Some results achieved zz An international symposium on TVET was organised in Rwanda. 150 TVET specialists from 15 different countries came together to discuss four TVET themes. zz VVOB contributed to the development of the structure of the Curriculum Development Unit within the WDA and to the job descriptions of the staff that will be involved in curriculum development. zz In order to ensure a better understanding of TVET systems by the staff, two study trips were organised (one to Uganda and one to Kenya). Among other things they exchanged lessons learnt between countries with respect to the different TVET themes. zz VVOB supported the Labour Market Officer of the IPRC South by developing an Apprentice’s Logbook. 65 monitoring reports were produced and followed closely. zz VVOB contributed to five meetings between the directors of all Vocational Training Centres and technical secondary schools in the southern province.
zz Three IPRCs have been established: IPRC Kigali, IPRC North and IPRC South. zz IPRC South and VVOB visited 53 providers of education in the southern province. They collected data of the TVET centres such as: the qualifications of trainers, the quality of the infrastructure and supplies, type of training, number of students,‌ zz A training in tailor-made construction was organised. 38 teachers participated in a fortnight training. The teachers were encouraged to increase the number of activities.
zz 80% of teachers in schools for Hotels and Tourism were trained in entrepreneurship. zz 107 trainers received technical training in nine areas: plumbing, electricity, cooking, welding, construction, masonry, automobile mechanics, public works and hair and beauty.
Contact Gerrit Stassyns (Programme Manager) Bd de l'Umuganda, 1, Kacyiru Kigali, Rwanda E • gstassyns@telenet.be
Carla Bracke (Programme Officer) Handelsstraat 31 1000 Brussels, Belgium T • +32 (0)2 209 07 81 F • +32 (0)2 209 07 94 E • carla.bracke@vvob.be
Website of VVOB Rwanda: www.vvobrwanda.org Website of MINEDUC: www.mineduc.gov.rw Website of the Department of Education Quality and Standards: www.ige.gov.rw Website of the Workforce Development Authority: www.wda.gov.rw Our Belgian partners: zz APEFE: www.apefe.be zz BTC: www.btcctb.org
Translated by Angela Blanken
Overview VVOB programmes in the South
23
South Africa
Improvement of Further Education and Training zz Programme:
FET Lecturer Development Programme
zz Location:
National and provincial component (Free State province)
zz Implementation: 2011 - 2013 zz Budget:
Planned 2011 - 2013: € 1,676,345
zz Key themes:
Teacher training, Technical and Vocational Education and Training, Continuous professional development, Curriculum development
Context In the struggle against unemployment, poverty and inequality the South African government underlines the importance of the development of human capital. This development is a key note in the strategic plans of the government and plays a central role in several strategic policy documents, such as: the Accelerated and Shared Growth Initiative for South Africa (2006-2014), the Joint Initiative on Priority Skills Acquisition (Jipsa) and the National Skills Development Strategy III (NSDSIII) (2011). To provide a structural solution to both the lack of trained personnel on the labour market and to the large number of unemployed young people, the education sector invests heavily in the improvement of the Further Education and Training (FET) Colleges. The institutional landscape of the FET Colleges is strongly in motion and has known important changes during these last few years. Despite the efforts made, this sector faces huge challenges. FET Colleges are often regarded as ‘second choice schools’. This shows in the rather low number of students (in 2007 a mere 2.3 percent of all students attended FET Colleges). On top of that these schools have high drop-out and low completion rates. This is among other things due to the teachers’ inadequate basic (i.e. language and mathematics), pedagogical and methodological skills and limited technical (subject content) skills. Because of this the quality of the education at public FET Colleges is below standard. At macro as well as at meso and micro level there is a lack of effective and relevant systems and there is no wide range of further vocational training. Hence the continuing education of the teachers at these schools is limited. Based on this context VVOB decided to start a programme that meets the above challenges in the FET Colleges. The programme wants to reinforce these teachers’ pedagogical, methodological and content-specific knowledge and skills. Partners For this purpose a memorandum of understanding has been signed with the South African Council for Educators (SACE). SACE is a semi-governmental institution that has the official mandate to coordinate and regulate the teachers’ educational counselling from a national level.
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Overview VVOB programmes in the South
Based on poverty indicators, the number of FET Colleges, their quality and the already existing initiatives on the continuing vocational training of FET teachers, Free State was chosen as the province where the programme was to be initiated. In Free State a collaboration agreement has been signed with the University of the Free State, with the School of Open Learning to be exact. There is also a trilateral agreement between VVOB, SACE and the University of the Free State Target of the programme The programme’s general intention is to improve the learning results of the students of the FET Colleges and to enhance their chances on the labour market. The programme’s specific goal then is to have teachers of the FET Colleges put into practice the improved pedagogical and subject specific education skills, thanks to better and additional continuing vocational trainings that meet the teachers’ professional development queries and needs. The formulation of the programme’s provisional results focuses on the partners: zz Result 1: SACE’s role as the promoter and coordinator of the FET Colleges teachers’ continuing vocational training has been reinforced. zz Result 2: a forum for the reinforcement of the FET Colleges staff’s knowledge and skills is functional and meets the professional development needs of its teachers. zz Result 3: the University of the Free State (School of Open Learning) offers trainings and education developed specifically to meet the professional development needs of the FET Colleges’ teachers. Activities VVOB supports the partners in attaining the provisional results by initiating and directing capacity reinforcing processes. At the level of Result 1 VVOB will support SACE with: zz initiating and conducting research on the FET Colleges subsector; zz designing and applying a system for approval of continuing vocational education activities; zz developing and applying a strong communication and lobbying strategy.
Some results achieved At the level of Result 2 VVOB will, in collaboration with the ETDPSETA (Education, Training and Development Practices - Sector Education and Training Authority), support the FET Colleges in Free State in their development of quality plans for workplace skills development. VVOB supports the organisation of a yearly reflection seminar on the professional development in the FET Colleges subsector as well. Besides that VVOB will enable, direct and support provincial and regional learning communities around professional development for teachers at FET Colleges.
The programme started in October 2011. The first results will therefore be visible as of 2012.
At the level of Result 3 VVOB will support the University of the Free State with: zz developing a study programme with different modules; zz developing a bachelor for vocational education; zz and developing four short training programmes for teachers of FET Colleges.
Contact Lieve Leroy VVOB South Africa, SACE 259 West Street Centurion 0046, South Africa T • +27 (0)126799721 C • +27 (0)723561052 E • lieve.leroy@vvobsouthafrica.org
Inge Bennenbroek (Programme Officer) Handelsstraat 31 1000 Brussels, Belgium T • +32 (0)2 209 07 93 F • +32 (0)2 209 07 98 E • inge.bennenbroek@vvob.be
Website of VVOB South Africa: www.vvobsouthafrica.org
Translated by Kathleen Heylenbosch
Overview VVOB programmes in the South
25
Suriname
More Effective Schools zz Programme:
Progress (Programme More Effective Schools Suriname)
zz Location: National zz Implementation: 2008 - 2013 zz Budget:
Total 2008 - 2013: € 4,054,699 (realised 2008 - 2010: € 1,850,619 – planned 2011 - 2013: € 2,204,080)
zz Key themes:
Primary schooling, Teacher training, Nucleus Centres
Context
Partners
The education in Suriname has a number of strong elements but also some elements that require attention. According to the figures of the World Bank the percentage of students that finish primary school is only 68%. The percentages of repeaters and drop-outs are high. In the past, schools were mainly approached directly to tackle the problem. From this, we learned that changes in schools could only be made sustainable when service providers and service providing processes to schools (like ministerial departments, inspection, guidance, teacher training centres) can permanently support the changes.
To achieve these objectives we work together with the MINOV. This is our strategic partner. Our operational partners are the departments of the MINOV, the Institute for the Training of Teachers (IOL) and the training institutions for educational staff in primary schools.
Ministerial departments and teacher training centres are important service providers that are involved in Progress. The Ministry of Education and Community Development (MINOV) and moreover its departments of Inspection and Guidance, are inadequately equipped to provide good quality within their service provision. Also the training supply within the teacher training centres is inadequate, both within the teacher training as well as within the supply of additional training. Target of the programme The specific objective of Progress is to build the capacity of service providers to schools in order for the schools to improve the quality of their education. This is why the programme wants to realise the following objectives: 1. The departments of Inspection and Guidance within the MINOV are better trained and equipped to qualitatively support the primary schools. The department of Research and Planning timely provides the MINOV policy and the education sector with accurate data on education in Suriname. And, in broader terms, the management capacity of the MINOV is strengthened. 2. The teacher training centres give meaning to and shape quality education for teachers in the primary schools. Also a sustainable professionalisation of teaching staff is developed and applied. 3. The Nucleus Centres function as strong knowledge and training institutions for teachers and school counsellors in the inland region of Suriname that is difficult to access. The objective is to support them better so they are, in turn, able to provide quality support to the education in the region.
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Overview VVOB programmes in the South
Activities MINOV We work in collaboration with the departments of Inspection and Guidance of the MINOV. We strengthen their capability of policy development to enhance the quality of their service provision. Together we published the book 'I believe in you!' This book explains the vision on primary education in Suriname, both verbally and visually: a primary school in which student centred and child friendly education are key issues. Besides, a media library for staff of the MINOV was opened. Training of teachers in primary schools We are working on the renewal of the training of teachers in primary schools. We promote the communications, both between the teacher training centres themselves and their external communication. In collaboration with university colleges in Flanders, we work on internal quality and development of curricula. Besides, we establish a sustainable system for professionalisation. For this, we plan to establish a Surinamese centre for continuous professional development. A think tank already exists. It has elaborated on a couple of themes, like the positioning of the centre for continuous professional development and the professionalisation policy. Education Management Information system The programme supports the Surinamese Education Management Information System (EMIS) that informs the different partners in the sector on efficiency, quality, needs,… of education. Besides, the system supports the educational policy. Nucleus Centres In conclusion, we strengthen the capacity of the Nucleus Centres through training. We also create packages that the centres can use in activities to promote reading in their schools.
Some results achieved zz The opening of the MINOV media library at the beginning of 2010 attracted widespread attention. zz The English version of the book 'I believe in you!' was published in November 2010. zz Every teacher training centre has a trained team of people responsible for quality. Their role within the teacher training centre has been clarified. zz For their libraries, all teacher training centres received a set of books that are specifically suited to be used in the training of teachers.
zz All teachers of the teacher training centres received training based on the book 'I believe in you!' and were taught activating didactics. zz A pool of counsellors was established that has responsibility over a system of follow-up for professionalisation. zz The EMIS has been established and later extended, based on the evaluation report of an earlier version.
Contact Nico Vromant (Programme Manager) Commewijnestraat 41 Paramaribo, Suriname T • +597 (0)463074 E • vvob@sr.net
Jan Fransen (Programme Officer) Handelsstraat 31 1000 Brussels, Belgium T • +32 (0)2 209 07 92 F • +32 (0)2 209 07 98 E • jan.fransen@vvob.be
Facebook group of VVOB Suriname: http://www.facebook.com/home.php?sk=group_184590291579931
Translated by Angela Blanken
Overview VVOB programmes in the South
27
Vietnam
Strengthening Secondary Education zz Programme:
Education Programme
zz Location:
Provinces Thai Nguyen, Quang Nam, Quang Ninh, Nghe An and Quang Ngai
zz Implementation: 2008 - 2013 zz Budget:
Total 2008 - 2013: € 3,433,276 (realised 2008 - 2010: € 1,586,286 – planned 2011 - 2013: € 1,846,989)
zz Key themes:
Secondary education, Active teaching and learning, Teacher training, ICT, Environment
Context
Partners
The Vietnamese educational system struggles with a number of problems: the gap between the quality of education in the countryside and the cities, the shortage of education managers with the required skills in a decentralised system, inadequate and obsolete educational tools and didactic methods,…
We support the Departments of Education and Training (DOET) and the teacher training institutes of five provinces in promoting Active Teaching and Learning in lower secondary education. This improves the quality of education in the framework of Child Friendly Schools. Our strategic partner, the Ministry of Education and Training, plays a critical role here. Our operational partners are the Departments of Education and Training of the five provinces, and the respective teacher training institutes, as well as the women’s unions.
The Vietnamese government tries to remedy all of this. It is committed to give all children access to a good education system. In 2005, the Education Law stressed the importance of a high-quality education system accessible to all children, particularly those in a vulnerable position, such as street children, children with disabilities, and children of ethnic minorities. Although Vietnam has made progress in the educational field over the past years, there are still some challenges. Target of the programme The programme’s main focus is on capacity building in the educational sector. Its aim is to improve the quality of the lower secondary education in North and Central Vietnam by promoting Active Teaching and Learning (ATL), with ICT (information and communication technologies) and environmental education as the pillars of methodological change. In phase two of the programme the focus on environmental education was abandoned, and the scope was broadened to the use of ATL related teaching methodologies in general. Active Teaching and Learning The programme wants to support change processes promoting Active Teaching and Learning. Therefore capacity development of educational managers is an important activity of the programme. Furthermore, pre-service and in-service teacher training courses will also focus on Active Teaching and Learning. To support these changes, the programme wants to reinforce the relations between schools, social associations (e.g. the women’s union) and the community.
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Overview VVOB programmes in the South
Activities The programme is aimed at both future teachers (pre-service) and active teachers (in-service). Most teacher training institutes focus on a traditional, teacher centred way of teaching. We want to turn this into a more learner centred approach, based on innovative and active methods of teaching. For the pre-service training, VVOB cooperates with five provincial institutes in North and Central Vietnam. In every institute, a core group of five experienced didactics lecturers has been established. The core groups develop various training modules for teacher training courses. They also provide guidance to colleagues in teacher training institutes. Over 200 lecturers have already been trained this way. These core groups also organise professional development activities for their colleagues (fellow lecturers), future teachers and tutors of students doing their teaching practice. Some results achieved zz In cooperation with the National Institute for Education Management (NIEM) more than 360 headmasters have been trained regarding seven topics of school management. zz In each of the five provincial teacher training institutes, ICT plans have been developed, which have been expanded to a genuine Educational Innovation Plan, endorsed by both the management and the lecturers of every institute.
zz An ICT toolkit for Active Teaching and Learning has been developed. It contains examples on how to integrate ICT in teaching and learning. This toolkit has been offered to 170 trainers and is meanwhile also available online at www.ict4atl.org. zz All of the developed materials have been shared with the teacher training institutes and can be downloaded from VVOB Vietnam’s website (www.vvob.be/vietnam). zz 30,000 leaflets and 3,000 posters to promote active learning have been distributed in the five provinces. zz The Ministry of Education and Training (MOET) saw the potential of our methods and one of their projects drew inspiration from our approach and materials to train teachers in 17 disadvantaged regions of Vietnam.
zz Core groups within teacher training institutes and experts have developed training materials and modules adapted to local contexts. zz In cooperation with the provincial women’s unions, about 70 Educational Clubs for parents have been set up, and 35 Educational Support Boards in which both parents and the local governments (at village level) are represented. The objective is to stimulate these actors to support active teaching and learning in schools.
Contact Wilfried Theunis (Programme Manager) Room 307, A3 building, Thao Vien Guest house 1B Bac Son-Ngoc Ha, Ba Dinh Hanoi, Vietnam T • +84 (0)4 37344795 F • +84 (0)4 37347290 E • vvobvn@gmail.com
Kristine Smets (Programme Officer) Handelsstraat 31 1000 Brussels, Belgium T • +32 (0)2 209 07 84 F • +32 (0)2 209 07 98 E • kristine.smets@vvob.be
Website of VVOB Vietnam: www.vvob.be/vietnam ICT4ATL website: www.ict4atl.org
Translated by Lies Lavrijsen
Overview VVOB programmes in the South
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Vietnam
Strengthening Participatory Agricultural Extension zz Programme:
PAEX (Participatory Extension Programme)
zz Location:
Three provinces of the Mekong Delta (An Giang, Hau Giang and Soc Trang) and two provinces in South-East Vietnam (Ba Ria, Vung Thau and Binh Phuoc)
zz Implementation: 2008 - 2012 zz Budget:
Total 2008 - 2012: € 1,025,116 (realised 2008 - 2010: € 622,435 – planned 2011 - 2012: € 402,680)
zz Key themes:
Agricultural extension, Participatory development of technology, Extension methodology, Farmers’ associations, Capacity building
Context
Activities
Agricultural extension in Vietnam is mainly based on a topdown approach. Its contents are determined by government planners, officials, politicians, researchers and social leaders. Often, the selected topics do not respond to the immediate and urgent needs of the farmers or are incompatible with the situation and financial means of an ‘ordinary’ farmer. In line with the government’s intentions, this programme wants to contribute to an extension system that adequately addresses the real needs of the farmers.
As a means to implement a bottom-up approach, Farmers’ clubs were initiated. Through these clubs the extension workers deliver and receive information in a participatory manner.
Technically, the agricultural extension system seems to function rather well. Observers have however pointed out that the system has important shortcomings in the areas of methodology and capacities of extension workers. Target of the programme The programme intends to convey skills and attitudes to farmers, extension workers and government planners in view of the development of an extension system based on real needs. As such, the programme wants to attune the planning process of agricultural extension to the real needs of the farmers. The programme is implemented in three provinces of the Mekong Delta (An Giang, Hau Giang en Soc Trang) and two provinces in South-East Vietnam (Ba Ria, Vung Thau and Binh Phuoc). In every province, the programme collaborates with the Provincial Extension Centre and the Provincial Department of Agriculture and Rural Development. Women’s unions and farmers’ associations are also involved in the programme. The Mekong Delta Research Institute (MDI) in Can Tho and the Institute of Agricultural Science of Southern Vietnam (IAS) in Ho Chi Minh City are the operational partners of the programme. Field staff of these institutes assist in liaising with the provinces. They organise trainings in extension methodology and provide coaching to government planners, extension workers and beneficiaries (farmers and farmers’ associations).
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Overview VVOB programmes in the South
Training of extension workers and club leaders was planned to be central but the idea to use core groups of trainers in each province seemed to be more sustainable. During 2009 and 2010 the ‘Trainers of Trainers’ were trained. They will train the extension workers from the provincial to the village level in the use of participatory extension methods. The training ranges from participatory development of new technologies and innovations to more administrative and managerial aspects with respect to the Farmers’ clubs (leadership, administration and direction of Farmers’ clubs; setup and follow-up of experiments,…). The programme helps extension services and Farmers’ clubs to identify and execute experiments. Close cooperation with the provincial extension centres should ensure that a participatory approach becomes a constant factor of extension activities. We advocate that the provinces allot sufficient time and means for training and courses in participatory methods and that the system takes into account the real farmers’ needs during the planning. Some results achieved An overview of the main successes and realisations of the programme, according to an external assessment carried out by the end of 2010: zz The PAEX programme is highly relevant because it responds to the needs of the farmers and is in line with the national policy regarding agricultural extension. zz The Mekong Delta Institute (MDI) and the Institute of Agricultural Science of Southern Vietnam (IAS) are in a good position to provide high-quality training in participatory extension methods.
zz The farmers’ associations and the Participatory Technology Development (PTD) are highly appreciated by farmers, extension workers and government officials (on the level of the district, province, MDI, IAS and programme managers). zz Extension workers trained through the PAEX programme have learned much more than just PTD. Their communication, guidance, listening and problem-solving skills have also improved. zz In each of the five provinces, a team of extension workers have received an intensive PTD course for Trainers of Trainers. zz Several provinces have initiated or are preparing provincial programmes to set up Farmers’ clubs and PTD activities. The province of Soc Trang leads the way and plans to set up about 200 new associations by 2020. In Hau Giang and Ba Ria Vung Tau are sufficient indications that a genuine plan will be elaborated.
zz A workshop on institutionalisation was organised in November 2010. This is an important step. The provinces were given the possibility to exchange ideas and the PAEX programme showed its willingness to grant more responsibility to the provinces and cooperate closely with each of the provinces to increase the institutionalisation of PTD activities. zz Several other national and international projects are addressing the improvement of participatory training methods as well as communication and guidance skills. The PAEX programme is relatively unique with its particular focus on problem identification and PTD. zz In 2010, numerous manuals, leaflets and other high-quality extension materials were developed.
Contact Wilfried Theunis (Programme Manager) Room 307, A3 building, Thao Vien Guest house 1B Bac Son-Ngoc Ha, Ba Dinh Hanoi, Vietnam T • +84 (0)4 37344795 F • +84 (0)4 37347290 E • vvobvn@gmail.com
Kristine Smets (Programme Officer) Handelsstraat 31 1000 Brussels, Belgium T • +32 (0)2 209 07 84 F • +32 (0)2 209 07 98 E • kristine.smets@vvob.be
Website of VVOB Vietnam: www.vvob.be/vietnam
Translated by Lies Lavrijsen
Overview VVOB programmes in the South
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Zambia
Supporting Teacher Training Colleges zz Programme:
Teacher Training Support Programme
zz Location: National zz Implementation: 2008 - 2013 zz Budget:
Total 2008 - 2013: € 4,839,952 (realised 2008 - 2010: € 2,425,886 – planned 2011 - 2013: € 2,414,066)
zz Key themes:
Teacher Training, Primary Education, Distance Learning, Continuing Professional Development and ICT in education
Context
Activities
Since 2002, primary education in Zambia is free. Because of a growing school population the education system comes under pressure. In some cases, there are up to 80 children per classroom, which evidently does not benefit education quality.
The Teacher Training Support Programme has three main areas of support: continuing professional development, distance learning and ICT in education.
This makes improving primary education quality quite a big challenge. The teacher training for future teachers (pre-service) as well as for teachers in-service lack quality. The underlying causes include poor working conditions for teachers, lack of sufficient institutional structures and limited teaching and learning skills of teachers. The VVOB Teacher Training Support Programme helps professionalising teacher training colleges. This will assist in gradually improving education quality. Target of the programme The Teacher Training Support Programme started in 2008 and will run until the end of 2013. The specific goal of this programme is to improve the quality of pre-service and in-service teacher training for primary education in Zambia – including distance learning. The programme is based on several pillars that help to improve the quality of education through teacher training and development. Introducing systems of lifelong learning in colleges will improve learning and teaching skills. The programme also supports the development, implementation and improvement of distance learning. Lastly, the programme stimulates access to qualitative materials and methods via ICT. Partners The Teacher Training Support Programme collaborates with the Zambian Ministry of Education, the strategic partner – in particular with the Directorates of Education and Specialised Services and Distance Education. The twelve institutes for teacher training (including the National In-Service Teachers College (NISTCOL) and the Zambia Institute of Special Education (ZAMISE)) are our operational partners. The programme tries to involve other relevant stakeholders in its activities as well.
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Overview VVOB programmes in the South
Continuing professional development The programme strengthens lifelong learning in teacher training. Every teacher training college has set up its own committee on continuing professional development. Through action plans they try to improve education and learning in their institute. VVOB guides them in this process. Representatives of every teacher training college meet several times a year to share their expertise, good practices and experiences. Distance learning Supported by VVOB, all teacher training institutes are setting up distance learning programmes. Coordinators of distance learning gather on a regular basis to exchange experiences and to be trained, thereby improve their skills. ICT in education VVOB also works on ICT in education in Zambia. The programme focuses on the equipment (laptops, beamers, network infrastructure) as well as on the technical and pedagogical support. Within ICT, the programme mostly works bottom-up: teachers are guided while trying new techniques and material. Instructive examples are shared with the broader education community. Within that framework, the programme now invests in setting up a Zambian Knowledge Centre. This (digital) centre will provide colleges better access to qualitative education materials. Some results achieved zz All teacher training institutes and other stakeholders exchange information about lifelong learning and continuing professional development. zz All colleges have jointly developed a teaching and learning policy, which is now used as a standard for the pursued education quality. zz VVOB supports the committees in the colleges with their planning, application and evaluation of education quality improvement (action plans).
zz All distance learning stakeholders have developed quality guidelines for distance learning. zz All teacher training institutes were instructed how to write modules for distance learning. A surprising and welcome side effect is that three colleges have started developing modules together. zz VVOB has invested in computers, printers, beamers and laptops. zz The personnel of the Ministry of Education received basic ICT training.
zz The staff of the District Resource Centres received ICT training. zz The programme published the toolkit ‘Tales of the Grasshoppers’, in which pioneers tell their story about the use of ICT in education. zz Instructive examples are published in the programme newsletter ‘Teach and Learn’ and on the programme blog (see below).
Contact VVOB Zambia CDC Building Haile Selasie Avenue, Long Acres, Lusaka PO Box 31204, 10101 Lusaka Zambia F • +260 (0)211 255154 E • info@vvob.org.zm
Tom Vandenbosch (Programme Officer) Handelsstraat 31 1000 Brussels, Belgium T • +32 (0)2 209 07 84 F • +32 (0)2 209 07 98 E • tom.vandenbosch@vvob.be
'Teach and Learn' blog of VVOB Zambia: http://vvobzambia.blogspot.com
Translated by Michiel De Mylle
Overview VVOB programmes in the South
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Zimbabwe
Quality Education and Vulnerability zz Programme:
Quality Education and Vulnerability Programme
zz Location: National zz Implementation: 2008 - 2013 zz Budget:
Total 2008 - 2013: € 3,287,594 (realised 2008 - 2010: € 1,244,133– planned 2011 - 2013: € 2,043,461)
zz Key themes:
Education, Teaching, Orphans, Vulnerable Children
Context The political and socio-economic challenges facing Zimbabwe have implications for both the government and the people. The Ministry of Education, Sports, Arts and Culture and the Ministry of Higher and Tertiary Education have a limited budget and therefore are insufficiently supporting schools. Students and their parents themselves largely have to look for funds to support schools.
The programme supports collaboration between students, teachers, administration and other partners.
There are more than 1.3 million orphans and vulnerable children in Zimbabwe. Within the education sector, there is a shortage of qualified teachers who can deal with this. VVOB works since 2001 around HIV/AIDS issues and environmental education. Since 2008, the emphasis of the programme is on vulnerable children in education: a vulnerable child has to fully develop in an environment where the teachers have a caring attitude.
Each process is approached in a bottom-up way and involves partners from the beginning. The VVOB team, mainly consisting of local advisors, supports processes of capacity development and change, whereby they strive for changing attitudes, vision and mind-set. The VVOB team is always looking to deliver processes to the partners, on condition that they are ready. The programme uses a low-cost approach and works as much as possible with teachers who are intrinsically motivated. Learning from and with partners is an essential part of the programme and the capacity building processes.
Target of the programme The Quality Education and Vulnerability Programme helps teacher training colleges in their training of teachers. The aim is that teachers develop skills and attitudes that contribute to the development, safety and welfare of all children, including orphans and other vulnerable children. Partners To achieve this objective, VVOB works with the Ministry of Higher and Tertiary Education, which is our strategic partner. The programme is being implemented by existing structures in the fourteen teacher training colleges and by the Department of Teacher Education (our operational partners). Activities VVOB supports the existing structures in teacher training colleges so that they support activities around policy development, staff development, primary education, student clubs, teacher training and organisational learning. More specifically, the programme reinforces existing structures within the system of teacher training that are crucial in addressing vulnerabilities.
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Overview VVOB programmes in the South
Organic processes are built from elements that work well, which are then strengthened. What runs less smoothly, is discontinued. In this way, the programme can also respond to unforeseen opportunities.
Some results achieved During the first phase of the programme (2008 – 2010) the following results were obtained: zz The 14 teacher training colleges have established Staff Development Committees. These are responsible for organising staff training. In 2010, more than 1000 teachers participated in staff trainings organised by the lectures and VVOB. These were related to environmental education, learning problems and behavioural choices, counselling skills and through the early childhood education departments - staff development around early childhood education. zz Annually, an average of 7,000 teachers has been reached by workshops that are organised by the lecturers and are supported in the colleges. In these participatory workshops they work around themes as life skills, positive living trough nutrition, moving on, stigma and discrimination, gender and HIV/AIDS, cholera prevention and hygiene, and supporting of new members of student clubs (especially around HIV/AIDS). The teachers and lecturers who host these
workshops, are pre-trained in participatory methodologies and the development of training programmes. zz Some colleges take activities outside the college, and organise training for supervisors in the surrounding schools. zz A project on cholera and hygiene for school communities (2008-2009) reached 7,000 teachers and parents. It focused on the experiences and current practices of the communities and teachers as well as on alternative teaching methods. zz All the teacher training colleges have an active monitoring and evaluation system and are supported by the VVOB team to install reflection and learning moments.
Contact Hanne Huysmans (Programme Manager) Quality Education and Vulnerability Programme 42 East Road (entrance on Bath Rd), Avondale Harare, Zimbabwe T • +263 (0)4 333418 C • +263 (0)772 252080 E • vvobzw@vvob.co.zw
Tom Vandenbosch (Programme Officer) Handelsstraat 31 1000 Brussels, Belgium T • +32 (0)2 209 07 84 F • +32 (0)2 209 07 98 E • tom.vandenbosch@vvob.be
Website of VVOB Zimbabwe: www.vvob.co.zw Facebook page of VVOB Zimbabwe : www.facebook.com/pages/ VVOB-Zimbabwe-The-Quality-Education-and-Vulnerability-Programme/118988401495132
Translated by Veerle Ghyselinck
Overview VVOB programmes in the South
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This brochure is printed on 100% recycled paper that is not chlorine bleached. With the support of
VVOB is the Flemish Association for Development Cooperation and Technical Assistance, a quasi-governmental organisation. Commissioned by the Flemish and Belgian governments, we contribute to the quality of education in developing countries. Our core business is to provide technical assistance in educational programmes. This way VVOB supports local capacity building as a means to stimulate sustainable development and poverty reduction.
VVOB vzw | Handelsstraat 31 | B-1000 Brussels | Belgium T ∙ +32 (0)2 209 07 99 | F ∙ +32 (0)2 209 07 98 | info@vvob.be | www.vvob.be