Results 5 resources
School-based professional development in a developing context: Lessons learnt from a case study in ZambiaHaßler, B., Hennessy, S., & Cross, A. - 2014 - Professional Development in Education, 41(5), 806–825
This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies...
Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one yearHennessy, S., Haßler, B., & Hofmann, R. - 2016 - Research Papers in Education, 31(4), 399–427
Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering,...
Education Contingency Plan for Novel Coronavirus (COVID-19)Ministry of General Education (Zambia) - 2020
An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). A joint report from Aptivate and the Centre for Commonwealth Education (University of Cambridge). Final Report to DfID.Haßler, B., Hennessy, S., Lord, T., … Simpson, M. - 2011 - Aptivate and University of Cambridge
A randomized-control trial for the teachers’ diploma programme on psychosocial care, support and protection in Zambian government primary schoolsKaljee, L., Zhang, L., Langhaug, L., … Malungo, J. - 2017 - Psychology, Health & Medicine, 22(4), 381–392
Orphaned and vulnerable children (OVC) experience poverty, stigma, and abuse resulting in poor physical, emotional, and psychological outcomes. The Teachers’ Diploma Programme on Psychosocial Care, Support, and Protection is a child-centered 15-month long-distance learning program focused on providing teachers with the knowledge and skills to enhance their school environments, foster psychosocial support, and facilitate school-community relationships. A randomized controlled trial was...