Amsterdam 2015
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| Abstract #2091 - Poster 2 | ||||
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Session: 59.31: Poster 2 (Poster) on Tuesday in Chaired by Authors: Presenting Author: Mr Kelvin L Ngoma - Regional Psychosocial Support Initiative- Zambia, Zambia |
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| Additional Authors: | ||||
| Aim: This paper aims to showcase the programme’s benefit to young people reached by the teachers on the course through strengthened school-community collaboration demonstrated in Chilanga District in Zambia. | ||||
| Method / Issue: Convenience sampling was used to the participants and the study utilised both qualitative and quantitative methodologies to ensure collection of data adequate enough to produce meaningful results. Qualitative data was collected through several means including document analysis, direct observation of teachers on the course, semi structured interviews with the teachers and their supervisors as well as focus group discussions with some learners in the care of the ed teachers. Quantitative data was collected through a questionnaire administered to the teachers. Data for the study had to be intensive, in-depth and viewed from the perspectives of the teachers, the surrounding school-communities and learners. | ||||
| Results / Comments: Findings of the study indicate that the capacity building of teachers is producing changes not only in the teachers’ understanding of themselves but also in the understanding of psychosocial support issues. Consequently, the manner in which the teachers handle learners in their care has changed and teachers are being transformed into community mobilisers influencing different players to come on board and support school programmes. The teachers in the study acknowledged that the teacher training programme has changed their perceptions and attitudes towards learners and children in general. There is evidence of respect, reduced use of corporal punishment and increased openness of learners to engage teachers and other caregivers. There is also evidence of increased responsiveness to children’s adversity that includes support to learners with ailing parents, introduction of school based support groups for learners and teachers living with HIV as well as similar groups for teachers exposed to the course. | ||||
| Discussion: The Ministry of Education, Science, Vocational Training and Early Education (MESVTEE) working with the Regional Psychosocial Support Initiative (REPSSI) introduced a training programme for teachers to empower them with knowledge and skills to address various social, emotional and protection related issues that impact negatively on their teaching and ultimately pupils’ ability to learn. The programme is offered by Chalimbana University, Chipata College of education and Mongu College of education through a blend of peer-to-peer learning, distance teaching and contact sessions. This methodology allows teachers on the course to continue working while studying and enables them to apply knowledge acquired on the course in their work. | ||||
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