The "Teachers Diploma Program" in Zambian Government Schools: A Baseline Qualitative Assessment of Teachers' and Students' Strengths and Challenges in the Context of a School-Based Psychosocial Support Program

Autor/inn/en	Kaljee, Linda; Munjile, Kelvin; Menon, Anitha; Tembo, Stephen; Li, Xiaoming; Zhang, Liying; Malungo, Jacob; Stanton, Bonita; Langhaug, Lisa
Titel	The "Teachers Diploma Program" in Zambian Government Schools: A Baseline Qualitative Assessment of Teachers' and Students' Strengths and Challenges in the Context of a School-Based Psychosocial Support Program
Quelle	In: International Education Studies, 10 (2017) 2, S.92-103 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Qualitative Research; Teacher Competencies; Capacity Building; Integrated Services; Program Effectiveness; Program Evaluation; At Risk Students; Focus Groups; Control Groups; Experimental Groups; Observation; Interviews; Performance Factors; Barriers; Program Implementation; Educational Environment; Educational Resources; Teacher Student Relationship; Parent Teacher Cooperation; Faculty Development; Skill Development; Zambia + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Lehrkunst; Programme evaluation; Programmevaluation; Beobachtung; Interviewing; Interviewtechnik; Leistungsindikator; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsmittel; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Sambia
Abstract	In Zambia, as elsewhere throughout sub-Saharan Africa, orphaned and vulnerable children (OVC) face multiple physical, emotional, social and psychological challenges which often negatively affect opportunities for educational attainment. REPSSI (Regional Psychosocial Support Initiative), in collaboration with, the University of Cape Town and other African academic institutions, developed the Teachers' Diploma Program as part of the Mainstreaming Psychosocial Care and Support into Education Systems to provide teachers and school administrators with the knowledge and skills to provide needed support to students and enhance their learning environments. During initial implementation of the Teachers' Diploma Program in Zambia (2013-2016), qualitative data was collected as a part of larger outcomes and process evaluation. In the current paper, these qualitative data are presented to describe baseline challenges and strengths within the Zambian government school system and early indicators of change during the first ten months of program implementation. These in-depth data provide both teachers' and students' experiences and perspectives and are being utilized to further strengthen the Teachers' Diploma Program as the Zambian Ministry of Education, Science, Vocational Training and Early Childhood moves forward with plans to implement the training at a national level in colleges of teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01