ICT In The Zambian Classroom
Thematic BriefICT in the Zambian ClassroomLessons learned from the Education SupportNetwork Project (ESNet)Kelvin Chibomba, Martine Koopman, Theresa StantonThis Thematic Brief describes the lessonslearned from the Education SupportNetwork (ESNET) project in Zambia: aproject developed jointly by OneWorldAfrica Zambia and IICD in 2006. Theproject shows how ICT enhances thequality of existing local teaching materials in the Zambian classroom. Thelessons are intended for practitioners inthe field as well as organisations thatwould like to learn from the experiencesof this project and implement similaractivities.Most of this brief’s content is based on results from evaluation exercises that have beenperformed with support from IICD and a local Monitoring and Evaluation (M&E) partner overthe last three years. This M&E system, which was developed by IICD, consists of quantitativeand qualitative assessments. Each year, questionnaires are filled in anonymously by the endusers of the project (all users of the project or a representative sample). The answers arethen analysed to discover more about end-user profiles, levels of use and satisfaction, and theimpact of the project. This process is complemented by periodical Focus Group discussionswhich are attended by project staff and end-users in order to reflect on the data that has beencollected through the questionnaires and discuss successes and challenges relating to theproject, and possible solutions.ContextThe Ministry of Education in Zambia has developed a Strategic Plan that works towardsachieving the Education for All (EFA) goals,as agreed upon at the World EducationForum in Dakar in 2000, and the MillenniumDevelopment Goals. It aims to achieveuniversal access to quality primary educationand gender equality for both boys and girls.Access to primary schools has improved inZambia and enrolment has increased to92%. But growth in access to upper basic(grade 8-9) and secondary school (grade 1012) has been limited in the last decade dueto rising costs faced by students, deepeningpoverty, and limited formal job opportunitiesfor parents to enable them to send theirchildren to secondary school. Enrolment atsecondary school level is only 30%. Thereare also widespread concerns about thequality and relevance of core subjects andelectives for grades 8-12. Overall pass ratesin Zambia are still too low and haveremained at the same level since 1996. Ruralschools score lower than urban schools, andstatistically more boys continue theireducation than girls.Zambia ProfileSurface Area (sq. km) 752.6Population total: 11.9 millionLife expectancy: 42School enrolment, primary level (% net):92% (male 90%, female 94%)School enrolment, secondary level (%net): 30% (33% male, 27% female)Human development index (UNDP): 165Source: World Development Indicatorsdatabase, 2007Access to communicationtechnologies per 1,000 peopleMobile subscribers: 140Internet Users: 42.2Personal computers: 11.2Source: UN eGovernment survey 2008Data on the projectSector: EducationNumber of users: 38Target group(s): secondary schoolteachers; students (1,400) and schoolmanagement staff will benefit from thisproject’s activities.
In May 2003, the International Institute forCommunication and Development (IICD)held a Round Table (RT) workshop in Ndola,ZambiaaboutInformationandCommunication Technology (ICT) in theEducation sector. The main objective of theRT was to bring together a team of keyplayers from Zambia’s education sector aswell as ICT specialists to discuss educationalchallenges and explore possibilities andopportunities for overcoming some of themwith ICT.A number of challenges were identified andcorresponding ideas on how they could beaddressed were also suggested. One of thechallenges identified during the RT workshopwas ineffective and inappropriate teachingmaterials. While some subjects have accessto reasonably good materials, it was pointedout that there is an acute shortage of satisfactory teaching materials for other subjectsthat have a national dimension such as civicand voter education, geography, and national history. And where such materials areavailable, the content and examples usedrender them largely incomprehensible in theZambian context. The main reasons cited forthis ranged from a lack of publishing capacityto a failure to involve teachers in producingtheir own teaching materials.The Educational Support Network (ESNet)has been inspired by the knowledge thatteachers in all schools have their own writtenteaching notes, which they use in theeducationalmethodology for written notes might be lessthan perfect, but what is important is thatthey are usually phrased in a particularlanguage and make use of examples thatspeak directly to the pupils in the context ofthe Zambian culture. The project will use theexisting structure and procedures forteachers and enhance them with ICT toimprove the quality, presentation andreusability of these teaching materials for animprovement in the quality of education inZambia’s classrooms. The project is in linewith the Ministry of Education’s Policy“Educating our Future” and the (draft) ICTPolicy of the Ministry of Education that viewsICT as a key driver for delivering educationand training.Schools involved in the ESNET projectEight (8) schools are participating in theESNet project from 4 provinces: in Ndola (2)and Chingola (1) from the Copperbelt, inKabwe (2) from Central Province, in Kafue(1) from Lusaka Province, and Livingstone(1) and Monze (1) from Southern Province.The schools were selected on the basis oftheir infrastructure, specifically whether theycould accommodate the activities developedby the project. The criteria was two-fold: thelocation had to be outside Lusaka and easilyaccessible, and an Internet Service Provider(ISP) had to be available in the area. Thefirst step at each school involved connectingthe school to the internet. The schools inChoma and Kabulonga (Lusaka) took alsopart in the pilot project but, due to difficultieswith connectivity, the fact that no teachers’notes were being submitted, and the lowinvolvement of school management, theproject was terminated at these schools. Thesuccessful schools mostly had youngerteachers and headmasters who recognisedthe value of ICT and who themselves askedfor ICT training to make the change possible.One World Africa (OWA)The ESNet project is implemented by OneWorldAfrica(OWA),anot-for-profitorganisation founded in 1999 to promotesustainable development and social justice inAfrica. It achieves this by providing morepeople in Africa with the capacity to utiliselocally available knowledge through the useof ICTs. The ESNet project started in 2006.How does ESNet help the teachers?The ESNet project helps teachers togenerate,package,shareandusesupplementary teaching notes. This is themain objective of the project. It wasinformed by the realisation that teaching andlearning in Zambia is hampered byinadequate teaching materials. In order toachieve this development objective theproject focuses on the following specificgoals: Improving the quality of the teachingnotes in eight poorly-resourced highschools in Zambia by harnessing ICT; Creatinglearningopportunities forteachers in the pilot schools; Creating teachers’ notes and makingthem available in electronic formats; andEducation Support Network (ESNet) Zambia - May 2009
Establishing and promoting a learningnetwork among teachers in the eightpilot schools.The original idea was to give each school twocomputers to install in the teacher resourcerooms, so that teachers had access to acomputer in order to submit their notes,which would have been difficult in the ICTlabs used by the students as these wouldhave been too public. The teachers whoparticipated in the project also received basicICT training. They would then be able to typeout their notes and send them to an EditingCentre so that they could be entered into astandard template. In this Editing Centrevoluntary teachers who have receivedadditional ICT skills are then able to enrichthe notes with pictures and additionalinformation from the internet. The enrichednotes should then be approved by a ProjectCommittee (with participants from theCurriculum Development Committee and theprovincial and district Education Officers) andthen sent back to the participating schools.The notes can than be used not only by thecontributing teachers, but by all the teachersof the participating schools. The notes arenow used quite regularly in the schools andteachers are satisfied with how the notes arebeing packaged and distributed, based ontemplates the school fills in for the internalM&E system of ESNet. At a later stage in theproject, a website for ESNet was developed.Notes are also distributed through theiSchool website; a website developed by alocal Internet Service Provider ISP iConnectwith Zambian Educational Content.ESNet is designed to pass through four keyphases; the first three sets of activities whichlargely support the conservative approachmerely create the right conditions for thefourth ‘radical’ activity. The first three stepsbelow illustrate how the progression wouldwork.Step 1. Starts with the familiarpractices, proven needs, and existinginformation flows. In this phase the focuswas on building the teachers’ ICT capacity toenable them to type their own notes and email them to the Editing Centre. The basicICT training provided at the outset was oneway of motivating the teachers to participatein the project.The ESNet processStep 2. Improve teachers’ own resources and texts, and feed them backquickly to the teachers. In this phase, thefocus was on the Editing Centre. Volunteerteachers were trained in advanced ICT skillslike web skills, but they also received afinancial incentive.Step 3. The text would then be fed backquickly to the teacher or school in such away that they would:Remain recognisably theirs – so that theyown and are proud of the material they haveproduced - and which others can use;Be available in a form with which they aremost familiar – probably an A4 print-out, andin lesson-size batches;Also be available in web-format, with usefullinks to many other resources;Be made available, in principle, to all otherteachers.In this phase the focus was on distributingthe notes, both on CD-Rom and through thewebsite.Step 4. represents a radical step fromthe above conservative approach. Itleads to the creation and adoption of newlocal materials like video materials. Theexisting digital materials would also beanalysed to identify common ideas and bestpractices. After the pilot phase, the projectintended to become embedded at two levels.At the school level where it would becomepart of the school budget, and at the Ministryof Education level were the pilot would showcase how ICT could be used to upgradeexisting teaching materials at the nationallevel.At every school, ESNet always started with aSensitisation Workshop. Not only were theparticipating teachers included in the work-Education Support Network (ESNet) Zambia - May 2009
shop but teachers in general were, as well asthe school administrators and the principal.We have discovered that such SensitisationWorkshops are an ideal way of convincingmanagers and administrators within theschools of the benefits that ICT can bring. Itis therefore vital to open up the SensitisationWorkshop to a wide audience: not just to theteachers who will have a direct role to play inthe project, but to all members of theteaching staff, especially the school principaland the administrator.A total of 112participants were sensitized in the 8 schoolsthrough the ESNet project. But the mainturning point in the project was a specificworkshop for headmasters only, to addresskey issues at the school management levellike ownership of the project, sustainability,and the role that the headmasters wereexpected to play as supervisors of theteachers involved. The opportunity to discussthis with peers increased their sense ofownership and active participation in theproject enormous-ly. At the 8 schools, fortyfive (45) of the teachers were activelyinvolved in the project. They were all trainedin basic ICT skills, after which they couldcontribute notes to the project. Four (4)voluntary teachers were trained in advancedICT skills to become volunteers at the EditingCentre. In the Editing Centre, the submittednotes were enhanced and re-packaged.The notes were first subjected to a peerreview within the Editing Centre itself andwere later submitted to a Quality ControlTeam consisting of the Editing Team, headteachers, a publishing house and - sinceDecember 2008 - also a Standards Officerfrom the Education Development Centre anda member of the Curriculum DevelopmentCentre. After approval, the notes were redistributed to the schools and uploaded tothe website. At first the submitted noteswere far below the level that was expected,mainly due to the low typing skills of theteachers, limited access to the computers(which were sometimes used for inisterial recognitionSince the start of the project in 2006 untilApril 2009, more than 195 notes wereproduced, enriched and distributed inEnglish,CivicandVoterEducation,Geography and History, although this wasless than originally intended. An electronicdiscussion group was also started among theteachers to encourage further sharing. Thefirst two years of the project were a learningprocess: for One World Africa and for theparticipating schools, but currently thisground work has resulted in increasingparticipation from the schools and a welloiled packaging and distribution system. In2008, the ESNet project was therefore commended by the Ministry of Education duringthe national eLearning Zambia conference.More emphasis fell on the Editing Centre,which also typed part of the notes, toimprove the way in which the notes weresubmitted. The original plan was thereforechanged in order to combat some of thesechallenges (see Challenges below).Target group and project objectivesThe target group (end-users) of the projectare the teachers in the ESNet-supportedschools. In 2008, ESNet organised, with support from TEL - IICD’s local M&E partner inZambia - their first end-user Focus Groupdiscussion to review, with the teachers andESNet staff, their level of satisfaction andperceived impact of the project, with thefocus on learning from the past and improvement in the future. The Focus Group discussion was based on the statements andresults collected from 29 of the 45 differentteachers and staff members participating intheprojectwhofilledinanM&Equestionnaire.The majority of these end-users (18) werebetween 31 and 40 years old. Nine (9) of theend-users were female. The majority wereTeachers make notes during ICT lessonsEducation Support Network (ESNet) Zambia - May 2009
to the outside world through usage of theinternet” or simply “To become computerliterate and access information.”Motivation to participateRegarding the teachers’ motivation toparticipate in the project, this varied asyou can see in the figure opposite.teachers (18), 2 were managers, 4 were support staff and the remaining 5 were OneWorld Africa staff. Eight (8) live in ruralareas, 11 in a provincial town and 10 live inLusaka. All of them have tertiary education.Most of the teachers (59%) were unable toaccess ICT on a daily basis, while 31% onlyhad monthly access or less. According to ateacher at St Paul’s school in Kabwe: “Theinternet provider in the neighbourhood doesnot provide a very good service, but there isno alternative.” Another teacher mentionedthat “if the connectivity at school does notwork it is far to the nearest internet café,which is about 30 km away.”The impact of the ESNet projectThe impact of ESNet was measured for thefirst time in 2008. IICD generally measuresimpact by asking end-users to respond to a7-point scale (‘strongly disagree’ to ‘stronglyagree’) questionnaire and then clusteringtheir statements into 5 main areas: awareness, empowerment, impact on the organisation, economic impact and negative impact.The data collected also classifies the profileof the users, their satisfaction levels, and useof the project. Impact was measured basedon 29 questionnaires submitted by end-usersof ESNet.One of the teachers stated “I wanted to improve my teaching through the use of ICTand also to be afforded a chance to sharenotes and ideas with the other teachers”.Another mentioned “To contribute to theimprovement of the quality of notes in ourpoorly resourced school” others focusedmore on their own learning “To be exposedAchievement of goalsBased on the questionnaires, 89% of theparticipants have now achieved their goals.But these goals varied from “I wanted toedit and submit quality notes to teachers inthis project” to “I have attended a numberof workshops from which I have ology.”Developmentimpact.Development impact levels of ESNetThe development impact levels that came asa result of the ESNet Project to its end-usersconsist of the following 4 impact indicators:Empowerment, Economic impact, Sectorimpact and Awareness.EmpowermentEconomic ImpactSector impactAwareness87%88%89%90%91%92%93%As you will see above, impact levels werehigh in the project. This was discussedduring the Focus Group meeting. An important reason for the high impact was thetiming of the project. ICT in Education hasbeen getting a lot more attention recently.The Ministry of Education is more engagingtowards ICT than before. Therefore, teacherssee the importance of using ICT skills moreand more, not only in the classroom, but alsoas a way of developing themselves further.AwarenessThis is an indicator of impact that showswhether or not end-users of the project seethemselves as having become more aware ofthe possibilities of ICTs (for their work).Almost all the end-users (93%) mention thatEducation Support Network (ESNet) Zambia - May 2009
their awareness for opportunities through theproject has increased. All of them feel moreresponsible for ensuring high quality education. Fifteen (15) felt strongly about the factthat they now see opportunities in ICT thatthey did not see before and that participatingin the project has broadened their horizons.EmpowermentThis is an indicator of impact that is one stepup from ‘awareness’. It indicates what peoplehave done as a result of their awareness.The project has improved empowerment alot among the teachers. Twenty-six (26)users (89%) feel more empowered by theirparticipation in the project. Twenty-one (21)teachers mentioned that they have inspiredothers since participating in the project.Twenty-seven (27) have gained usefulcomputer skills and 23 have gained moreself-confidence. Some (14) are moreinvolved in decision-making at their schools.And 25 teachers now use the computer forother purposes as well, not just for theproject. Examples of actions undertaken are“I acquired an e-mail address which helpsme to research my lessons” or another “Iproduced my own teaching notes and sentthem for editing and I now have detailednotes that I can use and share with otherteachers who are not part of this project.”Economic impactThis indicator refers not to direct financialgain in the case of an Education project, butto better (job) prospects for teachers in thefuture and more productivity in the classroom. Most end-users, 26 (91%) see apositive economic impact on their lives.Twenty-three (23) work harder than they didbefore they participated in the project.Eighteen (18) envisage better job opportunities in the future (which could be anegative impact for the schools, but is seenas a positive economic impact for theteachers) and 21 end-users are moremotivated to do a better job.Sector impactThis refers to the influence the project hason the Education sector as a whole and onthe schools in which it is active. Twenty-six(26) end-users noticed a positive impact ofthe project on the Education sector. Nineteen(19) teachers saw an improvement in theircourse materials. Eighteen (18) of them sawan improvement in their teaching methodsand noticed further professional development. Only 16 saw improved access toinfrastructure and connectivity. Seventeen(17) teachers are now better informed aboutissues in the Education sector.ChallengesSince the start of the project ESNet hasfaced several challenges):The importance of ensuring localownership: In the first phase head teachersdid not take a keen interest in overseeingeither the implementation of the project intheir school, or the effective management ofcommunication about the project, despitesigningaformalMemorandumofUnderstanding with IICD and One WorldAfrica. This was partly due to a lack of ICTskills among them, which made them doubttheir ability to manage the project. Severalactivities took place to increase theinvolvement of the school management,including capacity building. The turning pointfor the project with regard to achieving morelocal ownership was a meeting that tookplace exclusively with the school managers.It was very clear that if the school managersdid not see the value of ICT and their ownrole in this, the project could not becomesustainable. The most successful schools inthe project have school managers thatencourage teachers to participate in theproject, because they see its importance forthe future of their students.Identifying the profile of the ProjectCoordinator, and then retaining the bestcandidate for the job. From the start,ESNet searched for a Project Coordinatorwho had a thorough understanding of theTeachers trained in basic ICT skillsEducation Support Network (ESNet) Zambia - May 2009
Education sector, who was able to talk withthe different stakeholders (teachers, headmasters, representatives from the Ministry ofEducation), and who was able to manage theproject. A difficult combination to identifyand, when found, difficult to retain in theproject. The effect was a high turnover (4Project Coordinators) during the wholeprocess. ESNet did not change the profile ofthe Project Coordinator during the project,but instead changed the importance of thedifferent skills and has now put more weighton the coordination aspect.Accelerating the flow of electroniclesson notes from teachers to theEditing Centre. The biggest challenge facedduring the two-year pilot period was the slowflow of notes from the teachers to the EditingCentre. This was partly a result of settingover-ambitious goals for outputs eachquarter. It also emerged that the originalquarterly target of 117 notes for the schoolswas unrealistic given the workload of theteachersandthefactthatduringexamination time and holidays, teachers donot work on the ESNet project. Therefore,OWA reduced the targets to 48 notes perquarter.Attracting volunteer teachers to work atthe Editing Centre. The original idea toengage volunteer teachers also proved to bea challenge, although it has worked out to acertain extent. The amount of work to beundertakenbyvolunteerswasunderestimated mainly because in theoriginal plan, schools were expected tosubmit typewritten notes. However, becauseof the lack of typing skills amongst teachers,schools were later requested to submithandwritten notes in a bid to increase theflow of notes. This also meant the volunteerEditors had to do a lot more work (6-9 hoursfor a long lesson and 4-6 hours for a shortlessons) so the remuneration for thevolunteer Editors became unrealistic. ESNettherefore had to improve the allowances forthe Editors.Maintaining internet connectivity. Manyschools are disconnected due to nonpayment of bills. This is related to theownership challenge. To make the projectsustainable, some of the schools tried to setup an internet café. However, that requirescertain entrepreneurial skills. This makes itdifficult for schools to generate revenuesfrom students, teachers and other community members to provide for computermaintenance and connectivity. But thisrequires entrepreneurial skills, which are notalways found among civil servants. Otherschools tried to negotiate with the ParentTeacher Association (PTA) to increase theschool fees by a small amount to pay forconnectivity and computer maintenance.Measuring success. In the original plan,the number of students passing their examswas used as an indicator to measure success.It was difficult to measure the causalrelationship, however, because the ESNetproject focuses on building the capacity ofthe teachers, not the students. Therefore,success is now measured in an indicator thatis clearly influenced by the project: thenumber of notes submitted, enriched, repackaged, distributed and used.Motivating the teachers. Many teachersparticipate in this project outside normalschool hours. The computers that are available to the schools are often in use byothers, which can demotivate the teacherswho participate in the project. The teachersshould be able to use the equipment at alltimes, and any additional time they have tospend on the notes should be allocated bythe schools.Lessons learnedSeveral lessons were learned:ICT can be used to enhance existingsystems. The project was built on what wasalready in place in the schools. It simplyenhanced the local existing structure toimprove notes already being produced byteachers for their own use. ICT was not usedto do something completely new. This hasimproved the acceptance of the schools andthe chance to embed the skills they acquiredthrough the project in the future as well.Improving the editing cycle. At the startof the project the cycle for notes - fromsubmittingandimprovingthemtorepackaging and distributing them back tothe schools - did not work very well. Fewernotes were submitted than expected. Editingand redistribution also took much more timethan originally anticipated. Although theinput of notes was limited in the first years,it still took more time than expected toenrich the notes and provide feedback to theschool with improved notes. After meetingswith the schools, the editing cycle (editing,repackaging and distribution back to theEducation Support Network (ESNet) Zambia - May 2009
school) was improved. This has also resultedin an increase in the number of submittednotes. Expect that the preparation needed todevelop a new service takes time to finetune the whole production process.Expanding the distribution channel. Theoriginal plan of the ESNet project was todistribute the enhanced notes via e-mail andCD-ROM. New platforms became morecommon so the notes are now also sharedthrough the ESNet website and iSchool; aplatform to share lessons plans withadditional schools.Enhancingjobopportunities.Someteachers use the skills they have developedas a stepping stone to increase their incomeby becoming an ICT trainer. This is positivefor the individual teacher, but can be seen asa negative impact for the schools as theylose a valuable teacher.Embedding at the national level in theEducation sector. It took a lot of time anda great deal of effort to obtain recognitionfrom the Ministry that the project indeedshows that ICT is effective for ion in the Quality Control Teams inDec-ember 2008 by a Standards Officer fromthe Education Development Centre and arepresentativefromtheCurriculumDevelopment Centre is the first step, activeparticipation in the whole project the next.But to convince the Ministry of Education thatthis could be used at the national level wouldtake even more time, investment, andpersistence in the future.The next steps and future plansTo meet the challenges and use thesuggestions for improvement collected in thequestionnairesandtheFocusGroupdiscussions, ESNet would like to initiate thefollowing activities:The actual projects on the ground (the 8schools involved) should create a networkof teachers to share information with eachother. A Dgroup has begun with Mrs MildredKalida from Livingstone as the moderator.Knowledge sharing has started, but furtherencouragement of the contributors is stillnecessary. This is also mainly due to chronicconnectivity problems at some schools.Make the project more sustainable. Byinvolving the school managers, other sourcesof funding could be explored such as asking 2 per student to pay for connectivity andmaintenance of the computers or someschools have already started doing is settingup a small Business Centre with ICT classesoutside school hours, with e-mail, print andcopy services offered for a small fee.The ESNet project is in the process of buyingadditional PCs from Computers for ZambianSchools for a reduced amount to increasethe number of PCs in the participatingschools. ESNet has already helped 3 schoolsto purchase more refurbished computers, butthe other 5 will hopefully follow.Obtain ministerial recognition. The ESNetproject was recognised by the Ministry ofEducation with a presentation at the nationaleLearning Zambia conference in 2008. Butmore activities are needed to show theMinistry the essential need for schools toprepare electronic lesson plans and that thiswould provide quality material in an efficientway. This could certainly boost the project toa national level.Contact information about One World Africa ZambiaMr Kelvin Chiboba, ESNet Coordinator, kelvin.chibomba@oneworld.netMs Priscilla Jere, Country Director One World Africa Zambia, priscilla.jere@oneworld.netThe ESNet project site: http://esnet.oneworld.netThe notes are published at: http://esnet.oneworld.net/esnet/sectionsOne World Africa website: http://africa.oneworld.net/Information about IICDMr Olaf Erz, Country Manager Zambia, oerz@iicd.orgMs Martine Koopman, Officer Knowledge Sharing, mkoopman@iicd.orgMs Theresa Stanton, Writer/Editor, tstanton@iicd.orgEducation Support Network (ESNet) Zambia - May 2009
(grade 8-9) and secondary school (grade 10-12) has been limited in the last decade due to rising costs faced by students, deepening poverty, and limited formal job opportunities for parents to enable them to send their children to secondary school. Enrolment at secondary school level
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Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
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Afhankelijk van de onderwijsambities en de ICT inzet van de school kan dit zijn; een ICT kartrekker (Professional) een ICT-coördinator (Pionier) een ICT coach (Specialist) De rol van de ICT'er op school is vooral inspireren en adviseren bij een goede inzet van ICT en krijgt hierbij ondersteuning van de Adviseur ICT Onderwijs en .
