Dankbaar terugkijken op de teacher training in Malawi

Projectupdate van 16 mei 2018 door Mussa Nyirenda


Teacher training januari 2018Samen nadenken over de rol van de leraar

In januari is de driedaagse teacher training gegeven aan 18 leraren van zes verschillende scholen uit het Kanjuchi gebied. De leraren kijken erg positief terug op deze trainingen en zijn dankbaar voor de nieuwe inzichten en vaardigheden die ze hebben mogen leren. Van de zes scholen die waren aangesloten bij deze training, is er bij vier van deze scholen een World Servants project uitgevoerd of staat deze voor komend jaar op de planning: Makonje, Madosa, Chasefu en Kantheska.

Onze partnerorganisatie CCAP Malawi heeft een verslag geschreven van deze training. Hierin kun je lezen welke thema’s zijn behandeld en hoe de training is ervaren. Dit verslag willen we graag met jullie delen:

Report on teacher training

The CCAP Education Department in conjunction with World Servants Netherlands conducted a zonal training in Kanjuchi Zone from 12th to 14th January 2018 at the Kanjuchi TDC. Twenty teachers of which 18 were male and two females attended the training.


The training acted as a Continuous Professional Development (CPD) for the newly deployed teachers in the zone. The aim was to equip them with knowledge and skills on how to perform their duties accordingly. Areas covered were keeping and maintaining records by teachers, administrative records and assessment items. Also the importance of each record, qualities of a good teacher, children’s rights and the roles and responsibilities of SMC/ PTA and mother groups were discussed.


The District Project Coordinator for CCAP, Mr. Mussa Nyirenda, urgently remarked the participants not to take the training for granted and to bear in mind that Government, which is supposed to give Continuous Professional Development (CPD’s), does not comply due to financial constraints. Participants were enlightened that the training is aimed at equipping them with new skills and knowledge which should be used to develop the learner for a better Malawi.


The PEA’s for Kanjuchi and Vazala zone were the facilitators for this training. They also reminded the participants of the positive discipline which creates a conducive learning environment.

Summary of the covered areas

Records kept and maintained by teachers
The facilitators engaged the participants to mention some of the records that they know. Records like attendance register, schemes and record of work, scholastic records and progress books were mentioned. With emphasized participants were told that the records mentioned are official and they are handed over to the administration once a teacher moves out of the school, hence the importance of keeping them safe.

Administrative records
These were looked to as records that makes the smooth running of the school. Most of the records are kept in the head teacher’s office for safe keeping, but can be accessed by teachers if needed. Records mentioned were log book and attendance register. Teachers as head teacher to be, were advised to check on these things, so that they become good leaders once their chance arises.

Assessment items
These were described as items that are used in assessing learners. Participants were reminded that, as teachers, assessment is crucial in their work. It has to be continuous. They were reminded of the importance of summative and formative assessment, which are both very important. The items mentioned were scholastic records and progress books.

Qualities of a good teacher
Using group work, participants had to discuss the qualities of a good teacher. During plenary sessions presentations were made and participants showed that they have knowledge of what it takes to be a good teacher. They also mentioned that is was sometimes difficult to put it into practice. As a group emphasis was made, each member was asked to assess one self.       

Children’s rights
As teachers, participants were reminded of the rights for the children that have to be respect by teachers as they execute their teaching role. Teachers were reminded of the human rights activists who go about advocating children’s rights. They were urged to try to balance the rights of children and their work of     disciplining the children.

Roles and responsibilities of SMC/ PTA and mother groups
Facilitators through discussions engaged participants to explain as whether schools could function without the services of community structures. At the end it was highlighted that these structures were a key to a successful running of the school. They form a link between school community and local community.

Successes

  • There was full and active participation by participants

  • All days the attendance was good. There was no absenteeism of any of the members

  • Resources for the training like charts, markers, pens and note books came in time

Challenges

  • Teachers (participants) walk long distances to the TDC’s on a daily basis. Since TDC’s are not centrally placed, some participants had to walk long distances

  • Participants found the training very useful, however the amount of training days were not enough

Conclusion

Teachers in the zone are thankful to CCAP Education department and World Servants Netherlands for the training which equipped them with the necessary skills and knowledge for their job. They only wished the continuation of such trainings in the near future.