In a recent pilot of our survey tool, focussed on foundational learning, we collected data on the availability of teaching and learning resources, teachers’ training and support needs, availability of technology (smartphones, tablets, computers) as well teachers’ beliefs and willingness relating to technology use in the classroom.
Our preliminary findings show that despite recent large-scale interventions, teaching and learning resources remain limited, for example there is one reading book per 3-5 learners in 46% of classrooms. This, together with learner absenteeism are the most prevalent challenges faced by teachers. The most requested forms of support are training on literacy teaching methods and provision of numeracy materials.
While only 39% of responding teachers currently have access to computers/tablets for learners and only 17% use computers/tablets every week, ALL responding teachers and head teachers believe using technology would improve teaching and learning and are willing to champion its use, if it is available.
The majority (83%) of teachers are comfortable using technology without continued support. Despite challenging circumstances, it is encouraging that technology-supported learning seems within reach. Over 90% of teachers interested in purchasing a smartphone through an affordable loan, are willing to use this personal phone for teaching AND have access to the internet at least from time to time.
Putting programmes in place to make teacher smartphone ownership universal opens the doors to dramatically increasing the quality and variety of teaching and learning resources available in classrooms across Zambia and beyond.
Our survey tool, in combination with other relatively low-cost technology solutions, has the potential to inform and support implementation of focussed interventions to improve teaching and learning outcomes, streamline assessments and improve school data tracking.
Mwabu congratulates the Time + Tide Foundation Girls Club for the fantastic improvements they have achieved in their Girls Club literacy programme in Liuwa Plain. After one year of using the Mwabu Learn app as part of an after-school programme aimed at improving low literacy levels of girls, the 2023 cohort scored a collective average of 53% on their literacy assessments – a significant increase from the baseline at 27%.
Mwabu’s product team has created a few sample modules and developed a draft course outline for a new interactive digital course to support dissemination of crucial information about sexual reproductive health (SRH) to adolescents across Zambia and beyond. We have taken these steps as we are aware of the urgency and need for relevant, sensitive and appropriate education content relating to this topic. We also know that individual organisations working in this area seldom have the funds required for investment in a full digital course so, as part of this initiative, we are exploring alternative funding models to enable contributions to development from several sources.
Mwabu recently added topic assessments to English Language, Mathematics and Science for grades 4 to 7. When learner(s) have finished working through a topic, they can now test their knowledge in the assessment section for each of the subjects and grades. These assessments are short quizzes, aligned to the curriculum objectives. The questions are randomly drawn from a question bank, so your learner(s) will get a different set of questions each time they try the quiz.