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Bridging the Gap: Examining disability and development in four African countries. The case for equitable education

GROCE, Nora
et al
June 2018

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Over the course of a three-year project the Leonard Cheshire Research Centre worked with research teams in four countries: Kenya, Sierra Leone, Uganda and Zambia to better understand the relationship between disability and development in each country across four domains: education, health, labour markets and social protection. This mixed methods research used a range of interrelated components, including policy and secondary data analysis, a household survey of 4,839 households (13,597 adults and 10,756 children), 55 focus group discussions and 112 key informant interviews across the four countries. 

 

This report explores key findings in relation to education. Key findings discussed include school attendance, cost of education, inability to learn and gap in educational attainment.

Supporting HIV-positive teachers in East and Southern Africa

MALLOURIS, Chrstoforos
BOLER, Tania
September 2007

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This report provides an overview of the impact of HIV on teachers and the specific issues HIV-positive teachers face. It also summarises support mechanisms for teachers with HIV and presents key conclusions and recommendations from the consultation regarding how the education sector can support HIV-positive teachers. The report is the result of a consultation involving a range of different stakeholders including representatives of Ministries of Education, teachers' unions and HIV-positive teachers' networks from six countries in East and Southern Africa

Our future : sexuality and life skills education for young people. Grades 6 - 7

INTERNATIONAL HIV/AIDS ALLIANCE
March 2007

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To help support young people, the Government of Zambia has a comprehensive strategy for sexual and reproductive health and HIV education in and out of school. This is the first in a series of three books which focus on young people of different ages. Each book contains learning activities and illustrations, which engage young people in understanding themselves and their world. They reflect on the virtues and skills needed to develop caring and loving relationships, make good decisions, solve problems and seek help. The topics and activities are designed to fit into the national curriculum or to be used in extra curricula activities in or out of school. The books are accompanied by a Teachers’ Guide

Our future : sexuality and life skills education for young people. Grades 4-5

INTERNATIONAL HIV/AIDS ALLIANCE
December 2006

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To help support young people, the Government of Zambia has a comprehensive strategy for sexual and reproductive health and HIV education in and out of school. This is the first in a series of three books which focus on young people of different ages. Each book contains learning activities and illustrations, which engage young people in understanding themselves and their world. They reflect on the virtues and skills needed to develop caring and loving relationships, make good decisions, solve problems and seek help. The topics and activities are designed to fit into the national curriculum or to be used in extra curricula activities in or out of school. The books are accompanied by a Teachers’ Guide

Learning from difference : understanding community initiatives to improve access to education

EENET
August 2004

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This CD-ROM holds guidelines for an action research project carried out by teachers in Zambia and Tanzania and external facilitators. The guidelines are aimed at people who want to adapt the process for their own communities, and are supplemented with videoclips and links to further information and useful examples. The aim of the research was to encourage teachers to articulate their experience in inclusive education by developing written accounts that could be shared with other countries of the South. The accounts, guides and examples are useful training materials and serve as a stimulus for further reflection

Learning from difference : understanding community initiatives to improve access to education

MILES, Susie
et al
2003

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This is a report of an action research project carried out by teachers in Zambia and Tanzania and external facilitators. The aim of the research was to encourage teachers to articulate their experience in inclusive education by developing written accounts that could be shared with other countries of the South. The written accounts produced are useful training materials and serve as a stimulus for further reflection

Researching our experience : a collection of writings by teachers

MPIKA TEACHERS
2003

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This publication contains accounts written by Zambian teachers who had participated in an inclusive education action project. The accounts cover a range of issues including the challenges posed by free primary education, and the participatory leadership and teaching methods used to implement inclusive education

HIV stress in primary school teachers in Zambia

BAGGALEY, Rachel
et al
1999

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A study was made of stress factors experienced by primary school teachers in Zambia after they had attended a course on stress management and counselling skills. Their pupils were significantly affected by poverty, death and illness of parents, fellow-pupils and teachers, teenage sex and pregnancy, violence in the home and, among girls, low self-esteem. The HIV epidemic had a major bearing on these factors, and there were wide-ranging effects on the teachers' own lives. Despite the training they had been given, many teachers felt that they could not adequately counsel their pupils on these matters. The teachers were in need of continuing support and training to enable them to cope with this aspect of their work

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