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  • ANNIE PENDA
    Participant
    Post count: 8

    SCALING OUR WORK FOR IMPACT Title Realization of sustainable development through inclusive education
    Our change project scaled up sign language skills and braille skill with the ultimate aim of promoting esd4 target 4,7 and target 4.5 and the values of inclusiveness, human right, quality and equitable education, social justice.
    Our ESD change has already started being scaled up the following levels. It will be scaled up from 2021 to 2030.
    • ESD scaling via expanding at similar level of practice
    The ESD change project was scaled up from one department to the rest of the department and schools in the institute. This was the special department which had two specialists who trained all the lecturers in all the departments and schools and trainee teachers in sign language and braille in third year. This scaling was done in a horizontal way.
    • ESD scaling via multi-stake holder partnership
    This was done by developing short courses which was an additional activity to the workshops which was earlier proposed as means of training lecturers and peer teaching and teaching practice being the means of training trainee teachers in sign language and braille.
    • It will go through the institutional management, senate and ministry of higher education for approval. This is functional scaling because it will improve the quality of our ESD change project. Immediately after being approved the courses will commence. This is functional
    •ESD institutionalizing at higher levels and via policy
    This will be done by institutionalizing the ESD through institution decision ESD policy special education department so that it will become mandatory to train all lecturers and trainee students in sign language and braille skills. This will be the vertical scaling or value. It will start immediately the policy is written down and approved by the university council.
    •We will scale ESD impact for ongoing capacity building of lecturers and trainee teachers and for the realization of SDG 4 and Target 4.7 and make the Africa we want for all including the disabled in terms realizing their human right of accessing quality education there by promote social justice for them.
    •The CoP was and will be involved including experts in braille and sign language skills as earlier mentioned under levels , in scaling up the ESD values through short courses and ESD policy.
    • The resources that will need for scaling up the ESD project will be human resource this will be the two lecturers from our institute. Secondly, financial resource and this will be generated from the course itself.
    • In terms horizontal the anticipated impact is that it will be positive since the same lecturers from special education department will continue helping other departments and schools in the institutes.
    • In terms of functional the anticipated impact is that it will be positive though it may take some time for the two short courses which are already developed to be approval but it will be approved.
    • In terms of vertical the anticipated impact is that, institutionalizing the ESD policy and to be under special education department so that it will become mandatory to train all lecturers and trainee students in sign language and braille skills. This will be the vertical scaling or value. It will start immediately the policy is written down and approved by the university council. It may take a year.
    • The anticipated time frame for the two short courses in from September 2021 to 2030. The ESD policy is from 2023 to 2030

    ANNIE PENDA
    Participant
    Post count: 8
    in reply to: Assessment of ESD #2941

    DR PENDA ANNIE KWAME NKRUMAH UNIVERSITY ZAMBIA
    1. Online discussions/blogs
    It improves learning and competences. Online discussions/blogs play an important part in students’ learning as students learn to support each other, answering questions and sharing possible thoughts about a problem. students may also assess others’ ideas and challenge their conclusions, and above all allows many people to respond to comments and questions. In most cases, teachers have access to these groups and can assess attitudes, , values knowledge and skills.
    2 Blended learning assessments;
    The blended learning is the combination of traditional face-to-face learning environments with online education tools and approaches. Blended learning approaches differ widely and give the lecturer many options which includes asynchronous and synchronous fully online classes.
    3 Online project based learning;
    This approach gives students an opportunity to research on a given topic. It also helps students to develop their presentation and communication skills by illustrating their work using ICT and possibly recording their final work. This has the potential to support curriculum implementation and to enable students to give good evidence of what they know and can do.
    4 e-portfolio;
    The E-portfolios are collections of a student’s work, which can show how they are progressing over a period of time and reveal more than what the tests can. E-portfolios can contain essays, photographs, and other media, including videos, animations and audio. The scope of these is greater and a better match for the Competence-based Curriculum
    5 Question Mark Perception;
    Question mark Perception is a complete assessment management system that enables people to create questions and organize them into exams, quizzes, tests, or surveys. People can be scheduled to take the assessments, deliver them in a variety of ways and then view the results in different types of report. Perception offers a cost-effective, easy way to utilize computerized assessments that measure knowledge, skills, and attitudes.
    6 podcast
    The Podcasting is a method used in higher education so that various digital resources can be shared with students. This i used to support a number of different learning preferences such as self-directed and peer-to-peer learning and can be distributed through various online channels, such as social media.
    7 online/typed exams.
    These assessments are used for many purposes in the educational system, as their effectiveness and utility must ultimately be judged by the extent to which they promote student learning. Hence, the lecturer will decide which one is the best method on assessment, or whether it should be online or typed hard copy examination

    ANNIE PENDA
    Participant
    Post count: 8
    in reply to: Reflection #2939

    DR PENDA ANNIE
    KWAME NKRUMAH UNIVERSITY – ZAMBIA

    Reflect on your experience of more transformative, learning centred approaches to assessment that are congruent with ESD learning objectives. Use the examples below from the UNESCO Education for SD Learning Objectives document to work with (e.g.):
    • Suggested learning objectives for SDG 6: Clean Water and Sanitation
    • Suggested learning objectives SDG 5: Gender Equity
    (you can also choose any of the other SDG Learning Objectives in the publication – choose ones that are most relevant to your Change Project focus)

    SDG 4 PROVIDING QUALITY EDUCATION/ Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’

    Learning objectives for SDG 4 “Providing Quality Education” Cognitive learning objectives 1. The learner understands quality education as a fundamental condition of life itself, the importance of quality education and inclusiveness, and consequences of having education which is not inclusive with no quality. 2. The learner understands that inclusive quality education is part of many complex global interrelationships and systems. 3. The learner knows about the global unequal access to quality education which is inclusive 4. The learner understands the concept of inclusive education which promotes access to quality education in a sustainable manner
    Socio-emotional learning objectives 1. The learner is able to participate in activities of braille and sign language skills training . 2. The learner is able to communicate about accessing quality education through inclusive education 3. The learner is able to feel responsible for providing quality education to the students with visual and hearing impairment. 4. The learner is able to see the value in positive attitude, access to quality education.
    Behavioural learning objectives 1. The learner is able to cooperate with local authorities in the improvement staff capacity for inclusive education. 2. The learner is able to contribute to quality education at the local institution level. 3. The learner is able to reduce their individual negative attitude to students with visual and hearing impairment. 4. The learner is able to plan, implement, evaluate and replicate activities that contribute to promoting quality education. 5. The learner is able to evaluate, participate in decision-making on management strategies of local, national and international skills that promote inclusive and quality education.

    ANNIE PENDA
    Participant
    Post count: 8
    in reply to: Reflection #2938

    Reflect on your experience of more transformative, learning centred approaches to assessment that are congruent with ESD learning objectives.

    Comment on your the following questions and share your thoughts, reflection and concerns with your fellow students and facilitators.

    How would you go about assessing the cognitive learning objectives?
    What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
    What assessment approaches would you use to assess the behavioral learning outcomes, especially those that reflect values?
    How would you assess social learning outcomes associated with the SDG, especially the involvement of learners working with communities on sustainable development actions (as emphasised in Learning Action 3)?
    How could you include the above in an inclusive end of course examination?
    To what extent does your assessment reflect assessment of significant learning?
    Dr Penda Annie
    Kwame Nkrumah University-Zambia
    LEARNING ACTION FOUR POST 1
    • How would you go about assessing the cognitive learning objectives?
    By engaging students during teaching practice and lecturers during the braille and sign language training in critical, creative, and practical thinking and action, e.g., engaging in a change project. By letting them plan, research and present in the case of students .then lecturers trough embossing braille and sign language.
    Value added: Allows other kinds of learning to become useful for capacity building.
    • What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
    By assessing lecturers and students showing empathy and compassion towards students with visual and hearing impairment, this is done by observing them teaching these students during peer teaching and lecturers teaching during the normal lecture hours.
    Value added: Capacity building of lecturers and students during peer teaching.
    What assessment approaches would you use to assess the behavioral learning outcomes,
    especially those that reflect values?
    The method of learning how to be a better student, and lecturer how to engage in inquiry,
    or how to become a self-directed learner.
    Value added: Enables students and lecturers to continue learning effectively in the future
    • How would you assess social learning outcomes associated with the SDG, especially the involvement of learners working with communities on sustainable development actions (as emphasized in Learning Action 3)?
    By allowing students and lecturers learn about self, others, and appreciating personal and
    societal value of what is learned using inquiry, storytelling and picture methods.
    Value added: Informs students and lecturers about the human significance of what they are
    learning and having positive attitude towards learners with disabilities (visual and hearing
    impairment).
    • How could you include the above in an inclusive end of course examination?

    Through examining new feelings, interests or values that reflect caring about something or
    someone who disabled and these are students with visual and hearing impairment, by
    checking on how the skills are applied, such as social, cognitive skills and poverty is
    addressed.
    Value added: Inspires students to want to learn more and make it a part of their lives. of educating students with visual and hearing impairment.
    • To what extent does your assessment reflect assessment of significant learning?

    Learning about self and the disabled, and appreciating personal and societal value of what
    is learned in terms of braille and sign language skills..
    Value added: Informs students and lecturers about the human significance of what they are learning. Positive attitude, granting of human right to education to the disabled , inclusiveness and capacity building.

    ANNIE PENDA
    Participant
    Post count: 8

    How would you work with students to mobilise stories and cultural heritage on a specific local SD issue or matter of concern (e.g. water pollution, waste, community health, energy, food security, safety of girl children etc.)?
    The presenters during the workshop will use the story telling about Louise Braille who invented the braille we use today. lecturers or presenters will carefully combine methods for a coherent lesson or learning programme using demonstration and question answer. Using the enquiry methods community of practice will inquire about students in order to understand their needs and collect new information, that is not already available in a report or on the Internet. Field enquires also be used to provide those all-important experiences that not only enrich, but can form the very basis of learning concepts and values.
    • How would you approach the matter of concern with a systems view? And how can this inform a participatory local inquiry into the matter of concern to understand it better? How would you do this with your students?
    By using participatory research and understand the historical background to the matter of concern. Enquire and find out why it is a matter of concern from the local community. Start with desk review on any publications about the matter of concern, then research on the internet, followed by engaging the community. These activities should be done by the community of practice, lecturers and the students.
    • How would you work with your students and the community to work out what can be done together to address the matter of concern?
    Firstly, we will understand the matter of concern and why it is a concern as our first step from all lecturers. Then, explore with the community of practice the needs of students and lecturers. Thereafter, we will discuss the different solutions to the matter of concern Then pick the best solution together. Then learning will be done through the co-engaged approach.
    • Would it be possible to try out some of the proposed solutions and ways of dealing with the matter of concern? If so how would you and your students approach this?
    Depending on the matter of concern, the solutions to the matters of concern will be implemented by trying the possible solutions. During the implementation, community of practice will have a role of observing on how lecturers will obtain the skills then evaluate how the skill will be implemented to students with disabilities. For instance students with visual impairment will be asked to use braille grade one which lecturers will learn Then pick the best solution together and not braille grade two or three.
    • How would you assess progress in relation to the learning and the co-engaged, inquiry centered approach?
    As the lecturers and the community of practice are co-engaged in trying to learn and find a solution, they will discover and share knowledge on what they are doing as they address the matter of concern.
    Dr Penda Annie Kwame Nkrumah University
    What would you need to do to implement this teaching activity with your students?
    The lecturers should be informed about the approach, the dos and don’ts and how best to engage them by the community of practice. Of course bearing in mind the importance of respecting the lecturers, traditions, values and norms of the institute as well, and the need to be diplomatic and patient.
    • How could you support your students to use T-learning sequences as they plan for practice teaching?
    We will walk them through the T-learning approach for them to understand it and know how it should be used such as demonstration method. Interact with them after each of the stages and get clarity on issues. I.e. after implementation of the workshop the reflection and review will follow using evaluation form that will be created by the community of practice.

    ANNIE PENDA
    Participant
    Post count: 8

    Kwame Nkrumah University
    cross cutting issues
    A number of cross-cutting issues are included in the Zambian Education Curriculum and and Kwame Nkrumah courses and are part of the education policy document (1996). These include computer studies, communication, entrepreneur, HIV/AIDS, Gender, Human Rights, Health Education, and Environmental Education. However, issues to do with culture are not directly addressed we suggest that, these may fall under Human Rights in civic education studies and Gender. and all the courses in the universities. In short, there is no direct content about cultural heritage in our courses. All cross-cutting issues need attention as they address the emerging issues in a particular community.
    – For sustainable development and education for sustainable development to be realized , these cross-cutting issues need to be in our university courses they can be incorporated especially during curriculum review of our courses provided the issues are part of the national agenda under the ministry of higher education

    ANNIE PENDA
    Participant
    Post count: 8

    What is known about the topic
    Cross cutting issues are found in all the courses. however we have stand alone course for instance

    A) Under school of natural science there were courses like BIO 461community ecology and ecological methods, CHEM 490 Chemistry and the environment.

    COURSE CODE: BIO 461
    COURSE TITLE: COMMUNITY ECOLOGY AND ECOLOGICAL METHODS
    . AIM: This course provides knowledge of the ecological methods used in the study of ecology and conservation of indigenous plant and animal communities.
    Objectives:
    By the end of the course a student should be able to;
    Discuss and model functions of communities; evaluate the effects of introduced species on native communities; describe ecological community; describe sampling methods; design research surveys and experiments; analyse research data using statistical methods; test hypotheses and interpret; develop research proposal.
    CONTENT
    1. Community ecology
    Introduction: historical development of community ecology; types of communities; characteristics of communities (growth, form and structure, diversity, dominance, trophic structure and dynamics);
    Successions: primary and secondary successions; climax communities; patterns of tropical forest successions; models of succession (facilitation, tolerance, inhibition, random colonisation); mechanisms of succession (seed bank, establishment, growth, competition, herbivory); successions on bare ground (microbial communities, lichens, bryophytes, vascular species);
    Primary production: patterns in primary production in tropical ecosystems; measuring primary productivity; factors limiting productivity (moisture, temperature, nutrients, light); relationships between diversity and production;
    Community interactions: herbivory (types, effects on plant communities, plant response to herbivory); predation (predator-prey interactions and impacts on communities, models of predator avoidance behaviour); competition (types, competition concepts and models);
    Community stability: terminology in analysis of ecosystem stability; diversity and stability; agricultural ecosystems; role of disturbance; intermediate disturbance hypothesis; plant response to disturbance; scale and frequency of disturbance; disturbance and patchiness; equilibrium models; non-equilibrium models; gaps and patches; impact of introduced species on native communities;
    2. Ecological methods
    Experimental method and design: hypothesis formulation and testing; experimental design; statement of the problem; selection of factors, selection of levels and responsive variables; choice of experimental design; types of experiments; basic characteristics of experimental design (replication, randomisation and blocking);
    Sampling methods: sampling designs (simple, random, stratified random, systematic, multistage); use of spreadsheets for collecting and entering data;
    Data analysis methods: assembling data into data bases; exploratory data analysis; comparison between samples (non-parametric and parametric tests); correlation and regression analysis; linear regression; curve fitting to scatter plots and model interpretation;
    Research proposal: asking questions; literature review; problem statement; setting hypothesis; significance of research and expected outputs; description of research methods; data analysis methods; material requirements and costs; scheduling activities;
    Suggested Practical Work
    1. analysis of a plant community
    2. estimating species of diversity of communities
    3. experimental design
    4. sampling design

    COURSE CODE: CHE 490 COURSE TITLE: INDUSTRIAL CHEMISTRY AND THE ENVIRONMENT
    AIM
    This course provides fundamental knowledge of the processes and principles involved in the production of chemical products and the associated environmental issues.
    Objectives
    By the end of the course students should be able to:
    Classify chemical industries based on raw materials and chemical processes; Demonstrate understanding and describe the various processes and unit operations and examine their possible effects on the environment; Demonstrate understanding of the fundamental principles involved in the transformation of chemical raw materials into finished products
    ; Describe and explain various aspects of the production chlor-alkali, nitrogen, sulphur products, petroleum, soap/detergents and agrochemicals; Relate the effects of the manufacturing processes and products to the environment
    CONTENT
    1. Chemical Manufacturing Industries and the Environment
    Classification of industries and raw materials,Chemical processes and unit operations. And Land, water, air and pollution.
    2. Chlor-Alkali Industries
    Manufacture of chlorine and sodium hydroxide, Soda ash, sodium bicarbonate ammonia-soda (Solvay) process and Environmental issues
    3. Nitrogen Industries
    Manufacture of ammonia (Haber process) and ammonium compounds, Nitrogen inorganic, compounds as agricultural fertilisers and Environmental issues
    4. Sulphur Industries
    Manufacture of sulphuric acid (contact process), Sulphur dioxide pollution and acid rain and Environmental issues
    5. Petroleum
    Origins of fossil fuels and petroleum refining, Petroleum products and the environment (greenhouse effect) and Production of biofuels as renewable energy resource.
    6. Soaps and Detergents
    Manufacturing of soaps: Raw materials, saponification process, additives- builders and perfumes, manufacturing process and Manufacturing of detergents: Raw materials, detergent powders, additives manufacturing process
    7. Agricultural chemicals
    Pesticides, Classification of pesticides, Natural and synthetic insecticides.Mechanism of action, Mode of application and Herbicides
    Under school of business studies
    COURSE TITLE: INTRODUCTION TO INFORMATION AND COMMUNICATION TECHNOLOGY
    Aim
    The aim of the course is to develop skills and ability in students in information and communication technology systems.
    COURSE DESCRIPTION
    This is an introduction to the application of computers in business. It covers discussions on basic computer concepts, including history of the computer, computer hardware and software, and finally current trends and issues in Information Technology. It also includes practical exposure to selected software applications.
    COURSE PROCEDURE
    There will be THREE hours of lectures and TWO lab hours per week.
    Objectives
    By the end of the course, students should be able to:
    To expose students to computer terminology; To present the impact of computers on our present day society; To introduce students to practical usage of computer systems; To prepare students for future encounters with computing and information processing concepts in the workplace; To gain s deeper understanding of the mathematical concepts in computer architecture; Demonstrate an understanding of information and communication technology; Use information and communication technology to solve business related problems; Use a computer to prepare business documents.
    Content
    1. Basics of Computing
    parts of a computer, booting process, shut down, user interfaces, command line and graphical user interface
    2. Introduction to Information Processing Concepts
    Nature of data, Data Processing Cycle, Nature and roles of information, Management use of information, Role of ICT/IT in business, Information Society/Age and Qualities of information
    3. History of Computing Equipment
    Evolution of Computing Devices , Pre-computer age, Punched card information processing equipment, Introduction to office equipment and classification of computers
    4. Computer Organisation
    Von Neumann Architecture, Computer subsystems, Computer hardware, Computer software and Stored Program Concept (SPC)

    5. Data representation
    Character sets, Character codes, One’s and Two’s Complements, Signed Integer representation, Excess Notation and Introduction to Boolean algebra
    6. Operating Systems
    History and evolution, Functions of operating System, Survey of operating Systems and Components of Operating Systems
    7. Micro Computer Applications
    Productivity tools, Word processing, Presentations and Spreadsheets
    8. Telecommunication & Networks
    Meaning of telecommunication and Telecommunication services, Forms of telecommunications
    , Postal services and Network Typology
    9. Internet Technologies
    Internet browsing and Services available on internet
    B) Under humanities and social science the stand alone course was;
    GEO300 – ENVIRONMENT AND DEVELOPMENT

    Aims
    The aim of this course is to:
    • develop within the students an appreciation of the environment and the related effect of development;
    • provide integrated knowledge of current environmental issues.

    Objectives
    By the end of this course students should be able to:
    1. describe a historical development of the environmental movement.
    2. give an account of environmental management techniques.
    3. relate environment and development to sustainable development.
    4. explain various techniques used in addressing environmental pollution and resource mismanagement.
    Content
    1. Environment and development
    definitions of environment and Development, physical environmental systems, environmental linkages to development, Historical perspectives of the environmental movement, environment and economic growth and Tradeoffs.
    2. Population Interactions and the environment
    Population theories and the environment.
    3. Environmental planning and management
    Environmental planning and Management concepts and Land use Planning.
    4. Eco – development
    The eco-development concept, principles of eco-development, organization, social-economic and ecological, Need for eco-development.
    5. Sustainable development.
    definitions of sustainable development, strategies for sustainable resources management, criteria for sustainable development and strategies for sustainable development in Africa.
    6. Resource pollution and environmental degradation
    The case in rural and urban areas, Physical Indices of environmental deterioration, Social Impact of environmental crisis and Environmental degradation in Africa: Leading issues and social perspectives.
    7. Major resource management themes
    The commons theme: Property rights, Externalities and environmental problems, Pollution and Pollution Management, Economics of Pollution control, Population and resources Instruments of environme and ntal policy.
    8. Resource estimation and projections
    Concept of carrying capacity, soil erosion and resources management, Rainforest depletion and management stability and Diversity and economical buffering.
    9. Global change and related scenarios
    Climate change and ozone depletion, Global environmental conversions and their implicationsart
    ,Trade employment and environmental implications and industrial relocation and transfer of environmentally sound technology
    10. Urbanisation and the environment
    Patterns and levels of urbanization in developing countries, The Urban informal sector and the environment, Urban poverty and the environment, urban transport and the environment, urban industrialization and the environment and Policy issues and management approached.
    11. Agriculture and the environment
    Food production trends of agricultural, lands and effects of unsustainable agricultural practices
    , Agricultural development projects, Rangelands- management perspectives, sustainable agricultural development and international trade, Policy reform and environment quality.
    12. Forest resources
    Global issues, Dynamics of forests in Africa, Deforestation, Management approaches and Urban forestry.
    13. Energy resources
    Bio-energy resources and sustainable development, Bio- energy and environmental interactions and policy: social- economic and institutions.
    14. Water resources
    Water rights and permits, Water pollution: prevention and control, Water resources development and conservation.
    15. Resource management and natural hazards
    Flood hazards and Drought and Geomorphology in environmental assessment.
    What is missing
    Other courses in the institute do not have the specific topics for Climate change but are offering cross cutting issues for computer studies, communication and enterpreneurship as well as 21st century skills such as mathematics, business studies, historical skills, language skills, religious skills, special education skills, physical education skills, geographical skills, educational skills, civic educational skills, other scientific skills in which critical thinking is being promoted.
    what is not known about the topics
    Other courses apart from the stand alone courses for environmental education have no topics on climate change
    what is needed in the country is to have a cross cutting issue on climate changewhich will eventually trickle down to our institute.

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