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Transforming education systems together - Video Transcript
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Students[00:00:01] We are one!
00:00 – We are one!
[Text] Scaling a Youth-Led Mentorship Program (Learner Guide Programme)
Voice Over [00:00:03]CAMFED has always worked in and through government systems and structures to complement national education strategies. Since 2022, we have intentionally built on these relationships to complement the government education system transformation agenda, regionally and internationally to benefit all students. Our scaling research partnership with government ministries, education experts, academics, school leaders, communities, and young women trained as life skills mentors (Learner Guides) in Tanzania, Zambia, and Zimbabwe is a true innovation: We are co-creating a model of support for the most marginalized students to thrive across national school systems. This means learning with and from each other as we examine how elements of CAMFED’s youth-led Learner Guide model could benefit all students.
Lydia Wilbard, Executive Director: Learning and Engagement[00:01:04] We are excited by the opportunity to be working with the government collaboratively with other partners on the research, which is aiming at exploring the perspective of the government in the scale up of the elements of a model that CAMFED has implemented over time.
David Musonda, Scaling Technical Committee Member, Zambia [00:01:23]I think the most important aspect of this collaboration is the level of engagement. It has proved that government can work with non government institutions and be able to both implement a program that is not government, but give it the seriousness that it needs because it’s changing lives, not just lives of the young people who are in fact directly impacted by the government, but also bringing a different aspect of understanding that education is not just the subjects that are taught. You can bring in real life skills that can be taken on board and be blended within the mainstream education systems, beyond what we’ve always, you know, thought – that to educate the child or to educate the youth, it doesn’t to be academic, but it brings in the practical skills that can be taken on board and blended with the academics that are the young people doing.
Voice Over [00:02:36]Research has consistently shown that CAMFED’s Learner Guide model has benefited students – helping them be more confident, reducing drop-out and improving learning outcomes. Learner Guides are young women from underserved communities, who return to their local schools as peer mentors, delivering life skills and wellbeing sessions, helping students to learn with confidence and shape their life goals. They also rally additional social support around vulnerable children. Now this collaborative research project is tackling the big questions about how components of this model can be integrated into national school systems to benefit all students.
Lydia Wilbard [00:03:21] It also provided an opportunity for learning exchange, between the government officials on their ways of doing things, but also on the differences and similarities through which this program can be embedded and to complement the existing structures and systems that are in place.
Clemence Nhliziyo, Programme Manager Education Coalition, Zimbabwe [00:03:40] Our wish is for it to reach all the learners and be part of the curricula in so that we mold a complete student and we hope that the governments are going to adopt it. And make sure that all students are coming out of countries Zambia, Zimbabwe, Tanzania grab it with urgency.
Voice Over[00:04:05] So how did this research take shape? Government officials were involved from the very beginning, shaping the research agenda. They have been traveling to schools with established Learner Guide programs, supported by researchers who developed the research tools with the Government officials. The researchers record, analyze, summarize and then produce a report on the findings. Ministry officials have been meeting with students, teachers, school heads, parents and Learner Guides to understand the most important aspects of the program. The project is part of the Knowledge and Innovation Exchange, a joint endeavor between IDRC and the Global Partnership for Education (GPE). Together we are looking at how we can align elements of the Learner Guide program with existing national curricula and education sector plans, identifying key entry points and opportunities for integration in each country.
Nkanileka Mgonda, Senior Lecturer of UDSM, TZ [00:05:11] One of the features that was very much striking was that the project was very much participatory. It was very participatory in the sense that the design was such that we wanted the influencers — key people in the ministry — to have a sense of what is going on in schools by actually visiting the schools.
Elizabeth Kirfururu[00:05:28] Other programs were often delivered to us pre-planned, and we would simply implement them. However, with the LG (Learner Guide) program, we went into the field, observed LGs (Learner Guides) teaching, and saw how students responded. As an Education Officer, when I encounter a project like this, it provides an opportunity for me to learn from elsewhere and potentially improve the programs I oversee. Moreover, when I have a role in advising on guidelines, curricula, and government programs, my participation in initiatives like these allows me to offer insights on what can be enhanced to improve the teaching and learning environment for our students.
Dr. Sempeho Siafu, Director of Academics, Institute of Adult Education Ministry of Education[00:06:31] That aspect of going into the field, interacting with communities, interacting with learners themselves, which could not be possible when we are sitting in our offices. You know, it has added on us some important information and understanding of the context where these learners are coming from. When we do decision we can now decide in a better way because we are more informed than the way we used to be before.
Nkanileka Mgonda, Senior Lecturer of UDSM, TZ [00:06:31] So the research was actually directed towards one understanding how the project can be adapted and specifically which elements of this project can be adapted. And doing that now, it necessitated the participation of various stakeholders who would later sustain the project in a wider cycle. In the project, we were working with the government officials and various stakeholders. We call them “Scaling Advisory Committee.”
Elizabeth Kirfururu [00:07:05] All levels are involved in this program, including the school level, local government, the Ministry, and various stakeholders. That means everyone who participated in-depth could contribute their ideas, making it easier to see how this program can improve teaching and learning systems in the education sector.
Faith Chitongee, Learner Guide[00:07:26] I participated in a survey that was conducted some months ago. So we were trying to analyze and assess whether the languages in the My Better World (“My Better World” life skills workbook) is okay, if it can be understood by the learners in rural areas or not. So I was able to give some ideas where I say, okay, these words are too big for the learners because I have encountered with them and I know which words are suitable for them. So I participated and I was engaged in this project.
Clemence Nhliziyo, Programme Manager Education Coalition, Zimbabwe[00:07:59] I was also involved in actually visiting schools and actually seeing the Learner Guides in action and understanding the whole program.
Dr. Sempeho Snafu, Head of Masscomm Institute of Adult Education Ministry of Education [00:08:09] Having members from various backgrounds and, and, and ministry departments, gives us, you know, some ideas, some opinions, some challenges from the angles that we couldn’t see before.
David Musonda Scaling Technical Committee Member, Zambia [00:08:22] My role coming from the government of sector is to ensure that the Learner Guide program is understood various through of government institutions so that it becomes easy for the leaders, the policymakers, to adopt that, and the program is scaled.
Clemence Nhliziyo, Programme Manager Education Coalition, Zimbabwe [00:08:39] Basically my role is actually to advise CAMFED on their project and how to advise them how they can actually let the ministry take it up and adopt it and put it in the system, or put it in the curriculum.
Voice Over[00:08:57]The research took place across Tanzania, Zambia, and Zimbabwe, with regular meetings convened and co-led by the government, providing the opportunity to discuss improvements to education. By bringing together Learner Guides, government officials, teachers, and researchers from multiple countries we created a valuable space for connection and action: Ministry officials learned from each other, shared challenges and ideas, and were energized by the possibilities the adaptation or integration of this model represents. Countries need a model that fits their framework and needs. They are working in different contexts, with different curricula, school systems and budgets. This project supports them to adapt proven strategies to suit their needs.
Lydia Wilbard [00:09:53]We also had an opportunity for a regional exchange. We had two regional meetings, one taking place in Tanzania and the other one in Zambia, where all three countries and committees came together and looked at the findings of the research, by the researchers.
Clemence Nhliziyo, Programme Manager Education Coalition, Zimbabwe [00:10:11] You are learning from other countries and you, you’re actually not seeing what is working in Tanzania in trying to, you know, implement it back home and see whether it is working. What I like is it is the beginning of the African context. Because if you look at it, the challenges are the same, that we are facing, in terms of education in these countries and, you know, learning from what Zambia is doing, what Tanzania is doing is making the project quite unique.
Dr. Sempeho Snafu, Head of Masscomm Institute of Adult Education Ministry of Education [00:10:39] And the participation of SAC (Scaling Advisory Committee) members, why engaging members from other countries added more lessons to us as a country. All these lessons will help other SAC members face to advise the process, but also the lessons that will help us as a country to come and improve what we are doing in every basis.
Faith Chitongee, Learner Guide [00:11:04] I think what could be learned from the research is that, considering the schools that partner, partners with CAMFED, it is evidence that the learners at those schools, their performance is excellent and their school attendance is excellent because the Learner Guides are there to encourage them. Then if it were to be scaled to all the schools, the impact would be a huge impact. And everyone would benefit from this program.
Nkanileka Mgonda, Senior Lecturer of UDSM, TZ [00:11:33] From the findings that we are getting from the field right now, is that in the places where the Learner Guide program has been working, there have been statistics that there are cases of students, being more focused in terms of their life goals, and therefore they have been more resilient that have for a long time, — opportunity to to complete their secondary school. Dropouts have been combated. Engagement in these in these communities has been so high. You find that the parents are part of what is going on in schools. This has not been possible if it were not for the Learner Guide program.
Dr. Sempeho Snafu, Head of Masscomm Institute of Adult Education Ministry of Education [00:12:04] At the moment Tanzania is experiencing a great transformation of education. So I would suggest that these findings be included with all the discussions that is going on right now in the country.
Voice Over[00:12:20]Our partners in this project found immense value in visiting schools to gain a deep understanding of the context for girls in rural areas and the impact of the program. They appreciated the involvement of a wide range of participants and their diverse perspectives. They lauded the co-creation beginning in the research design phase to ensure a valuable outcome. Last but not least, the regional exchange meetings were seen as an invaluable tool for learning across the African context.
Clemence Nhliziyo, Programme Manager Education Coalition, Zimbabwe[00:12:58] The most important is the involvement of government officials. You know, government officials and civil society organizations all together working together. And finding solutions and actually wanting to adopt this and scale this in our countries, together. So once you bring all the players, then you are assured of success.
Faith Chitongee[00:13:21] The best part about this project is the collaboration. Yes, what everyone is willing to participate in and everyone is willing to do something to contribute something so that we see their results. We achieve what we want to achieve. Where every learner goes to school, every learner is able to attend school and everyone benefits from the program.