Learning Systems Institute receives grant to evaluate pre-service teacher education in Zambia

The Impact of Pre-Service Teacher Training on Foundational Learning in Zambia

Introduction

The Learning Systems Institute (LSI) at Florida State University has received its first-ever grant from the Bill and Melinda Gates Foundation to fund a project that aims to build evidence on the impact of pre-service teacher training on foundational learning in Zambia.

Principal Investigator

Stephanie Simmons Zuilkowski, associate director for Research at LSI and a professor of International and Multicultural Education at the College of Education, Health, and Human Sciences, will serve as the principal investigator on the project.

Importance of Supporting Evidence Generation

“I’m excited to have the opportunity to continue working on pre-service teacher education in Zambia and grateful to the Bill & Melinda Gates Foundation for recognizing the importance of supporting evidence generation in this area,” Zuilkowski said. “Rigorous empirical evidence on pre-service teacher education will support decision-making by government policymakers, funders, teacher training institutions and other education stakeholders.”

Study Details

The study will examine the knowledge and pedagogy of student teachers who have completed their pre-service teacher training in public colleges of education supported by the U.S. Agency for International Development’s (USAID) Transforming Teacher Education Activity, implemented by LSI in conjunction with School-to-School International and the University of Zambia. Data will also be collected on primary grade reading performance of children in the student teachers’ classrooms.

Contribution to the Sector

The grant has the potential to contribute to the sector’s understanding of the role of pre-service teacher training on teacher classroom practices and student learning outcomes. Little empirical research has been conducted on pre-service teacher education outcomes in low- and middle-income countries, and this research offers the opportunity to shed light on Zambia’s teacher training program and generate lessons for the wider sector.

About LSI

For 55 years, LSI has delivered systems that measurably improve the learning and performance of organizations and individuals in Florida and globally. The institute’s advanced research provides state-of-the-art methods and a clear path for implementation. To learn more about LSI, visit lsi.fsu.edu.

SDGs, Targets, and Indicators

1. SDG 4: Quality Education

   • Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.

2. SDG 17: Partnerships for the Goals

   • Target 17.16: Enhance the Global Partnership for Sustainable Development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology, and financial resources, to support the achievement of the Sustainable Development Goals in all countries, in particular developing countries.
   • Indicator 17.16.1: Number of countries reporting progress in multi-stakeholder development effectiveness monitoring frameworks that support the achievement of the Sustainable Development Goals.

Analysis

The article discusses a project funded by the Bill and Melinda Gates Foundation that aims to build evidence on the impact of pre-service teacher training on foundational learning in Zambia. This project is directly connected to SDG 4: Quality Education, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

Specifically, the project aligns with Target 4.1 of SDG 4, which aims to ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes. The project aims to examine the knowledge and pedagogy of student teachers who have completed their pre-service teacher training in public colleges of education supported by the U.S. Agency for International Development’s (USAID) Transforming Teacher Education Activity. This aligns with the target’s objective of improving the quality of teacher education.

The article also indirectly relates to SDG 17: Partnerships for the Goals, which emphasizes the importance of global partnerships to support the achievement of the Sustainable Development Goals. The project is implemented by the Learning Systems Institute (LSI) in conjunction with School-to-School International and the University of Zambia, showcasing a multi-stakeholder partnership to address the issue of teacher education in Zambia.

The article does not explicitly mention any indicators, but it implies the need to measure the impact of pre-service teacher training on student learning outcomes. This aligns with Indicator 4.1.1 of SDG 4, which measures the proportion of children and young people achieving at least a minimum proficiency level in reading and mathematics at different stages of education.

SDGs, Targets, and Indicators

Source: news.fsu.edu