Our new issue of tEach and learn is ready for reading. Have a look at what happened from May till August 2011 in the MOE-VVOB teacher training support programme.

1. V O L U M E 3 I S S U E 8 A U G U S T 2 0 1 1
Zambia Knowledge Centre
In 2010 the Zambia Knowledge Centre (ZKC) was cessed offline.”
What a joy it was read- identified as a new strategy within the VVOB-MoE It takes a global village to raise a child today.
ing through the articles programme. In January 2011 research has been un-
submitted by so many! That is exactly what ZKC aims to do: We will collect
dertaken on the concept of a Knowledge Centre and it
In there the authors was adapted to the Zambian context via inputs on a thousands of educational websites and resources and
make a clear connection blog called http://grmbler.wordpress.com. The official make them available both online and offline. We want
between workshops and name was chosen via a questionnaire on survey mon- to tap into the local knowledge by using the local
the aftermath, with an key. The Zambia Knowledge Centre, a digital insaka structures (Zambia Library Service, Colleges of Edu-
emphasis on commit- for teaching and learning, was born. cation, Teacher Resource Centres) and through the
ment, putting knowledge establishment of a think tank with all stakeholders.
into practice, innovation In fact, grassroots participants found a link between This will ensure the resources are relevant to the
and creativity, and tak- the traditional African education and learning in the Zambian curriculum. We hope
ing into account the digital age. Patrick C. Kaya- that the VVOB capacity building
sustainability factor. I we, a lecturer at David Liv- programme will help establish a
particularly liked the ingstone College of Educa-
observation that the
community of practice in Zambia
tion, says that learning in the and beyond on the effective use
strength and responsi-
African villages was mainly of these educational resources,
bility for change lays
informal without any struc- applications and services.
within the individual.
Throughout this News-
tured curriculum. Instead,
the learning took place un- Kasama, Malcolm Moffat and
letter one can also see
consciously, as most what Kitwe College of Education and
how important ICT al-
ready is and the vital the learner learned was from Teacher Resource Centres will
role it could play for his family, friends, and pilot projects in 2011- this aligns
increasing knowledge hands-on experience within with the VVOB intervention on
for teachers and stu- one’s environment. Educa- distance education, community
dents alike. tion was haphazardly exe- schools and Action Research. A
cuted, at its own pace, first think tank/workgroup meet-
This is also the moment
to say good-bye to one through its own means and ing on the Knowledge Centre
of our colleagues. Lieve throughout the learner’s was held with all stakeholders
definitely put her mark entire life. That’s what involved, including the Zambia
on a number of things eLearning is all about! There is even a Bemba saying, Library Service and community school teachers. The
while in Zambia. A sin- “amano mambulwa”, meaning that one can access group identified needs and decided to start building
cere Thank You! knowledge from a variety of sources. According to the portal on the eGranary .This so-called ‘Internet in
(Bart Rombaut, pro- Lemmy Kangwa, lecturer at NISTCOL, this implies a Box’ comes with a portal, search function and a
gramme manager that a child in the village had access to knowledge Moodle environment.
VVOB)
from a wide range of sources. “With facilities like the All this to say, the Zambia Knowledge Centre has big
internet a student in Zambia now can access aspirations... You can watch a clip of the official
knowledge and information anywhere, anytime. Even launch of ZKC here: h p://www.youtube.com/
where there is no internet, some content and peda- w tch m dby eo (Bart Cornille, VVOB)
gogy can be put on CDs and DVDs or can be ac-

2. PAGE 2
Northern Province TRCs and KACE geared to
support community schools with ICTs for
teaching and learning
The Teacher Resource Centre Everyone agreed that ICT can play boast research for more materials
coordinators and the ODL commit- a central role in improving collabo- by teachers, as internet access is
tee of Kasama College of Educa- rative support to community still a challenge.
tion held a consultative meeting on schools. The team would aim to
College and TRC believe they can
the 19th July 2011 in Chinsali, equip the resource centres with
play a key role in this. Others, in
Northern province. They acknowl- electronic libraries that could have
various part of the country, could
edged that the stakeholders need- lessons for teachers to use for their
also use a structured approach to
ed to support learning and teaching lesson preparation and teaching.
enhance teacher capacity building.
in community schools more. They also decided to source for
support to acquire offline education (Lyson Chikunduzi, VVOB)
Several strategies were discussed.
electronic materials. This would
Improving my practice through action research
The National CPD Task Team prioritised, among Below are some interim reflections by Maureen.
other things, to strengthen the capacity of doing
“As I am working on the Action Research (AR)
action research in the colleges of education. The
tasks and preparing for the next session I realise
main rationale for this was to support the use of
what a wonderful learning experience I have had. I
more differentiated and college based CPD strate-
have learned a lot. I, like other lecturers, am being
gies (leading to real change in the classroom) when
equipped with necessary knowledge and skills to
implementing college action plans, to promote
conduct research that can influence policy, both at
grass-roots (bottom-up) initiatives by staff, and to
local and national level. I know that my single ac-
develop capacity to support student teachers doing
tion research study is going to be helpful in improv-
action research with time.
ing my practice of teaching/lecturing and possibly
Three colleges of education piloted an action re- that of other lecturers. I am looking forward to doing
search programme that should lead to the develop- more. And I agree with Rust and Clark, authors of
ment of a specialised course offered by NISTCOL. ‘How to do Action Research in your Classroom’
who state that in a case were the lecturers are
networked the results of the AR conducted can
reach far beyond single classrooms. With the great
influence and benefits that can be drawn from con-
ducting AR, I think it would be good to find a way of
assessing the extent to which AR training has actu-
ally impacted on lecturers (and their practice) who
have or not yet completed their training and share
such experiences with others possibly through your
newsletter. Our AR work can even be brought to-
Action research cycles
The best way to learn about action research is by gether into publications directed at influencing edu-
doing it. As such, participants go through a cycle of cation policymakers at the different levels. Thank
the action research process with the support of you for giving us a chance to receive training in
facilitators from UNZA who meet the action re- conducting AR.”
searchers three times in their colleges to offer new
(Maureen K Kanchebele Sinyangwe, Malcolm Moffat
knowledge and skills. In between, action research- College of Education and Hans Casier, VVOB)
ers apply the new knowledge and skills while en-
gaging in an action research project.

3. VOLUME 3 ISSUE 8 PAGE 3
Taking Learner support
closer to students
A Moodle Skills Workshop was facili-
tated by Mr Sitali of Charles Lwanga (Poodle), could assist them in their
College of Education at the Choma studies. Some highlights of the
Provincial Resource Centre from 20th programme:
to 22nd July 2011. This was a second
• Moodle is a free open source
workshop and part of VVOB’s VIS-
course management system
IT4CHANGE initiative.
• Content can be created using
The main focus was on “Learner
Authoring Environments such as
Will our visit for
Support through Moodle”. Moodle
eXelearning.
is a course management system that
runs both online and offline. The
• Poodle mounts Moodle on porta-
target group was Provincial Resource
Centre Coordinators, teachers from a
ble devices (e.g. USB sticks) and
runs courses offline. change to NISTCOL
•
similar workshop held last January
and Distance Education students.
Moodle can upload course ma-
terials (audio, video, text), and link to
other resources.
bring change?
Three lecturers from Charles
• Engage students In other words the question is, was the VVOB spon-
in discussions forums sored trip to NISTCOL beneficial? Well it depends on
what we were looking for: what we wanted to learn.
• Design Assess-
Chipata College wanted to find out about a number of
ment with automated
issues and so many of our questions were answered.
feedback and grading.
However, for the sake of this article I would like to look
Help students and
tutors collaborate at one thing which others may not look at as important.
using Moodle online. What is that you may be wondering? The issue of hard
The facilitator gave work and positive attitude in ODeL. To me that is what
the learners the confi- impressed me the most. I feel that the right attitude
dence to start explor- towards distance education is cardinal. Providers of this
ing Moodle by them- kind of education should believe strongly that distance
selves. I request all education works and can deliver the same results as the
lecturers to feel re- preferred regular education. This is the kind of attitude
Lwanga, NISTCOL and ZAMISE sponsible to teach ourselves and that exudes at NISTCOL which I feel all of us who are
attended the session to learn how each other how to use Moodle. To beginning to set up our distance units should without fail
they can use Moodle in their own members of grassroots: we ex- cultivate and nurture if we want to succeed in our ODeL
work. changed ideas on creating content endeavours. It has to begin from the heart and spread
using eXelearning at Barn. We can outwards.
The objective was to motivate partici-
upload that content on Moodle. Final-
pants to introduce Moodle in their There is team work and a lot of hard work at NISTCOL.
ly, I would like to thank the facilitator,
institutions and on how they could It is no wonder that the college has gone a long way in
my fellow participants and our coop-
use existing materials in Moodle. issues of ODeL. That is a lesson that us the novices
erating partners, VVOB, for the unwa-
Participants were trained on how to should quickly take in and inculcate in other members of
vering support. Stay in contact: lem-
assist students access Moodle, up- staff at our colleges. So just remember that it is about
mykangwa@yahoo.com or ka-
load resources and provide tutorials attitude and hard work. The rest find their rightful plac-
ngwashoka@gmail.com.
to students. es. For Chipata College the visit will definitely ring
(Lemmy Kangwa, NISTCOL) change if we embrace the two lessons I got from NIST-
The Distance Education students COL.
were picked as a pilot to assess how
Moodle, especially Portable Moodle (Masauso Njobvu, Chipata College of Education)

4. PAGE 4
Incubation Lab and Apps*. Designing
for Zambia Specialised Courses
A group of IT graduates/students the box thinkers that know new VVOB in collaboration with NISTCOL or-
were attracted to help establish ideas need nurturing and sup- ganised a Workshop on how to design short
the Zambia Knowledge Centre port. We also know that having courses at Barn Motel in Lusaka from 13th
(ZKC. As part of ZKC we also an idea is good but acting on it is – 15th July 2011. This is because NISTCOL
want to set up an open space for more important. In our thinking, is going to start offering short courses in
the tech community with great results are what count. five areas namely: Collaborative learning,
ideas that will leapfr og Sustainability: We firmly believe Action research, ICT Integration in Educa-
(sustainable) development in in the so-called “leap-frog” ap- tion, Lesson study and ODeL practitioners’
Zambia. The incubation lab is proach; we believe some appli- course.
freely available to any tech per- cations and services can leap- The courses will employ various modes of
son in Lusaka to use once they frog development in Zambia. To delivery, which include, among others, port-
become a member. The concept us successful applications and able moodle, distance, online and face to
of this lab is the first of its kind in services need to have the capac- face modes.
Zambia and was inspired by hubs ity to endure. For collaborative learning, the course focus-
in Kenya, Uganda, Senegal and In 1762, J.J. Rousseau wrote es on the importance of working together at
Cameroon. There are great ex- that “plants are shaped by a learning institution to achieve positive
pectations that an incubation lab ‘cultivation’ and men by results. It further brings out the skills that
will spur a revolution in the tech- ‘education’ ”. Both concepts are necessary for collaboration, for both the
nology products and services. It actually have times of individual and the group. Collaboration in
seeding and harvest. education results in positive results in
Through education, we can teaching and learning. While action re-
start growing and flourish- search looks at research in education, and
ing, in other words develop- how the research findings can bring about
ing ourselves. The set-up of positive change in education. As for ICT in
an incubation lab for tech- integration in education, the emphasis is on
ies in Zambia aspires to be how ICT can be incorporated into everyday
a place where seeds are lessons to ease teaching and learning.
planted and are easily Lesson study involves the planning and
found by the people to help teaching of a lesson by two or more people,
them grow and ultimately whereby together they observe, reflect and
harvest them. revise the lesson. The goal is to improve
will be a space with a core focus Have a look at one of the things the quality of learning and teaching. The
on giving the tech community a these techies have been up to: ODeL practitioners’ course gives guidelines
community facility where they http:// on how tutors can run distance education
can bring their ideas to life. trafficwatch.crowdmap.com/ courses taking into account the nature,
This lab can be described by (Bart Cornille, VVOB) level, and commitment of adult learners.
three keywords: innovation, crea- *Apps.= applications The course also looks at aspects that ad-
tivity and sustainability. ministrators and tutors should
Innovation: Innovation take into account when de-
generally refers to the signing distance education,
creation or improvement such as mode of delivery,
of products, technolo- learner support, and how to
gies, or ideas that signi- give effective feedback to the
fies a substantial change distance learners.
or difference to the world All of the five courses will also
of economics, business, be placed on portable Moodle,
entrepreneurship, health, once fully developed.
education etc. (Clare Mwiinga, NISTCOL)
Creativity: We are out-of-

5. VOLUME 3 ISSUE 8 PAGE 5
Interns
http://www.oerafrica.org: probably the largest collection of education-
al resources relevant for Africa.
http://www.freetech4teachers.com/2011/06/: 77 web resources for
We are expecting some students from Belgium during 2012’s
teachers. Explore and experiment with new things that you might use
first term, as part of the VVOB internship programme. We will
in the next term.
soon get more details of the candidates that would love to
www.keepvid.com: With this tool you can download YouTube clips come to Zambia to assist colleges in ICT in education and
and use them later in the classroom. module development. Does your college want to learn with
http://physion.net: A free tool that allows you to demonstrate and and from the Belgian students (Bachelor education)? Are you
simulate laws of nature, such as gravity, friction, levers, … having exciting and innovative teaching and learning plans
which could use some on-site assistance? Do you think your
http://bodybrowser.googlelabs.com: explore the human body in 3D college is interested in hosting one of the students? Can you
with this tool. It will only work when you use Google Chrome v.9 en
provide a tutor and accommodation? Let us know as soon as
Firefox v.4.
possible and we can link you up. Contact
bart.cornille@vvob.org.zm. (LL)
(BC LL)
@
The ‘Doug
Reeves
plenary’ - a
mountain
of ideas All participants of the Lead and Learn Zambia seminar
I foresee readers asking “What is the superlative performance. We normally only whose message was tailored to explain the
Reeves Plenary?”. You might know it as do that when there are problems. This is purpose of assessment. You could literally
“Lead and Learn Zambia seminar”, which interesting isn’t it? feel the thrill of the atmosphere around as it
took place from 30 May till 3 June 2011. When it was the turn of the ‘instructional lightly pated its warm, entertaining and edu-
All the colleges of education and UNZA, strategies group’ the audience was bom- cative fingers on your body. The message
DODE, ESS, Standards and other stake- barded with new terminologies such as Fray- was clear that assessment must be, among
holders, convened to share fascinating ideas er model, comparison matrix, thinking like a other things, timely and consistent.
with respect to instructional coaching, as- reporter, graphical organisers (this is just the I do not think it is possible to forget the infor-
sessment, instructional strategies and lead- tip of the iceberg). I know you are burning mation that I got from the coaching team.
ership during the Reeves plenary. Each of with the desire to know the meaning of Who on earth would have resisted the urge
the groups explored one field and before thinking like a reporter strategy. If you are to laugh when they gave amazing descrip-
sunset the results of their findings were then a tutor or teacher you will probably find this tions of the four categories of coachees.
made known to the audience at the plenary. strategy useful in exploring themes in your Namely: ‘believers’, ‘fundamentalists’,
But let me reveal some of the highlights from learning area with the five W questions plus ‘survivors’ and’ twiners’. I will not dare to
each category that you will definitely find one ‘H’ (who, what, when, where, why and delve into each of these concepts for now.
intriguing. how questions). Ideas piled on other ideas until we just had a
One of the things the leadership group I still marvel at the fantastic gimmicks that mountain of ideas. It is true the ‘Reeves
shared with us was that a school could invite the assessment team used to present their plenary’ was a mountain of ideas.
parents to join in celebrating their child’s work. The group had composed a song (Moses Musonda, Kasama College of Education)

6. PAGE 6
Allow me to quick-
ly narrate a short
story. Scholars of
Use it or lose it
What point is here? What lesson is
Evolution have teaching methodologies and in our
this? assessment? Have we implemented
argued that, once
upon a time, gi- instructional coaching in our institu-
We have learned a great deal of
raffe had a very tions even to a lesser degree? Are
lessons in instructional coaching,
short neck just like we using the beautiful ideas we have
teaching strategies, instructional
any other ordinary learned? Or, are we losing our
assessment and leadership. May I
mammal. It so happened that a knowledge gradually due to lack of
invite you to answer the following
drought struck, hunger reigned and practice?
questions (this is no cross examina-
starvation rocked the jungle so much tion time): Are we using our great Now at this point, I would like to sug-
that the animals that did not adapt ideas Lead and Learn Centre has gest to my dear reader to pause and
immediately to this harsh environ- shared with us? Have we taken a bit replace the we in the forgoing discus-
ment died out. Please do not give up of time out of our very busy schedule sion with I so that the passage reads
this soon because I will turn away to implement what we have learned? I have learned a great deal of les-
from this science and clarify the sons in instructional
point I am trying to drive home. coaching, teaching
Yes, science (especially Evolu- strategies and, as-
tion) can be disgustingly boring. sessment. As we
The clever giraffe began to read we have to be
stretch its neck regularly with a alive to the fact that if
strong conviction that one day its we do not use it
neck would elongate substantially (knowledge) we will
so as to be able to browse lose it? You and I
(feeding on tree tops) to supple- would, definitely,
ment grazing. The giraffe did this make a difference.
steadfastly for a long time. I need We have the poten-
to reveal to you that all its rela- tial; we have all it
tives did likewise up until every takes to turn around
giraffe in the jungle was able to the situation for the
How much have our students benefit- better.
browse with ease. Of course, the few
ed from this? Or are the LLZ semi-
stubborn members of the giraffe Use it or lose it!
nars we attend simply an academic
family that could not heed advice
exercise? Have we made even a (Moses Musonda, Kasama College of
perished along with other animals as
slight difference by implementing the Education)
hunger swept through. This is natural
smallest idea? Do we see an im-
selection.
provement in our leadership style,
What I learned many students become more active
than when they are asked to express
(Matson Kawanda, Solwezi College of
Education)
their problems orally.
The seminar was well programmed
and indeed beneficial to me. The dis- Group experts, market vend-
cussion and new experiences, particu- ing, text rendering, just to men-
larly on the instructional strategies tion a few, were greatly fa-
gave me a new position. From a too voured by many students. The
talkative lecturer to a facilitator. camera was used to the maxi-
mum. My students take the
Shortly after the seminar, I really want-
class room a better place for
ed to employ the strategies; to be spe-
them than being absent.
cific the parking lot. I discovered that

7. VOLUME 3 ISSUE 8 PAGE 7
Are you a leader?
So much has been learned and appreciated. The
necessary skills have been acquired. But the ques-
tion is “who has been the driving force behind all
this great knowledge we have gained and that we
The next Lead and Learn Zambia done with the learnings from last can proudly brag about? Who has been master-
seminar will be held from 23 to 27th seminar. They will follow your contri- minding the operations leading to the acquisition of
April 2012. The third seminar as part butions to the website, yammer, face- knowledge?”
of the partnership with the Leadership book and blogs of both Lead and Lieve set her
and Learning Center (LLC) will be a Learn and VVOB. They will read foot on Zambian I don’t want to
special one. Not only will several Learning Files and Newsletters. They soil in October,
facilitators travel from the USA, but will await your reactions on their 2008. Lieve is: say farewell,
also Zambian facilitators will be pre-
sent.
emails. Those active, committed con-
tributors who can show evidence of
gallant, jovial,
hospitable, frien-
Lieve.
changed practices in their workplace dly, creative,
LLC is planning a special training in
will be the leaders in the next seminar hardworking and intelligently focused. Above all
January to prepare the next seminar
and will get a special training from 23 else, her sense of time coupled with sharp willing-
in April 2012. The January training
to 27th January 2012.. ness to work long hours intrigues me. Hans is a
will only be for leaders. Who are lead-
Will you be that leader? formidable company, but he will soon realise that
ers? Leaders are not necessarily
their work was more complete together (Lieve and
college staff in management posi- (LL) Hans) than when alone.
tions, such as HODs, principals or
vice-principals. Leaders are those There is nothing I can say that would really explain
members of staff that show initiative our heartfelt appreciation for Lieve’s contribution
and commitment towards changing towards improving teaching and learning in Colleges
their own practice and sharing this of Education in Zambia. On behalf of all honourable
with others. Leaders can be partici- members of the national task team, I wish to shout a
pants of the previous Lead and Learn big THANK YOU.
Zambia seminar who specialised in Lieve, you have made a difference. You may still
either instructional strategies, instruc- have a ‘dream’, but I would like to whisper: ‘you
tional coaching, leadership or forma- have realised most CPD dreams’. You may not
tive assessment. stretch yourself to more than necessary, because if I
To identify leaders, LLC will set clear look back and contemplate the achievements, I can
criteria. They will check how active see a milestone was achieved in Colleges in relation
people demonstrate what they have to CPD.
One thing is certain, the presence of the VVOB
team in Zambia guarantees success. Moreover, the
efforts and the desire to change of TT members
Questioning the questions rekindle our hope and expectations.
At interpersonal level, Lieve will continue to be my
good and critical friend. “It takes time to grow an old
friend”. Yes, (Astrid was correct) bidding farewell is
Have you had time to reflect on the type not that easy. I don’t want to say farewell, Lieve!
of questions that you set for your stu- You are great!
dents? I am sure most of us do not criti-
cally consider setting questions accord- (Moses Musonda, Kasama College of Education)
ing to Bloom’s Taxonomy. Most of us
may set questions based on lower levels
of learning and leaving out the higher
Read the new learning file! (Crispin
level learning. Here is a guide for you to
Maambo, NISTCOL)
improve your questioning techniques.

8. Goodbye Elephants continue to
I am jogging through the streets of Jes- surprise the residents of
mondine, Lusaka. I have reached the stage
where the body has adopted a certain pace
DALICE
and rhythm. I see the red glow of the sun,
getting ready to set for the night. My mind is In the early morning hours of today, 19th July, around 02.30
drifting off. I know it is time to say goodbye. I hours three BIG elephants visited the college garden again. They
jog through my memories. uprooted tomato and cabbage plants after breaking the 22nd
panel of the brick wall fence. They continued to terrorise the
I remember the 6 musketeers developing the draft Teaching and garden undisturbed as no one could dare do anything about the
Learning Policy at MEF in Kitwe. It was pioneering work, much appre- situation. When they got fed up of tomatoes and cabbages, they
ciated by all members of the CPD task team. Having a policy is one headed for the lecturers residences and broke the wire fence
thing. Doing something with it, is another issue. Do you remember the between Mr. Kayawe and Mr. Chisala's houses. They first de-
lively discussions when we were role-playing the college self- stroyed Mr.Chisala's crops and plantation trees then headed for
evaluation? But everyone gathered enough courage to go through the Mr. Kayawe's garden, destroying vegetables, banana and paw-
process at the college. For the first time each college was evaluating paw trees.
itself! As part of the coaching team I visited all the colleges. I ob-
Mr. C h is a l a
served and interviewed, got to know wonderful people. I found eager-
heard them first
ness to learn and willingness to change. As I jogged through Chipata,
and quickly alert-
Mongu, Monze, Kitwe, Solwezi, Mansa, Kasama, Serenje, Living-
ed the Principal
stone, Mufulira and Lusaka I found some innovative, initiative taking, and the rest of
enthusiastic people jogging with me. I learned so many things from the neighbours
my fellow joggers: how to pace myself, how to jump over yet another who all woke up
bump in the road, how to coach and convince more people to run with but could only
us. Together we climbed lots of hills and enjoyed the beautiful views. I watch through
will miss sceneries of action plan fairs and college interactions. I will the safety of their
the warmth and friendship. I will not miss the dust along the Zambian house windows
roads. Dust came in many forms: sometimes called ‘allowance de- as the animals
pendent culture’, or ‘lack of communication’ or ‘poor (self) reflection’ or continued to
‘late action plans’. It left a foul taste and a dry mouth. Fortunately roam and ravage
there was always a glass of fresh water in the form of entries for the compound.
learning files and newsletters, in the form of a joined module writing They moved to
journey, a question asked via skype, or an active grasshopper. Mr. Katolo, Mr.
Chisanga and
Is this run coming to an end? No it isn’t. It has hardly started. I believe
Mr. Mwaanga's
that you, the key athletes of this programme, have many more hills to
houses destroying whatever came their way.
climb, dust to clear and sceneries to enjoy on a continued journey. I
will soon start jogging in South Africa but I will feel your presence and While this destruction was going on, the Principal made efforts to
we will meet again. summon the Zambia Wild Life Authority officers. But this was
futile as … [Continue reading on DALICE’s website: http://
Thanks for running with me! (Lieve Leroy, VVOB)
www.dalice.ac.zm
(Patrick Kayawe, David Livingstone College of Education)
Did you read about
graphic organisers
in the article about
the Lead and Learn
Zambia seminar on The VVOB is the Flemish Association for Development Co-operation and Tech-
page 4 of this news- nical Assistance, a non-profit organisation. By order of the Flemish and Belgian
letter? Are you also government we contribute to the improvement of quality of the education in
curious about what developing countries. Our core task is to provide technical assistance in pro-
these are? Read the jects and programmes in the South. This way VVOB makes a major contribu-
tion to local capacity development, a means to stimulate sustainable develop-
learning file on
ment and poverty reduction.
graphic organisers.
(LL) VVOB vzw Zambia, CDC Building, Haile Selasie Avenue, Long Acres, Lusaka,
PO Box 31204, 10101 Lusaka, T/F 211 255154, http://www.vvob.be,
info@vvob.org.zm