Presentation on the

Knowledge Co-
Creation Program
(KCCP) 2024
By Mr. Chileshe .B.N
THEME: “Enhancing
Teacher Professional
Growth in STEM
Education: Towards
Effective STEM Learning
Competence for Africa”
 What is
KCCP?
KCCP (Knowledge Co-Creation Program) is a
prominent initiative implemented by JICA (Japan
International Cooperation Agency) as part of its
third-country programs. KCCP aims to facilitate
knowledge exchange, capacity building, and
human resource development in partner countries,
contributing to their sustainable development.
It focuses on enhancing teacher professional
growth, enabling them to cultivate competence-
based learning environments that equip learners
with essential 21st-century skills. This program
emphasizes hands-on learning, capacity building,
and cross-country knowledge exchange.
Participating
Countries
Subjects
under STEM
Education
STEM Subjects: The program
covers a wide range of subjects,
including
1. Mathematics
2. Biology
3. Chemistry
4.Physics
5.Computer Science
6. Agricultural Science
7.Home Economics
8.Design & Technology
 1.This is a kind of learning
that focuses on developing
specific skills and abilities in
What is learners, rather than just
imparting knowledge
Competenc
e-based 2. This approach prioritizes
learning? developing specific skills like
critical thinking, problem-
solving, and innovation
 In competence-based learning , the
teacher’s role shifts from being a
traditional knowledge provider to a
facilitator of learning experiences
that help students develop and
demonstrate specific competencies

Teacher's role in
a competency based classroom/
lesson
Here are the key roles a teacher
plays in a competence-based
learning environment
1. Facilitator
of Learning

Teachers guide students in

discovering and mastering
the knowledge and skills
required for specific
competencies
2. Designer of
Learning
Experiences

Teachers design engaging,

real-world learning activities
that help students practice
and apply their skills in
meaningful contexts
3. Assessor of
Competence

Instead of grading purely on

knowledge retention,
teachers assess students
based on their ability to
apply what they have
learned
4. Individualized
Support Provider

Teachers differentiate
instruction to meet
individual students' needs,
allowing each learner to
progress at their own pace
5. Mentor and
Coach

Teachers build strong

relationships with students,
acting as mentors who
guide their personal and
academic growth
6. Creator of a
Competence-
Focused
Environment

Teachers foster a classroom

environment where
collaboration, creativity, and
critical thinking are
encouraged
7. Technology Integrator

In many cases, teachers

use digital tools and
resources to personalize
learning, track progress,
and provide students with a
range of materials to
support their competence
development
 Concept Map

Theory
Foundation of Knowledge: Theory provides the necessary conceptual framework
and foundational understanding of a subject
Critical Thinking: Understanding the theory encourages analytical skills and the
ability to evaluate information, laying the groundwork for deeper learning

Application
Real-world Relevance: Application translates theoretical knowledge into
practical use
Problem-solving and Innovation: Through application, learners tackle hands-on
activities like projects, experiments, or case studies, which enhance their ability
to think critically, solve problems, and innovate
Concept
Map
Product
Demonstration of Competence: The
product represents the outcome or
tangible result of applied learning
Skill Mastery: By creating products,
learners showcase their mastery of
skills and competencies, moving
beyond theoretical understanding to
demonstrate real-world capability
and effectiveness in producing
outcomes
The Scope
and sequence
The Scope A scope and sequence is a
summary of what is to be
and taught, the sequence in which it
will be taught and the syllabus

sequence
outcomes that may be
addressed in the intended
learning

was also Scope and sequence is a term

developed used to identify the amount of
content an educator will teach
for participants and the order in
from ECE - which they teach the selected
content

Society
 The current educational curriculum in

Why the many African countries focuses on

knowledge retention and does not
adequately prepare learners for the

shift from challenges of the modern world

Specific
Competence-based learning ensures
outcomes learners develop adaptable skills that
address real-world problems,
encouraging interdisciplinary, learner-
to centred education

competenc Our current education curriculum does

e based
not answer to the problems we are
facing as Africa and cannot produce
learners who can solve these problems

learning?
and it just focuses on imparting
knowledge and encourages our learners
to only memorize the concepts
Lessons Learned from STEM School Visits
during Training

Chiwala Boys Secondary School

Maker Lab for Innovation: Chiwala boasts a well-
equipped Maker Lab where students actively engage
in creating and building projects that integrate
engineering, technology, and design
Emphasis on Practical STEM Application: Through the
Maker Lab, students gain real-world experience,
learning by doing, which enhances their understanding
of scientific and technological concepts
Collaboration and Teamwork: The lab environment
promotes a culture of teamwork, where students
collaborate to solve challenges, building both technical
and soft skills necessary for future careers
Lessons Learned from STEM School Visits
during Training

Chipembi Girls Secondary School

Sustainable Food Production and Bio-Gas Projects:
Chipembi girls are deeply involved in food production
projects where they explore agricultural technologies and
sustainable practices
Bio-Gas Production: A highlight of Chipembi’s curriculum is
their successful implementation of bio-gas technology,
which teaches students the principles of renewable energy
while addressing environmental sustainability
Holistic STEM Integration: The school promotes a
competence-based approach to learning, where students
not only innovate in STEM fields but also address critical
societal needs such as food security and clean energy,
enhancing their problem-solving abilities
Lessons Learned from STEM School Visits
during Training

Conclusion: The visits to

Chiwala Boys and Chipembi
Girls Schools demonstrated
powerful examples of how
STEM education can be
applied in practical,
innovative, and sustainable
ways
 The integration of STEM education
into the curriculum has become
How Should increasingly important as it fosters
critical thinking, problem-solving,
Teachers of and collaboration among students

Computer
Science Be Computer science teachers, in
Prepared to particular, play a crucial role in this
integration, as their subject serves
Implement and as a bridge between technology
and other STEM fields
Integrate STEM
Education
To effectively implement and
Curriculum in integrate a STEM education
Their Teaching? curriculum, computer science
teachers should be equipped with
specific knowledge, skills, and
resources
Preparation Strategies

Understanding STEM Education Principles

Professional Development: Computer science
teachers should engage in ongoing professional
development to understand the core principles of
STEM education, including inquiry-based and
project-based learning
STEM Curriculum Frameworks: Familiarity with
national and international STEM curriculum
frameworks will help teachers align their lessons
with educational standards and objectives
Preparation Strategies

Developing Problem-Solving
Interdisciplinary Approach
Skills

Collaborative Teaching: Real-World Problems:

Cross-Curricular Projects:
Teachers should collaborate Teachers should design
Integrating projects that
with colleagues from other lessons that involve solving Critical Thinking and
combine computer science
STEM disciplines to develop real-world problems, Creativity: Lessons should
with other STEM fields
interdisciplinary lesson encouraging students to promote critical thinking
encourages students to see
plans that show real-world apply computer science and creativity
connections between
applications of computer concepts to practical
subjects
science situations
 Incorporating Technology and Tools

• Familiarity with Digital Tools: Teachers must

be proficient in using various digital tools and
platforms that facilitate STEM learning, such
as simulation software, coding
environments , and data analysis tools
• Hands-on Activities: Incorporating hands-on

Preparation
activities that utilize technology—such as
robotics, 3D printing, or interactive
simulations—can engage students and

Strategies reinforce theoretical concepts

Assessment and Reflection

• Formative Assessment Techniques: Teachers

should implement formative assessment
techniques to evaluate students'
understanding and progress in STEM subjects
• Reflective Practices: Encouraging students to
reflect on their learning experiences fosters a
growth mindset
Preparation Strategies

Promoting Inclusivity in STEM

Diverse Learning Environments: Computer
science teachers should create inclusive
classroom environments that encourage
participation from all students, regardless of
their background or prior experience in STEM
subjects
Equity in Resources: Providing equitable
access to resources, such as technology and
materials, ensures that all students have the
opportunity to succeed in STEM education
Participant Experiences in KCCP

Classroom Sessions and On-site Training in Japanese

Workshops Schools and Institutions

Participants attend expert-

They learn firsthand how
led classroom sessions that These workshops allow
Participants have the Japanese educators
explore Japan’s innovative educators to learn about
opportunity to visit schools, integrate practical
teaching methodologies, new technologies and
universities, and research experiences with theoretical
focusing on project-based instructional methods that
centers in Japan to observe knowledge, fostering a
learning and problem- they can apply to their
STEM education in practice culture of inquiry and
solving approaches in STEM classrooms back home
innovation in students
education
Participant Experiences in KCCP

Technical Collaboration and Networking

KCCP fosters a platform for
collaboration between participants
from different countries and fields,
encouraging the sharing of best
practices in STEM education
The networking sessions enable
participants to establish international
partnerships for continued
collaboration on educational projects
even after the program
Participant Experiences in KCCP

Cultural and Organizational Exchange

Participants are immersed in Japanese
culture and organizational systems, learning
valuable lessons about efficiency, teamwork,
and long-term planning that they can adapt
to their own institutions
Understanding the societal and cultural
underpinnings of Japan’s success in STEM
education provides participants with a
unique perspective that they can use to
reform and enhance their local educational
systems
Participant Experiences in KCCP

Importance for Zambia and the STEM Field: Zambia, like many
developing countries, is in a critical stage of improving its STEM
education to meet global demands
Understand new teaching methodologies
Learn effective ways to engage students in STEM subjects
Foster an environment where students can thrive and innovate,
ultimately contributing to Zambia’s technological and educational
development
Networking with Global Experts: Participants in KCCP benefit from
interactions with educators, scientists, and policy-makers from
around the world
Innovative Learning Solutions: COSTAZ members can harness the
innovative solutions learned in KCCP to solve local challenges,
especially in promoting computer science education in Zambia
Participant Experiences in KCCP

Importance for Zambia and the STEM Field:

Zambia, like many developing countries, is in a
critical stage of improving its STEM education
to meet global demands
Strengthening STEM Education: By
participating in this program, COSTAZ
members can contribute to enhancing STEM
education policies that promote sustainable
growth and prepare the next generation of
Zambian scientists, engineers, and
innovators
What Participants
Have Achieved
After KCCP

Curriculum Reform and Development

Many KCCP participants have returned to
their countries and contributed to the
reform of STEM education curricula
They have played active roles in drafting
STEM education policies that focus on
student-centered learning, aiming to
produce graduates who are well-prepared
for the demands of the global job market
What Participants Have Achieved After
KCCP

Implementation of Innovative Teaching

Practices
Educators who went through KCCP have
successfully implemented innovative
teaching practices in their classrooms, such
as project-based learning, which encourages
students to work on real-world problems in
science and engineering
In Zambia, for example, some participants
have introduced practical labs and digital
tools in schools that were previously lacking
in STEM resources, allowing students to
engage more deeply with science and
technology
What Participants Have Achieved
After KCCP

STEM Clubs and Capacity Building for

Competitions Teachers

In Zambia, as KCCP
participants we are
Inspired by the practices In Zambia, these efforts
planning to create teacher
observed in Japan, some have contributed to the
Many KCCP alumni have training modules for STEM
participants have launched growth of national science
taken on leadership roles in educators, helping to
STEM clubs and student fairs, where students
training fellow teachers spread modern, effective
competitions in their home showcase their innovations
teaching strategies to
countries in STEM through JETS
schools in both urban and
rural areas
 Strengthening National and
Regional Collaboration
What • Participants continue to collaborate with
colleagues from other nations they met
Participant through KCCP, fostering regional
partnerships that enhance STEM
s Have education across borders
• These collaborations have resulted in
Achieved joint research projects, cross-border
STEM initiatives, and shared resources,
thereby strengthening the STEM
After KCCP Currently developing
education framework Digitalthe
throughout
Learners
region pages for each subject
area sitting on National Science
Centre Platform
What Participants Have Achieved After
KCCP

Conclusion: The Knowledge

Co-Creation Program is a
remarkable opportunity for
educators and professionals
in developing countries to
acquire cutting-edge skills
and knowledge that are
transforming STEM
education
What Participants Have Achieved After
KCCP

Theme: “Enhancing Teacher Professional

Growth in STEM Education: Towards Effective
STEM Learning Competence for Africa”
KCCP's Mission: To foster collaboration
among educators in Africa through
immersive training, sharing best practices in
STEM education, and empowering teachers
to focus on competence rather than mere
knowledge delivery
Training Objectives: Participants are tasked
with creating competence-based lesson
plans, developing lesson observation tools,
and aligning their curriculum to meet the
demands of modern STEM education policies
What Participants
Have Achieved
After KCCP

Theme: “Enhancing Teacher Professional Growth

in STEM Education: Towards Effective STEM
Learning Competence for Africa”
Key Takeaways from STEM School Visits:
Schools like Chiwala Boys Secondary and
Chipembi Girls Secondary provide real-world
examples of STEM integration through maker
labs, sustainable projects, and renewable
energy innovations
 Ongoing Interdisciplina
Why the professional
development
ry
collaboration
Shift to
Competenc
Emphasis on
e-Based real-world Inclusive and
problem- equitable
Learning? solving and
technology
teaching
environments
integration
 KCCP offers Zambian educators the
tools and methodologies to reform
their teaching strategies, engaging
students in meaningful STEM
experiences

Opportuniti
es for By fostering collaboration and

Zambian
networking, teachers can innovate
and lead the way in transforming
STEM education across the continent

STEM
Education This powerful vision for Africa’s
educational future hinges on
educators embracing competence-
based learning, ensuring our students
become critical thinkers and
innovators capable of shaping
Africa’s progress in STEM fields