TSC Curriculum Guide for ICT Integration in Education

CURRICULUM GUIDE FOR ICT INTEGRATION IN EDUCATION

A harmonized curriculum for Integration of ICT in Teaching and Learning for the purpose of the rollout of the National Laptops Project

FOREWORD

he Teachers Service Commission is committed to providing professional development to all teachers in the teaching service. As a result a technical team was constituted to develop a harmonized ICT curriculum in preparedness for the Jubilee Laptop project launch. This curriculum was developed out of a felt need to equip learners with modern ICT skills which is in line with one of

the flagship projects in Kenya vision 2030.

Integration of Information Communications Technology in the learning and teaching situations is also well covered in various policy frameworks and specifically in Sessional Paper number 14 of 2012 that states in part: “The Government recognizes that an ICT literate workforce is the foundation on which Kenya can acquire the status of a knowledge economy by 2030.” Against this background, the Government shall make education the natural platform for equipping the nation with ICT skills in order to create dynamic and sustainable economic growth. To this end, the Ministry has continued to supply ICT equipment, content and training of teachers on ICT. Additionally, an interactive e-learning aims at mainstreaming ICT as a tool for teaching and learning”

ICT is a major vehicle for teaching and learning from the earliest years. It is at a very young age that learners begin to acquire digital skills which they increasingly use to explore and exploit the world of information and to craft that into knowledge. ICT facilitates the opportunity for more student- centred teaching, more self-learning and more peer teaching. It also provides greater opportunity for teacher-to-teacher, and student-to-student communication and collaboration and access to the worldwide web and the suggested teaching/learning resources contained therein.

The Jubilee Government’s decision to avail laptops to primary school children conforms to this policy and therefore it is laudable.

The way teachers and pupils interact with the curriculum in schools has been forced to change because of the dramatic developments ushered in by technology. Internet and social media have in one way or other affected the dynamics of learning and teaching and it is important that teachers master the situations created by these developments. Added to this challenge is the anticipated introduction of laptops in the public primary schools through the Government Programme.

Primary Schools Teacher capacity building is key to successful implementation of this program. It is for this reason that in accordance with TSC Act 2012, the Teachers Service Commission has embarked on capacity building of teachers and education managers to effectively lead in the utilization of ICT tools in education.

To guide the training, will be this harmonized curriculum structure, whose compilation was headed by the Commission as we drew on the resourcefulness of the technical expertise from Ministry of Education, British Council, Microsoft, Kenya Institute of Curriculum Development, Intel, Kenya Literature Bureau, Technology Partners, Jomo Kenyatta University of Agriculture and Technology and UNESCO.

 

 

 

The training will be aligned to the three phases in which the Government will be rolling out the laptop project. The first phase starts in this August 2013 and will target 18,825 teachers from 6,275 public primary schools. Phase two will be effected in 2014 to train 21,138 teachers from 7,046 schools, with a similar number of teachers being trained in the final phase in 2015.

It is expected that the training will cascade down to the rest of the teachers in all schools for ease of adaptation and innovation in the classroom, for all teachers that handle children in schools.

It is the Commission’s plan to have all or most of the teachers trained in the integration of ICT in education by 2016. Thereafter, all teachers entering the teaching profession will be expected to have taken as a unit of study at college, the integration of ICT in education. In this regard this manual will be available for use by teacher training colleges.

GABRIEL LENGOIBONI,CBS SECRETARY /CHIEF EXECUTIVE, TEACHERS SERVICE COMMISSION

 

 

 

T

ACKNOWLEDGMENT

his guide was developed through a collective undertaking by TSC and other stakeholders. Special thanks go to the KICD officers who validated the guide. TSC wishes to thank the drafting team

for their unparallel input and the following partners for their invaluable contribution towards the successful development of this guide. In a special way, TSC wishes to recognise Ministry of Education (ICT4E, KEMI, NI3C), British Council, Microsoft, Kenya Institute of Curriculum Development (KICD), Kenya Literature Bureau (KLB), Jomo Kenyatta University of Agriculture and Technology (JKUAT), Technology Partners, Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) and World Vision for their invaluable support and contribution towards the development of this guide.

 

GABRIEL LENGOIBONI,CBS SECRETARY /CHIEF EXECUTIVE, TEACHERS SERVICE COMMISSION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Microsoft Teach with Technology

 

M

icrosoft Partners in Learning offers a range of professional development programs to bridge the gap between technology skills and innovative teaching. It reaches beyond traditional software training to provide a scaffold that helps educators of all skill levels on their learning journey. Partners in Learning gives educators the knowledge they need to impart 21st century skills to their students

and deliver exceptional student outcomes.

The Microsoft Teaching with Technology Curriculum helps educators move beyond learning technology tools to develop a deeper understanding of how technology integration can enhance the teaching and learning experience, give their students 21st-century skills, and save them time. Teaching with Technology includes a self-assessment to identify learning gaps, eLearning content to help fill those gaps, summative assessments, and a range of learning activities and tutorials to help extend the learning and to encourage educators to apply their new knowledge in the classroom with their students.

It maps to a number of globally recognized teaching standards, including the UNESCO ICT Competency Framework for Teachers (UNESCO ICT-CFT), Technology Literacy Approach, and ISTE NETS for Teachers.

Teaching with Technology helps build both the skills and the ability to apply those skills to perform a particular job or task. Along with the global community of educators found on the Partners in Learning Network, Teaching with Technology provides six key components for effective competency- based professional development:

  • A common set of competency standards defined by role or educational goal
  • Methods for identifying learning gaps
  • Help filling competency gaps with a rich and varied set of aligned resources, such as job shadowing, classes, workshops, and online learning
  • Assessments, observation, or portfolio work that help verify improved educator competencies
  • Peer support or mentoring to help educators carry forward ICT use to the classroom
  • Ongoing refinement of educator competency materials

Microsoft would work with Teachers Service Commission on an arrangement of how teachers who take this course of Teach with Technology can eventually obtain a universal certificate that is globally accepted known as Microsoft Certified Educator (MCE). For the teachers that already have basic ICT knowledge or skills are encouraged to go online at begin taking the course. In the framework being worked on, TSC will recognize this certificate as part of the Teacher Professional Development.

www.pil-network.com/pd/curriculum/twt

Mark East | Education General Manager Microsoft EMEA & ASIA

 

Contents

Foreword……………………………………………………………………………………………………………….. iii

Acknowledgment…………………………………………………………………………………………………….. v

Microsoft Teach with Technology……………………………………………………………………………… vi

Preamble……………………………………………………………………………………………………………… viii

National Goals of Education…………………………………………………………………………………….. ix

Objectives of ICT Implementers Curriculum……………………………………………………………… x

Course Structure……………………………………………………………………………………………………. xi

PHASE I……………………………………………………………………………………………………. 1

PHASE II………………………………………………………………………………………………… 11

2.3.10 Application Programs……………………………………………………………… 16

2.3.20 Word Processing…………………………………………………………………… 17

2.3.10 Spreadsheets………………………………………………………………………… 18

2.3.13 Presentation Programs……………………………………………………………. 19

2.3.50 Interactive Data Journals Programs……………………………………………. 20

2.3.60 Accessibility Tools………………………………………………………………….. 21

PHASE III……………………………………………………………………………………………….. 25

 

 

 

T

Preamble

his curriculum guide has been developed to assist the education implementers to integrate ICTs in primary education. The guide outlines the competencies, skills and attitudes to be developed

in preparation for integrating ICTs in schools.

The curriculum guide is organized in three parts namely; Education leaders’training, ICTs in Education and ICT integration in teaching and learning.

Education leaders’ training targets Education managers who include, County Directors of Education, District Education Officers, Quality Assurance Officers, Head Teachers and TAC Tutors. ICTs in Education and ICT integration in teaching and learning targets teachers. It is envisaged that at the end of the training, all the trainees will adapt contemporary technology and apply it in their day to day suggested teaching/learning activities.

 

 

 

NATIONAL GOALS OF EDUCATION

  1. Foster nationalism, patriotism and promote national
  2. Promote social, economic, technological and industrial needs for national
    • Social needs: Prepare children for the changes in attitudes and relationships which are necessary for the smooth process of a rapidly developing modern economy.
    • Economic needs: Produce citizens with skills, knowledge, expertise and personal qualities that are required to support a growing economy.
    • Technological and industrial needs: Provide the learners with the necessary skills and attitudes for industrial development.
  3. Promote individual development and self-
  4. Promote sound moral and religious
  5. Promote social equality and
  6. Promote respect for and development of Kenya’s rich and varied
  7. Promote international consciousness and foster positive attitude towards other
  8. Promote positive attitudes towards good health and environmental

 

 

OBJECTIVES OF ICT IMPLEMENTERS CURRICULUM

By the end of the training, the participant should be able to:

  1. Apply change management strategies in embracing ICTs in their
  2. Facilitate and inspire innovative learning and
  3. Create and manage an effective ICT integrated learning
  4. Engage in monitoring and evaluation of ongoing ICT integration
  5. Appreciate the role ICTs play in day to day
  6. Sustain virtual collaborations with peers on educational
  7. Engage in professional development and model ethical

 

 

COURSE STRUCTURE

MODULE

SUB MODULE COMPETENCIES SPECIFIC OBJECTIVES CONTENT

ACTIVITIES RESOURCES ASSESSMENT

 

xii

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                EDUCATION LEADERS TRAINING

 

             MODULE UNIT SUMMARY AND TIME ALLOCATION

 

CodeSub Module UnitContentTotal (Hours)
1.1.0Overview of ICTs in Education•        Overview of ICTs in Education

– Global

– Continental

– Regional

– Kenya

•        Policy of ICT in education:

– National ICT Policy

– MoE ICT Strategy

– Sessional paper no. 14-2012 cap 7

– NESSP 2013-2018

– Vision 2030

– Pillars

– School level policy

•        Importance of ICT in education

•        Security and E-safety

– Physical security

– Data security( passwords)

– Social, moral and ethical safety issues

•        Roles of the different stakeholders:

– TSC/ MoE County Directors

– District Education Officers

– District Staffing Officers

– Quality Assurance &Standards Officers

– TAC Tutors,

– Master Trainers

– Training Of Trainers

– School Management Boards

– Head Teachers

– Education Assessment Resource Centre

•        Implementation plan

6hrs

 

 

CodeSub Module UnitContentTotal (Hours)
1.2.0Managing and leading change•        Technological changes

•        The changing role of the teacher

•        The head teacher as a change agent

•        Factors for resistance to use of ICTs

•        Overcoming the resistance

•        Role of effective communication in the change process

•        Phases of the change process

2hrs
1.3.0Leading effective teaching and learning through ICT•        The concept of ICT integration

•        Benefits of ICT’s in teaching and learning

•        The role of ICTs in the acquisition of the 21st century skills

•        Role of the school head in ICT integration in teaching and learning

•        Assessment of ICT integrated lessons

2hrs
1.4.0The ICT Vision, Policy and Implementation Plan•        Create an ICT Vision

•        Create an ICT policy to include

– Access,

– Security (physical, Data)

– Software

– Maintenance

– Capacity building

– Ethics

•        Communicate ICT Vision

•        Communicate ICT policy

•        Develop implementation plan

•        Security and E-safety

•        Physical security

•        Data security ( passwords)

•        Social, moral and ethical safety issues

2hrs

 

 

CodeSub Module UnitContentTotal (Hours)
1.5.0Team Building•        Team Development Process

•        Stages in forming Teams

•        Conflict Management in teams

•        Team Effectiveness

•        Sharing Power, Empowering & Developing Others

•        Commitment levels

•        ICT Integrated Teams

– Subject areas

– Establishment of student support

– ICT clubs

2hrs
1.6.0Community and stakeholders education and involvement•        Various stakeholders in the community

a)     School Community (Parents, Students, Teachers, Non- teaching Staff)

b)     Partnerships

c)     NGOs and CBOs

d)     Local Authority

e)     Local Government

f)       Community Centers

g)     Local Professionals and Alumni

•        Roles of stakeholders

a)     School Community ( Parents, Students, Teachers, Non- Teaching Staff)

b)     Partnerships

c)     NGOs and CBOs

d)     Local Authority

e)     Local Government

f)       Community Centres

g)     Local Professionals and Alumni

•        Ways of involving the community and the stakeholders

2hrs
1.7.0Resource mobilization and Sustainability•        Sources of funds

– Grants

– Income generating Activities

– Fundraising

– Donations

– Constituency Development Fund

– Alumni (Old boys/girls association)

•        Public Procurement

•        Maintenance

2hrs

 

 

                  MANAGING AND LEADING CHANGE

 

                      Competencies

At the end of the sub module unit, the trainee should have the ability to:
  • Lead effective and innovative teaching and
  • Manage changes brought about by technological
  • Create a school vision for ICT integration in teaching and
  • Understand educational policies and trends that affect the school and shape stakeholders
  • Accept change and new
  • Formulate and build a shared vision with others .
  • Implement plans consistent with the long term interests of the school in a global

 

                      Specific Objectives

By the end of this sub-module unit the trainee should be able to:
  • Describe the various changes brought about by information communication technology in human
  • Explain the changing role of the teacher and the
  • Discuss the role of the head teacher as a change agent in the
  • Discuss factors leading to resistance to use of ICTs in teaching and
  • Explain how the school head can overcome resistance to use of ICTs in teaching and
  • Explain the role of effective communication in the change
  • Explain how the school leader can help the teachers deal with the phases of the change

 

                      Content

  • Technological changes brought about by ICT in human
  • The changing roles of the teacher and the
  • The role of the head teacher as a change
  • Factors leading to resistance to use of ICTs in teaching and
  • Overcoming resistance to use of ICTs in teaching and
  • Phases of the change

 

Activities
  • Class
  • Focus group
  • Practical
  • Interactive
  • Question and
  • Role play

 

Resources
  • Video
  • White

 

 

 

Assessment methods
  • Oral

 

 

             LEADING EFFECTIVE TEACHING AND INNOVATIVE LEARNING THROUGH ICT

 

              Competencies

At the end of the sub-module unit, the trainee should have the ability to:
  • Lead effective and innovative teaching and
  • Communicate effectively the need for paradigm shift in teaching and
  • Acquire effective instructional supervisory
  • Formulate and implement strategies for effective use of technology in teaching and

 

Theory

 

  • Specific Objectives
By the end of the sub-module unit, the trainee should be able to:
  • Explain the concept of ICT integration
  • Describe the benefits of ICT integration in teaching and learning
  • Explain the role of ICTs in the acquisition of the 21st century
  • Discuss the role of the school head in facilitating ICT integration in teaching and

 

              Content

  • The concept of ICT
  • Benefits of ICT in teaching and
  • The role of ICTs in the acquisition of the 21st century
  • Role of the school head in facilitating ICT integration in teaching and
  • Assessment of ICT integrated

 

Practical

 

  • Specific objectives
By the end of the sub-module unit the trainee should be able to:
  • Develop an ICT integrated
  • Demonstrate how ICTs can facilitate the acquisition of 21st century

 

 

                      Content

  • Use of ICTs in the acquisition of 21st century skills of:
    • collaboration;
    • communication;
    • Self regulation and initiative;
    • problem solving;
    • ICT skills and
    • Creativity and
  • Developing an ICT integrated
  • Assessment of an ICT integrated

 

Activities
  • Class
  • Interactive
  • Focus group
  • Practical
  • Question and

 

Resources

 

Assessment methods
  • Oral

 

 

                  THE ICT VISION, POLICY & IMPLEMENTATION PLAN

 

                      Competencies

At the end of the sub-module unit, the trainee should have the ability to:
  • Create an ICT
  • Create an ICT
  • Communicate ICT
  • Communicate ICT
  • Develop implementation

 

 

Theory

 

  • Specific Objectives
By the end of the sub-module unit, the trainee should be able to:
  • Describe the process of developing a school ICT Vision in tandem with the school
  • Develop and share the ICT
  • Demonstrate the basic ICT
  • Discuss strategies of organizing staff to participate in the ICT implementation in
  • Discuss factors to consider in identifying potential development partners for ICT
  • Plan an ICT training programme for

 

                      Content

  • Development of an ICT vision
  • Development of a school ICT policy to include
    • Access,
    • Security (physical, Data),
    • Software,
    • Maintenance,
    • Capacity building,
  • Basic ICT
  • Implementation of ICT usage in
  • Factors to consider when identifying partners in ICT
  • Planning a training programme for
  • Strategies of organizing staff to participate in the ICT implementation in

 

Practical

 

  • Specific Objectives
By the end of the sub- module unit, the trainee should be able to:
  • Develop and communicate an ICT Vision in tandem with the school vision
  • Develop and communicate a school ICT policy

 

                      Content

  • Development of ICT vision
  • Development of an ICT policy

 

Activities
  • Discussion
  • Interactive Lecture
  • Practical tasks

 

Resources
  • Reference
  • Links to relevant online
  • UNESCO ICT-enhanced teacher standards for Africa (ICTeTSA).
  • Badiliko Facilitators’ Manual (Session 3 page 54 to 67).
  • National ICT
  • ISO 27000(1-6).
  • Training
  • Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

 

Assessment methods
  • Oral

 

 

                  BUILDING EFFECTIVE ICT TEAMS

 

                      Competencies

At the end of the sub-module unit, the trainee should have the ability to:
  • Develop effective ICT teams .
  • Resolve conflicts in
  • Empower and motivate team

 

 

                      Specific Objectives

By the end of the sub-module unit, the trainee should be able to:
  • Describe the process of team
  • Discuss strategies of conflict management within a
  • Discuss factors contributing to ICT teams

 

                      Content

  • Team development
  • Strategies of conflict management within a
  • Factors contributing to ICT team
    • Delegation of Power,
    • Empowering others
    • Developing Others

 

Activities
  • Interactive

 

Resources
  • Reference
  • UNESCO ICT-enhanced teacher standards for Africa (ICTeTSA).
  • Badiliko Facilitators’ Manual (Session 3 page 70).
  • Training
  • Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

 

Assessment methods
  • Oral

 

 

          KEY STAKEHOLDERS INVOLVEMENT IN ICT INTEGRATION

 

              Competencies

At the end of the sub-module unit, the trainee should have the ability to:
  • Identify the key
  • Determine the role of various
  • Engage the stakeholders in ICT

 

              Specific Objectives

By the end of the sub-module unit, the trainee should have the ability to:
  • Assess the qualities of key
  • Identify the role of various
  • Identify ways of engaging the stakeholders in ICT

 

              Content

  • Qualities of key
  • Roles of
  • Ways of engaging the stakeholders in ICT

 

Activities
  • Questions and
  • Field

 

Resources
  • Reference
  • Resource
  • Journals .

 

 

 

 

Assessment methods
  • Assignments
  • Oral assessment

 

 

                  RESOURCE MOBILIZATION AND SUSTAINABILITY

 

                      Competencies

At the end of the sub-module unit, the trainee should have the ability to:
  • Mobilize Resources for ICT
  • Create strategies for sustainability of ICT integration

 

                      Specific Objectives

By the end of the sub-module unit, the trainee should have the ability to:
  • Describe resource mobilization skills .
  • Determine strategies for sustaining ICT integration

 

                      Content

  • Mobilization skills:
    • Sourcing of
    • Networking /
  • Strategies for sustaining ICT integration

 

Activities
  • Case
  • Field

 

Resources

 

Assessment methods
  • Assignment (Case study).

 

 

                BASIC ICT SKILLS, INTERNET USE, MAINTENANCE, SAFETY, SECURITY AND ETHICS

CodeSub Module UnitContentTotal Hours
2.1.0Introduction to ICT•        Definition of key ICT terms;

•        History of computing;

•        Applications of    ICT in personal life and school environment;

•        Benefits of ICT in personal life and school environment;

•        The roles of ICT in enhancing;

– Class management.

– Teaching and learning.

– Assessment and examinations.

– Communication and collaboration.

2hrs
2.2.0ICT Devices and use•        ICT hardware devices.

•        Parts of ICT hardware devices.

•        Appropriate ICT devices for teaching and learning.

– Conventional class.

– PWD-Persons With Disabilities.

•        Integration of ICT devices in teaching and learning.

2hrs
 Introduction                          to Operating Systems•        Types of operating systems.

– Open Source.

– Licensed.

– GUI-Graphical User Interface.

– Command line.

•        Functions of operating systems.

•        Managing Files and Folders.

– User interface tools.

– Creating folders and files.

– Performing basic file operations.

 
2.3.0Application programs•        Basic features of applications programs.

•        Application programs for specific teaching and learning tasks.

– Word Processing.

– Spreadsheets.

– Presentation programs.

– Interactive Data Journals programs.

6hrs

 

 

CodeSub Module UnitContentTotal Hours
 Accessibility Tools•        Customizing a system.

Ease of access centre.

•        Adapting teaching and learning materials.

– Narrators.

– Magnifying.

2hrs
2.4.0Internet Access and Use•        The internet.

•        Online Resources.

•        Networking and collaboration.

2hrs
2.5.0Basic  Support           and Maintenance•        Basic Troubleshooting.

•        Maintenance.

•        Support.

2 hrs
2.6.0Safety, Security and Ethics•        Safety procedures.

•        Security measures.

•        Ethical use of ICTs.

2 hrs

 

 

                  INTRODUCTION TO ICT

 

                      Competencies

At the end of the sub-module unit, the trainee should have the ability to:

  • Apply ICT skills in :
    • Daily life and school environment
    • Personal and professional development

 

Theory

 

  • Specific Objectives

By the end of the sub-module unit the trainee should be able to:

  • Define key ICT
  • Outline the history of computing relevant to
  • Describe the applications of ICT in personal life and school
  • State the benefits of ICT in personal life and school

 

                      Content

  • Definition of key ICT
  • History of
  • Applications of ICT in personal life and school

 

Activities
  • Interactive lectures
  • Discussions
  • Question and answer

 

Resources

 

Practical

 

  • Specific Objectives
By the end of the sub-module unit the trainee should be able to:

(a) Apply ICT skills to enhance the roles of a teacher.

 

                     Content

The roles of ICT in enhancing:
  • Class
  • Teaching and
  • Assessment and
  • Communication and

 

Activities
  • Interactive
  • Practical
  • Session

 

Resources

 

 

 

Assessment Methods
  • Practical
  • Oral

 

 

                  ICT DEVICES AND USE

 

                      Competencies

At the end of the sub-module unit, the trainee should have the ability to:
  • Determine appropriate devices for ICT integration in teaching and
  • Use common ICT devices in teaching and

 

                      Specific Objectives

By the end of the sub- module unit, the trainee should be able to:
  • Identify ICT devices that can be integrated in teaching and
  • Describe parts of ICT hardware
  • Determine appropriate devices for specific teaching and learning
  • Use ICT devices in teaching and

 

                      Content

  • ICT hardware
  • Parts of ICT hardware
  • Appropriate ICT devices for teaching and
    • Conventional
    • PWD-Persons With Disabilities .
  • Integration of ICT devices in teaching and

 

Activities
  • Session
  • Interactive
  • Practical

 

Resources
  • Internet
  • ICT Hardware

 

 

 

 

Assessment Methods
  • Practical
  • Oral

 

 

          INTRODUCTION TO OPERATING SYSTEMS

 

              Competencies

At the end of the sub module unit, the trainee should have the ability to:
  • Determine appropriate operating system for teaching and
  • Manage teaching and learning content /hardware using an operating

 

Theory

 

  • Specific Objectives
By the end of the sub- module unit, the trainee should be able to:
  • Identify the basic components of an operating
  • Explain the common functions of an operating

 

              Content

•        Types of operating systems.
  • Open
  • Licensed .
  • GUI-Graphical User
  • Command
  • Functions of operating

 

Practical

 

2.3.03 Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

(a) Manage files and folders using an operating systems.

 

2.3.04 Content

•        Managing files and folders.
  • User interface
  • Creating folders and

 

 

Activities
  • Practical
  • Class

 

Resources

 

Assessment methods
  • Practical
  • Session

 

 

                  APPLICATION PROGRAMS

 

                     Competencies

At the end of the sub module unit, the trainee should have the ability to:
  • Determine appropriate application programs for teaching and
  • Perform basic tasks using application programs for teaching and

 

Theory

 

  • Specific Objectives
By the end of the sub- module unit, the trainee should be able to:
  • Identify the basic features of applications
  • Determine applications programs for specific teaching and learning

 

                      Content

  • Basic features of applications
  • Application programs for specific teaching and learning

 

Activities
  • Practical
  • Class
  • Question and

 

Resources

 

 

 

 

Assessment methods
  • Oral
  • Practical

 

 

2.3.20 Word Processing

 

2.3.22 Specific Objectives

By the end of the sub- module unit, the trainee should be able to:
  • Load and use word
  • Edit and format
  • Manipulate tables and
  • Use basic functions and
  • Print a word

 

2.3.23 Content

  • Getting started in word
  • Basic functions and
  • Editing and formatting
  • Printing a word
  • Tables and

 

Activities
  • Practical
  • Question and

 

Resources

 

 

Assessment methods
  • Practical
  • Oral

 

 

                      Spreadsheets

 

  • Specific Objectives
By the end of the sub- module unit, the trainee should be able to:
  • Identify the components of a
  • Manipulating numeric
  • Generate output
  • Print a

 

                      Content

  • Components of a
  • Numeric data in spreadsheets
  • Output
  • Print a

 

Activities
  • Practical

 

Resources

 

Assessment methods
  • Practical
  • Oral

 

 

                      Presentation programs

 

  • Specific Objectives
By the end of the sub- module unit, the trainee should be able to:
  • Identify the basic components of a presentation
  • Determine the uses of components of a presentation
  • Create a
  • Print a

 

                      Content

  • Components of a presentation
  • uses of components of a presentation
  • Creating a
    • Master
    • Text .
  • Printing
    • Slides per
    • Speaker’s

 

Activities
  • Practical
  • Question and

 

Resources

 

Assessment methods
  • Practical
  • Class

 

 

2.3.50 Interactive Data Journals programs

 

2.3.52 Specific Objectives

By the end of the sub- module unit, the trainee should be able to:
  • Identify the basic components of a data journal program
  • Use components to manipulate data in journal
  • Create an e-diary using a data journal
  • Share data through data journal

 

2.3.53 Content

  • Basic components of a data journal
  • Functions of a data journal’s
  • Creating an e-
  • Sharing

 

Activities
  • Practical
  • Class
  • Question and

 

Resources

 

Assessment methods
  • Practical
  • Class

 

 

              Competencies

At the end of the sub-module unit the trainee should have the competence to:
  • Customize a system to make it accessible to people with special
  • Adapt teaching materials for use in a customized system for learners with special needs.

 

 

              Specific Objectives

By the end of the sub- module unit, the trainee should be able to:
  • Customize a system to make it more accessible to learners with special
  • Adapt teaching materials to make them more accessible to all

 

              Content

  • Customizing a
    • Ease of access
  • Adapting teaching and learning

 

Activities
  • Practical
  • Question and

 

Resources

 

Assessment methods
  • Practical
  • Oral
  • Session s

 

                  INTERNET ACCESS AND USE

 

                      Competencies

At the end of the sub-module unit, the trainee should have the ability to:
  • Determine online resources appropriate to teaching and
  • Utilize online tools for teaching and
  • Share online teaching and learning

 

                      Specific Objectives

  • Identify online Resources for use in teaching and
  • Access online Resources for use in teaching and
  • Develop online integrated teaching and learning
  • Share online teaching and learning

 

                      Content

  • The
  • Online
  • Networking and

 

Activities
  • Practical
  • Session

 

Resources

 

Assessment Methods
  • Practical
  • Presentation

 

              Competence

At the end of the sub module unit, the trainee should have the ability to:
  • Troubleshoot the computer
  • Support other ICT systems

 

              Specific Objectives

By the end of the sub- module unit the trainee should be able to:
  • Identify basic ICT
  • Solve basic ICT
  • Provide support to ICT

 

              Content

  • Basic

 

Activities
  • Practical

 

Resources

 

Assessment Methods
  • Practical
  • Oral

 

2.5.05 Content

  • Troubleshooting or carrying first line maintenance of ICT

 

Activities
  • Practical

 

Resources

 

 

 

Assessment methods
  • Practical assessment
  • Oral

 

 

                  SAFETY, SECURITY AND ETHICS

 

                      Competencies

At the end of the sub-module unit the trainee should have the ability to:
  • Determine the best practice in use of
  • Create conducive environment for use of

 

                      Specific Objectives

By the end of the topic, the trainee should be able to:
  • Identify safety procedures for using ICTs in teaching and
  • Identify security measures for ICTs
  • Evaluate the ethical uses of ICTs in Teaching and

 

                      Content

  • Safety
  • Security
  • Ethical use of

 

Activities
  • Class
  • Practical
  • Interactive
  • Class

 

Resources

 

Assessment methods
  • Practical

 

 

 

 

           ICT INTEGRATION IN TEACHING AND LEARNING

 

CodeSub Module UnitContentTotal (Hours)
3.1.0Change Management•        Change management towards 21st skills

•        ICT and the changing role of the teacher

•        Change management model

2hrs
3.2.0Steps Towards ICT Integration•        ICT tools

•        Importance of ICT integration

•        ICT tools for teaching and learning

•        Integration of ICTs in teaching and learning

6hrs
3.3.0Instructional Practice•        Innovative instructional approaches

– Teacher design teams

– Characteristics of a 21st century classroom environment

– Learner-centered teaching and learning

•        Management of ICT classroom

2hrs
3.4.0Content Knowledge and Curriculum Support•        Integration of ICT in teaching/Learning Process

•        ICT enhancement of pedagogical processes

•        Teaching learning Activities/Experiences

•        Use of digital content in learning

•        Designing ICT learning Resources

•        Accessing learning Resources online

4hrs
3.5.0Continuous Learning/Life- long Learning•        Learning beyond the classroom

•        Project /Problem based learning

2hrs
3.6.0Introduction of the 21st Century Skills•        Introduction to the 21st Century skills

•        Skills of the 21st century at the workplace

•        Skills of the 21st century in Homes and families

•        Skills of the 21st century in Communities and Citizen and global village

•        Skills of the 21st century in Schools

2hrs

 

 

 

CodeSub Module UnitContentTotal (Hours)
3.7.0Collaboration•        Define collaboration

•        Aspects of collaboration

•        Collaboration skills at the workplace

•        Collaboration skills in home and families

•        Collaboration skills in communities, citizens and global village

•        Collaboration skills in schools

2hrs
3.8.0Problem Solving•        design a learning activity that show learners/teachers sharing responsibility and making substantive decisions with other people

•        design a learning activity that embeds Problem solving in the workplace

•        design a learning activity that embeds Problem solving in homes and families

•        design a learning activity that embeds Problem solving in communities, citizens and global village

•        design a learning activity that embeds Problem solving in schools

2hrs
3.9.0Communication•        design a learning activity that show learners/teachers sharing responsibility and making substantive decisions with other people

•        design a learning activity that embeds Effective Communication in the workplace

•        design a learning activity that embeds Effective Communication in homes and families

•        design a learning activity that embeds Effective Communication in communities, citizens and global village

•        design a learning activity that embeds Effective Communication in schools

2hrs

 

 

 

CodeSub Module UnitContentTotal (Hours)
3.10.0Creativity                  and innovation•        Define Creativity and innovation

•        Aspects of Creativity and innovation

•        Creativity and innovation skills at the workplace

•        Creativity and innovation skills in home and families

•        Creativity and innovation skills in communities, citizens and global village

•        Creativity and innovation skills in schools

•        design a learning activity that shows learners/teachers sharing responsibility and making substantive decisions with other people

•        design a learning activity that embeds Creativity and innovation in the workplace

•        design a learning activity that embeds Creativity and innovation in homes and families

•        design a learning activity that embeds Creativity and innovation in communities, citizens and global village

•        design a learning activity that embeds Creativity and innovation in schools

2hrs
3.11.0Self-regulation & initiative•        Define Self-regulation and direction skills

•        Aspects of Self-regulation and initiative

•        Self-regulation skills at the workplace

•        Self-regulation skills in home and families

•        Self-regulation skills in communities, citizens and global village

•        Self-regulation skills in schools

•        Designing learning Suggested teaching/learning Activities that require students to plan and assess their own work.

•        Designing Suggested teaching/learning Activities that embeds self-regulation in the workplace Homes and families, Communities, citizens and global village, Schools

2hrs

 

 

 

CodeSub Module UnitContentTotal (Hours)
3.12.0ICT Skill•        Define ICT skills

•        Aspects of ICT skills

•        ICT skills at the workplace

•        ICT skills in homes and families

•        ICT skills in communities, citizens and global village

•        ICT skills in schools

1.     design learning Suggested teaching/learning Activities that require students to be passive consumers of ICT, active users, or designers of an ICT product for an authentic audience

2.     design a learning activity that embeds ICT in homes and families

3.     design a learning activity that embeds ICT in communities, citizens and global village

4.     design a learning activity that embeds ICT in schools

2hrs

 

                      CHANGE MANAGEMENT

 

                      Competence

At the end of the sub- module unit the trainee should have the ability to:

(i)   Apply 21st century skills in teaching and learning.

 

                     Specific Objectives

By the end of this sub- module unit, the trainee should be able to:
  • Identify the 21st century
  • Outline the change management principles in teaching and
  • Discuss the change management process in teaching and
  • Determine methods of monitoring and evaluation effectiveness of

 

Content

  • 21st century
  • Principles of change
  • Change management

 

Practical

 

  • Specific Objectives
By the end of the sub- module unit, the trainee should be able to:
  • Apply 21st century skills in teaching and
  • Create a roadmap for

 

 

Content

  • Application of 21st century in teaching and learning
  • Creating a roadmap for

 

Activities
  • Session presentations
  • Practical
  • Interactive
  • Role
  • Question and

 

Resources
•        Partners in learning (PIL) change management tool kit (ONE NOTE).
  • MOE ICT integration in teaching and learning manual (session 2 – ICT and the changing role of the teacher).
  • INTEL TEACH getting started (module 12 – Accepting Change).
  • BADILIKO facilitators’ manual (session 1- Managing change).
  • Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
  • Training
  • ICT devices g. Mobile phones, radio, TV.
  • Flip
  • Marker
  • Data

 

Assessment Method
  • Written
  • Active
  • Use of assessment

 

 

                  STEPS TOWARDS ICT INTEGRATION

 

                Competence

At the end of the sub- module the trainee should have the ability to:

(i)   Integrate ICTs in teaching and learning.

 

Theory

 

  • Specific Objectives
By the end of the sub- module, the trainee should be able to:
  • Identify ICT tools for teaching and
  • Explain ICT integration and its importance in teaching and
  • Identify effective ICT approaches in teaching and
  • Discuss how ICTs can be integrated in teaching and

 

Content

  • ICT
  • Importance of ICT
  • ICT tools for teaching and
  • Integration of ICTs in teaching and

 

Practical

 

3.1.01 Specific Objectives

By the end of the sub- module, the trainee should be able to:
  • Identify areas for ICT integration in teaching and
  • Create an integrated

 

Content

  • Topical areas in the curriculum suitable for ICT
  • Integrated

 

Activities
  • Practical
  • Interactive
  • Question and

 

Resources
  • Partners in learning (PIL) change management tool kit (ONE NOTE)
  • MOE ICT integration in teaching and learning manual (session 2 – ICT and the changing role of the teacher).
  • INTEL TEACH getting started (module 12 – Accepting Change).
  • BADILIKO facilitators’ manual (session 1- Managing change).
  • Teacher handbook/ guides (support).
  • ICT devices g. Mobile phones, radio, TV.
  • Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
  • Flip
  • Marker
  • Data
  • Working

 

Assessment Method
  • Written
  • Active
  • use of assessment

 

 

             INSTRUCTIONAL PRACTICE

 

Competence

At the end of the sub-module unit the trainee should have the ability to;
  • Apply relevant innovative approaches in teaching and

 

Specific Objectives

By the end of the sub-module unit, the trainee should be able to;
  • Plan and organize for a 21st century skills classroom
  • Prepare and facilitate a learner-centred ICT integrated
  • Manage an ICT classroom (a 21st century classroom environment).

 

Content

  • Planning and organizing a 21st century classroom
  • Characteristics of a 21st century classroom
  • Learner-centered ICT integrated
  • Management of ICT classroom

 

Activities
  • Interactive
  • Discussions

 

 

Resources

 

Assessment methods
  • Oral
  • Practical

 

 

                  CONTENT KNOWLEDGE AND CURRICULUM SUPPORT

 

Competence

At the end of the sub-module unit, the trainee should have the ability to:

(i)   Effectively integrate technology in teaching and learning.

 

Specific Objectives

By the end of the sub-module unit, the trainee should be able to;

(i)  Integrate technology in the teaching/ learning process.

 

 

Content

  • Integration of ICT in teaching/learning process

 

Activities
  • Interactive
  • Practical
  • Discussions

 

Resources
  • Use of available Digital Content g. KICD.
  • Education portals g. elimika.
  • Resource Persons g. TAC tutors and ICT Champions.
  • Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt

 

Assessment methods
  • Practical
  • Oral

 

 

             CONTINUOUS LIFELONG LEARNING

 

Competencies

At the end of the sub-module unit, the trainee should be able;
  • Determine the role of ICTs in lifelong
  • Create problem based educational projects using

 

Specific Objectives

By the end of the sub-module unit the trainee should be able to:
  • Outline the role of ICTs in lifelong learning
  • State strategies that enhance integration of ICTs in lifelong
  • Develop projects that enhance lifelong learning using

 

Content

  • Role of ICTs in lifelong
  • Strategies for lifelong
  • Problem based projects

 

Activities
  • Interactive
  • Designing strategies for lifelong
  • Developing projects that enhance lifelong

 

Resources
  • Partners in learning
  • Intel
  • British council schools online project based on learning
  • Interactive radio lessons, Edu-channel, on/offline Resources (Open Distance Learning).
  • Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
  • Resource
  • Online

 

Assessment methods
  • Project
  • Oral

 

                  21ST CENTURY SKILLS

 

                      Competencies

At the end of the sub-module unit, the trainee should have the ability to:

  • Determine the 21st century skills necessary for integration of ICTs in teaching and
  • Develop strategies for using 21st century skills in teaching and

 

Theory

 

  • Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

(a) Identify the 21st century skills at the workplace, homes and familie, schools, communities and citizen and global village.

 

3.6.02 Content

Skills of 21st century at: work place, homes and families, schools, communities and citizen and global village.

 

Practical

 

3.6.03 Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

(a) Design learning Activities that enhance the 21st century skills at the workplace, homes and families, schools, communities , citizen and global village.

 

Content

(a) Designing learning Activities that embrace 21st skills at the workplace, homes and families,                                                                                                schools, communities , citizen and global village.

 

Activities
  • Group

 

Resources
  • Partners in learning 21CLD learning Activity rubrics
  • Websites (Elimika, Badiliko, PIL).
  • Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
  • Badiliko
  • Intel teach – getting
  • Resource
  • Training

 

Assessment methods
  • Practical

 

 

          COLLABORATION

 

              Competencies

At the end of the sub- module unit the trainee should have the ability to:

  • Design learning Activities that develop collaboration skills for the
  • Collaborate with other
  • Work effectively with all

 

Theory

 

  • Specific Objectives

By the end of the sub-module unit, the trainee should be able to:

  • Describe the different aspects of
  • Identify collaboration skills in the workplace, homes and families, school, communities , citizen and global

 

Content

Aspects of collaboration.

Collaborations skills in: work place, workplace, homes and families, schools, communities , citizens and global village.

 

Practical

 

  • Specific Objectives

By the end of the sub- module unit, the trainee should be able to:

  • Design learning Activities that require learners/teachers to share responsibility and make substantive decisions with other people
  • Design learning Activities that embed collaboration skills in the workplace, homes and families, communities, schools, citizen and global village.

 

Content

  • Designing teacher/learner collaboration
  • Designing learning Activities that embed collaboration in the workplace, homes and families, schools, communities, citizens and global village.

 

Activities
  • Group

 

 

 

  • Session

 

Resources

 

Assessment methods

 

 

                  PROBLEM SOLVING

 

                      Competencies

At the end of the sub- module unit the trainee should have the ability to:
  • Design learning Activities that develop problem solving skills for the
  • Develop teachers’ capacity to use different approaches that enhances problem solving skills
  • Integrate problem solving skills in their teaching and learning Activities
  • Solve different problems in an innovative

 

Theory

 

  • Specific Objectives
By the end of the sub- module unit, the trainee should be able to:
  • Define problem
  • Describe the different aspects of problem
  • Identify problem solving skills in the workplace, homes and families, schools, communities , citizen and global

 

Content

  • Meaning of problem solving
  • Aspects of problem solving
  • Problem solving skills at the workplace, homes and families, communities, citizens and global village, and schools

 

 

Practical

 

  • Specific Objectives
By the end of the sub-module unit, the trainee should be able to:
  • Design learning Activities that require learners/teachers to use their problem solving
  • Designing learning Activities that embed collaboration in the workplace, homes and families, schools, communities, citizens and global village.

 

Content

  • Design a learning activity that embeds problem solving in the workplace, homes and families, schools, communities, citizens and global village.

 

Activities
  • Group
  • Session

 

Resources
  • Partners in learning 21CLD learning Activity rubrics
  • Websites (PIL. Elimika, Intel teach, badiliko).
  • Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
  • Resource Persons
  • Training

 

Assessment methods

 

 

          COMMUNICATION

 

              Competencies

At the end of the sub-module unit, the trainee should have the ability to:
  • Design learning Suggested teaching/learning Activities that develop communication skills for the
  • Develop teachers’ capacity to use different approaches that enhances communication
  • Integrate effective communication skills in their teaching and learning Suggested teaching/learning

 

Theory

 

  • Specific Objectives
By the end of the sub-module unit, the trainee should be able to:
  • Define effective
  • Describe the different aspects of effective
  • Identify effective communication skills in the workplace, homes and families, schools, communities, citizens and global village.

 

Content

  • Define Effective Communication
  • Aspects of Effective Communication
  • Effective communication skills at the workplace, homes and families, communities, citizens and global village, and schools

 

Practical

 

  • Specific Objectives
By the end of the sub-module unit, the trainee should be able to:
  • Design learning Activities that require students to communicate their own ideas regarding a concept or
  • Design learning Activities that embed Effective Communication skills in the workplace, homes and families, communities, citizens and global village, and schools

 

                      Content

  • Designing learning Activities that require students to communicate their own ideas regarding a concept or
  • Designing learning Activities that embeds effective communication in the workplace, homes and families, communities, citizens and global village, and schools.

 

Activities
  • Group

 

Resources
  • Partners in learning 21CLD learning Activity rubrics
  • Websites(Elimika, PIL, Intel).
  • Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
  • Resource
  • Training

 

Assessment methods

 

                  CREATIVITY AND INNOVATION

 

                      Competencies

At the end of the sub-module unit, the trainee should have the ability to:
  • Design Activities that develop creativity and innovative skills for
  • Develop teachers’ capacity to use different approaches that enhances creativity and innovation
  • Integrate creativity and innovativeness skills in their teaching and learning

 

Theory

 

  • Specific Objectives
By the end of the sub- module unit, the trainee should be able to:
  • Define creativity and
  • Describe the different aspects of creativity and
  • Identify creativity and innovation skills in the workplace, homes and families, communities, citizens and global village, and schools.

 

Content

  • Meaning of creativity and
  • Aspects of creativity and
  • Creativity and innovation skills at the workplace, homes and families, communities, citizens and global village, and schools.

 

Practical

 

3.10.02 Specific Objectives

At the end of the sub- module unit, the trainee should be able to:

(a) design learning Activities that embed creativity and innovation skills in the workplace, homes and families, communities, citizens and global village, and schools.

 

Content

(a) Designing creative and innovative learning Activities in the workplace, homes and families, communities, citizens and global village, and schools.

 

Activities
  • Group
  • Session

 

Resources
  • Partners in learning 21CLD learning Activity rubrics

 

 

 

 

Assessment methods
  • Oral

 

 

                  SELF-REGULATION & INITIATIVE

 

                         Competencies

At the end of the sub-module unit the trainee should have the ability to:
  • Design learning Activities that develop self-regulation skills for the
  • Develop teachers’ capacity to use different approaches that enhance self-regulation
  • Integrate self-regulation skills in their teaching and learning

 

Theory

 

  • Specific Objectives
By the end of the sub- module unit, the trainee should be able to:
  • Define self-
  • Describe the different aspects of self-
  • Identify Self-regulation skills in the workplace homes and families, communities, citizens and global village and

 

Content

  • Definition of self-regulation and direction
  • Aspects of self-regulation and
  • Self-regulation skills at the workplace homes and families, communities, citizens, global village and

 

Practical

 

3.11.02 Specific Objectives

By the end of the sub- module unit, the trainee should be able to:
  • Design learning Activities that require students to plan and assess their own
  • Design learning Activities that embed self-regulation skills in the workplace homes and families, communities, citizens and global village, schools.

 

 

Content

  • Designing learning Activities that require students to plan and assess their own
  • Designing Activities that embeds self-regulation in the workplace homes and families, communities, citizens, global village and schools

 

Activities
  • Group
  • Session

 

Resources

 

Assessment methods
  • Oral tests.

 

 

3.12.0 ICT SKILLS

 

                      Competencies

By the end of the sub-module unit, the trainee should have the ability to:
  • Design learning Activities that develop ICT skills for the
  • Develop teachers’ capacity to use different approaches that enhances ICT
  • Integrate ICT skills in their teaching and learning

 

Theory

 

  • Specific Objectives
By the end of the sub- module unit, the trainee should be able to:
  • Define ICT
  • Describe the different aspects of
  • Identify ICT skills in the workplace homes , families, communities, citizens , global village and schools .

 

Content

  • Definition of ICT
  • Aspects of ICT

 

 

Practical

 

3.12.02 Specific Objectives

By the end of the sub- module unit, the trainee should be able to:
  • Design learning Activities that require learners to utilize ICTs in
  • Design learning Activities that embed ICT skills in the workplace, homes, families, communities, citizens, global village and schools.

 

Content

  • Designing learning Activities that require students to utilize ICTs in
  • Designing learning Activities that embed ICT in workplace ,homes and families, communities, citizens, global village and schools.

 

Activities
  • Group
  • Session

 

Resources
  • Partners in learning 21CLD learning Activity rubrics
  • Websites (elimika, PIL, Intel teach, badiliko).
  • Microsoft Teach with Technology – pil-network.com/pd/curriculum/twt
  • Resource
  • Training

 

Assessment methods
  • Practical

 

 

 

 

Writing Panel

NAME                                                           ORGANIZATION

  1. Christopher Khaemba T S C
  2. Mutuku Nguli British Council
  3. Anne Njagi T S C
  4. Francis Mwarucha T S C
  5. Catherine Mwaura T S C
  6. Elijah Gesusu T S C
  7. Joyce Muchori T S C
  8. David Kanyoro T S C
  9. Mwirigi Kiula JKUAT
  10. Brian Indimuli JKUAT
  11. Kenneth Jumba KLB
  12. Martin Kungania MOE
  13. John Oyuga NI3C
  14. Purity Kibui KEMI
  15. Makoba Kizito CEMASTEA
  16. Suraj Shah INTEL
  17. Stephen Oduor INTEL
  18. Joseph Onyango Technology Partners
  19. Dennis Nyakeka World Vision
  20. Joyce Rungu KICD
  21. Joab Oduor KICD
  22. Florence Keta KICD
  23. Emily Gumba British Council
  24. David Muya British Council
  25. Mandhir Grewal British Council
  26. Dan Otedo British Council
  27. Twalib Ibrahim MODERATOR
  28. Alex Nyingi MICROSOFT
  29. Phil Oduor MICROSOFT
  30. Hugh Moffatt British Council
  31. Mark Matunga MICROSOFT

 

 

 

 

 

 

 

Validating Panel

NAME                                                 ORGANIZATION

  1. Lydia Nzomo OGW KICD
  2. John Kimotho KICD
  3. Reuben Nthamburi KICD
  4. Esther Gacicio KICD
  5. Eunice Gachoka KICD
  6. Samuel Nyaga KICD
  7. Jennifer Wambugu KICD
  8. Kanyi Gioko KICD
  9. Joseph Wambua KICD
  10. Grace Mwiti KICD
  11. Martin Kagiri KICD
  12. Dorothy Mwanzile KICD
See also  TSC Promotions For Head Teacher, Grade C5: Requirements, List of Shortlisted Candidates, Interviews and Promotion Letters

Leave a Comment

Verified by MonsterInsights