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Achieving quality, equity, efficiency and sustainability in TPD @ Scale in Zambia

PI and Co-Investigator(s): Dr Kris Stutchbury (OU), Dr Jennifer Agbaire (OU) and Ekwase Msoni (World Vision, Zambia)
Project partner: World Vision Zambia and Ministry of Education in Zambia.
Project funder: International Development Research Centre, Canada.
Focus Country: Zambia
Project start and end date:1 November 2023 – 30 April 2026 (30 months).

This project is one of 12 which make up the Knowledge Generation component of the Empowering Teachers Initiative. Empowering Teachers Initiative - TPD@Scale Coalition (


To build on the findings from ZEST to understand how TPD @ Scale can be adapted to better meet the needs of all teachers, particularly those in Community Schools or in schools in which multiple initiatives are being implemented. We also aim to find out how mentoring and coaching can be integrated effectively into the established school-based continuing professional development (SBCPD) program

Research questions

  1. What are the professional development needs of Community School teachers (particularly those working in isolated communities).
  2. How can enhanced SBCPD be adapted to ensure quality, equity, efficiency and sustainability for all primary schools, especially where they are expected to engage in a range of different initiatives?
  3. How, and in what ways, can enhanced SBCPD be adapted for teachers in urban and rural locations including those who are unquali­fied or have traditionally had limited access to CPD?
  4. What program adaptations are needed to incorporate effective mentoring and coaching, systematically to support SBCPD, at scale?

Research process/methods

The research is in three phases:

  1. Information gathering and context mapping – quantitative data, qualitative data and document analysis
  2. Designing adaptations – workshop activities, working with teachers and District officers in clusters of schools chosen because they are currently marginalised or involved in multiple initiatives
  3. Evidence gathering – Participatory research with District officers. Interviews, concept mapping, photo elicitation, focus groups to gather evidence about how SBCPD is experienced in schools.


new knowledge about how teachers experience SBCPD; adaptable models for SBCPD which preserve guiding principles but can be localised for inclusion.

Any research findings (if applicable): The only finding so far is that there are more initiatives going on in Central province than we thought.

Centre for the Study of Global Development

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