Annual Performance Report - PDF Server

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STRENGTHENING HIGHER EDUCATION ACCESS IN MALAWI ACTIVITY (SHEAMA)

Annual Performance Report FY 2020: October 1, 2019 – September 30, 2020

Submission Date: October 31, 2020 Agreement Number: 72061219CA00002 Prepared for: USAID/Malawi P. O. Box 30455, NICO House Lilongwe 3, Malawi

Prepared by: Dr. Samuel DiGangi Program Director, SHEAMA Arizona State University (ASU) P. O. Box 85287 Tempe, AZ 85287-1811 E-mail: [email protected]

This document was produced for review by the United States Agency for International Development Malawi Mission (USAID/Malawi).

mailto:[email protected]


2 | S H E A M A A n n u a l P e r f o r m a n c e R e p o r t – F Y 2 0

TABLE OF CONTENTS

1. Project Overview/Summary ............................................................................ 4

Acronyms and Abbreviations ................................................................................... 5

Project Description/Introduction .................................................................................................... 9

2. Activity Implementation Progress ............................................................... 10

3 Integration of Crosscutting Issues and USAID Forward Priorities ...... 32

4 Stakeholder Participation and Involvement ............................................... 34

5 Management and Administrative Issues ..................................................... 36

6. Lessons Learned.............................................................................................. 37

7. Planned Activities for Next Quarter Including Upcoming Events ........ 38

8. Financial Management .................................................................................... 41

9. Success Stories ................................................................................................ 42

Annex A: Progress Summary ................................................................................ 50

Annex B: Federal Financial Report....................................................................... 58

Annex C: Media Coverage .................................................................................... 60

Annex D: ODeL Program Development Status ............................................... 62

Annex E: Student Support Inventory Preliminary Findings ............................. 64

Annex F: SHEAMA COVID-19 Response Strategy .......................................... 69

Annex G: MUST ERT Workshop Report .......................................................... 81

Annex H: Concept Note from the HEWG ....................................................... 88

Annex I: Mushroom Production Course Report ............................................ 109

Annex J: Community of Practice Communiqué .............................................. 118



1. PROJECT OVERVIEW/SUMMARY

Program Name:

Strengthening Higher Education Access in Malawi Activity (SHEAMA)

Activity Start Date and End Date: December 4, 2018 – December 3, 2022

Name of Prime Implementing Partner:

Arizona State University

[Contract/Agreement] Number: 72061219CA00002

Name of Subcontractors/Sub-awardees:

Winrock International Overseas Strategic Consulting Ltd

Geographic Coverage

Malawi

Reporting Period:

October 1, 2019 – September 30, 2020



ACRONYMS AND ABBREVIATIONS

A Annual

ADS Automated Directive System

AGYW Adolescent Girls and Young Women

AMELP Activity Monitoring, Evaluation, and Learning Plan

ASU Arizona State University

Bi-A Bi-Annual

BME Business Management and Entrepreneurship

BSC Bachelor of Science

BSPS Baseline Survey Protocol and Strategy

CAMFED Campaign on Female Education

CDCS Country Development Cooperation Strategy

CDSS Community Day Secondary School

CHANCO Chancellor College

DEEAB District Educational and Employment Advisory Board

DO Development Objective

DSG Director of Scholarships and Grants

DSSC District Scholarship Selection Committee

ECAM Employers Consultative Association of Malawi

ECDE Early Childhood Development and Education

EMIS Education Management Information System

ERT Emergency Remote Teaching

ESCOM Electricity Supply Corporation of Malawi

EMIS Education Management Information System

FAF Framework for Foreign Assistance



GESI Gender Equality and Social Inclusion

GIS Geographic Information Systems

GoM Government of Malawi

HEI Higher Education Institution

HEMIS Higher Education Management Information System

HESLGB Higher Education Students Loan and Grants Board

IR Intermediate Result

LoA Life of the Activity

LUANAR Lilongwe University of Agriculture and Natural Resources

M&E Monitoring and Evaluation

MACRA Malawi Communication Regulatory Authority

MAREN Malawi Research and Education Network

MCCI Malawi Chamber of Commerce and Industry

MDBNL Malawi Digital Broadcasting Network Limited

MEL Monitoring, Evaluation, and Learning

MELU Monitoring, Evaluation, and Learning Unit

MERA Malawi Energy Regulatory Authority

MoEST

MoU

Ministry of Education, Science, and Technology

Memorandum of Understanding

MSCE Malawi School Certificate of Education

MUST Malawi University of Science and Technology

MZUNI Mzuzu University

NCHE National Council for Higher Education

NCST National Commission for Science and Technology

NTWG National Technical Working Group

OAA Office of Acquisition and Assistance



OC Outcome

ODEAMA Open and Distance Association of Malawi

ODL Open and Distance Learning

ODeL Open and Distance e-Learning

OJT On-the-Job Training

OP Output

OSC Overseas Strategic Consulting, Ltd.

PAB Program Advisory Board

PIC Project Innovation Center

PIRS Performance Indicator Reference Sheet

PMP Performance Management Plan

POLY University of Malawi, the Polytechnic

PPR Performance Plan and Report

Q Quarterly

REEAB Regional Educational and Employment Advisory Board

RF Results Framework

SHEAMA Strengthening Higher Education Access in Malawi Activity

STEM Science, Technology, Engineering, and Mathematics

STTA Short-Term Technical Assistance

TBD To Be Determined

TWG Technical Working Group

UNIMA University of Malawi

UP University Partner

USAID United States Agency for International Development

USAID/MLW USAID/Malawi

USG United States Government



Winrock Winrock International



Project Description/Introduction

The Strengthening Higher Education Access in Malawi Activity (SHEAMA), led by Arizona State University (ASU) and consortium partners, strives to improve access to higher education for rural Malawian youth and better linkages to employment and livelihoods. SHEAMA’s goal is to increase Malawi’s skilled and employable workforce—especially targeting adolescent girls and young women (AGYW). The activity aims to build the capacity of and foster collaboration between five Malawian universities and enable 14,940 students to attend tertiary education—5,976 of whom will be AGYW or otherwise vulnerable/disadvantaged youth and 3,735 of whom will study science, technology, engineering, and mathematics (STEM) subjects. SHEAMA represents the culmination of extensive research, stakeholder consultations, a labor market assessment, and intense co-design with University Partners (UPs) in Malawi and Tempe, AZ. SHEAMA will cultivate Malawian universities’ open and distance e-learning (ODeL) capacity both on campus and in centers throughout the country, ensuring that the system can grow quickly as energy and internet infrastructure become more reliable. In the interim, SHEAMA will also offer affordable, user-friendly technologies and evolving innovations to help overcome some of the impediments that currently leave 50,000 secondary school graduates each year without access to higher education (HE). Based on their respective experience and extensive field research conducted for this application, ASU and its partners have co-designed interventions using a systems approach to ensure that all stakeholders understand and value ODeL. Within the systems approach, SHEAMA also brings in change management principles to create leaders at all levels of engagement—government, university, faculty, instructional designers (IDs), and business actors including employers’ groups, large and small businesses, and entrepreneurs. Working closely with the five UPs, it became clear that for SHEAMA to have a sustainable impact, there needs to be strong stakeholder engagement at different levels. The SHEAMA team further understands that public universities must be responsive to market demands and market forces. For this reason, SHEAMA not only co-designs courses with partnering businesses but also employs adaptive business approaches for the ODeL centers to ensure that they adapt to market forces and are sustainable. As part of its strategic approach, SHEAMA encompasses five core principles:

• Radical collaboration to ensure participant ownership and sustainability

• Evidence-driven design grounded in Malawian realities • Evolving innovations to prepare for the future • Gender equity and diversity to create an enabling environment for AGYW • Integrated implementation on strategic, programmatic, and operational levels


SHEA

MA

Mem

bers

Arizona State University (ASU) leads overall SHEAMA implementation and IR 2, drawing on its experience in HE management, pedagogy and curriculum design, online development and delivery at scale, and innovation.

Overseas Strategic Consulting, Ltd., a small business specializing in technology-driven monitoring and evaluation (M&E), draws on its current experience in Malawi to lead the collaborating, learning, and adapting (CLA) process.

Uni

vers

ity P

artn

ers

Malawi University of Science and Technology (MUST) is a public university focusing on STEM.

Lilongwe University of Agriculture and Natural Resources (LUANAR) currently operates three ODL centers in Mzuzu, Lilongwe, and Blantyre.

Chancellor College, University of Malawi offers an e-learning partnership with India’s Amity University.

Mzuzu University (MZUNI) has satellite centers in Balaka, Karonga, Mulanje, and Lilongwe.

The Polytechnic, a constituent college of the University of Malawi, specializes in scientific and technological education and training for sustainable development

Res

ourc

e Pa

rtne

rs

The Employers’ Consultative Association of Malawi (ECAM) is an employers’ trade association representing 250 member-employers.

The Malawi Ministry of Education, Science, and Technology (MoEST) is a key government partner throughout the activity.

Open and Distance Education Association of Malawi (ODEAMA) is a volunteer association of ODeL institutions and professionals.

Malawi Research and Education Network (MAREN) works with higher education institutions to establish the National Research and Education Network in Malawi.

The Universities and Colleges Association of Malawi (UCAM) is an association of universities and colleges in Malawi aimed at strengthening linkages and enhancing the quality of tertiary education.

The Creative Center for Community Mobilization (CRECCOM) has over 20 years of experience in social empowerment and community mobilization on a variety of issues



2. ACTIVITY IMPLEMENTATION PROGRESS

2.1 Progress Narrative

Global events as well as programmatic adaptations marked 2020 as a year of resilience and responsiveness for SHEAMA. As the first short courses were implemented and University Partners (UPs) began to explore new modalities enabled by SHEAMA, the arrival of COVID-19 forced an abrupt shift in higher education strategies. The rapid shift to continue programmatic activities while maintaining safe protocols highlighted the need for Open and Distance Learning (ODL) systems and strengthened the need for the SHEAMA model. Fortunately, the skills and opportunities offered by SHEAMA’s ODL model and hybrid learning structures assisted the UPs in adapting their coursework and supported the higher education community of Malawi in evolving to a post-COVID environment. Due in part to these efforts, the profile of ODL education has been heightened across Malawi, and its value in developing the skills needed to compete in a modern economy has become apparent.

2.1.1 Scholarships and Grants

COVID-19 restrictions, including university closures, disrupted the original schedule of planned ODL courses. Advertisement of new short courses and development of new ODL modules were delayed, as were face-to-face sessions in current short courses. Nonetheless, SHEAMA made significant progress on scholarship selection for courses advertised prior to COVID-19 restrictions while working closely with universities to adapt curricula and programmatic requirements to ensure safe distancing and other prevention practices. SHEAMA staff expanded its outreach to AGYW and vulnerable youth in rural areas. A total of 187 qualified students from disadvantaged groups were awarded scholarships in different short courses. Scholarships were awarded in the following programs: Business Management and Entrepreneurship at MUST; Mushroom Production at LUANAR; Early Childhood and Development at MZUNI; and a Certificate in Electrical Installation at POLY. SHEAMA trained 6 District Scholarship Selection Committees (DSSC) in the 6 target districts on selection and verification processes for scholarship applicants, and also conducted orientation for 210 SHEAMA scholarship recipients on scholarship terms and conditions and mentoring. The SHEAMA team provided UPs with assistance on implementation strategies to enhance student support of remote learning for face-to-face scholars as universities transitioned from face-to-face courses and programs to ODL format under COVID-19 measures. Continued support of public awareness efforts of SHEAMA-enabled higher education opportunities is a priority extending into Year 3. As part of these efforts, SHEAMA will continue to advertise and increase public awareness of ODL and scholarship availability for CDSS students and rural communities.

2.1.2 ODeL

SHEAMA technical and financial support, coupled with strategic collaboration, has enabled UPs to strengthen and advance their educational technology capacity. Through the SHEAMA-



facilitated implementation of Moodle-based Learning Management Systems and university-wide Emergency Remote Teaching (ERT) techniques, UPs delivered and supported 4 ODeL programs and 3 face-to-face programs. New ODeL short courses, diploma and degree programs were developed and delivered, often for the first time, at institutions such as MUST and Polytechnic. A cumulative total of 1,653 students (1,006 male and 647 female) have enrolled in a variety of programs. SHEAMA surpassed its training target of 110 by 235% in response to partner needs imposed by the COVID-19 pandemic, training 258 individuals (203 male and 55 female). These trainings included tutorials of Learning Management Systems (LMS) and ODL module production. ODeL collaboration has enabled universities to share ODeL Center space for student support activities, human resources and teaching and learning materials. Though seven of the initially targeted fifteen programs have been developed, the UPs are positioned to attain the target of twenty-five courses by the conclusion of Y3.

2.1.3 Workforce Development

During FY20, workforce development efforts experienced periods of growth despite the unanticipated challenges presented by both COVID-19 and sudden staffing changes. Efforts included facilitation of meetings with UPs and industry stakeholder groups, such as: the Malawi Energy Authority, Blantyre Water Board, Electricity Supply Corporation of Malawi, Malawi Institute of Engineers, Total Malawi Limited, Employers’ Consultative Association of Malawi, Chibuku Products Limited, AMREF Health in Africa-Malawi, Nurses Council of Malawi, and Electrical Contractors Association of Malawi. At these meetings, industry stakeholders and UPs worked together to review ODL curricula for upcoming courses: Certificate in Early Childhood Development, Bachelor of Science in Nursing, and Diploma in Hospitality Management at MZUNI, and Certificate in Electrical Installation at POLY. These meetings also included continued planning to address needs associated with launching the internship program and informing UP curricula.

2.1.4 Monitoring Evaluation and Learning

SHEAMA has continued to progress with implementation and refinement of monitoring, evaluation, and learning (MEL) systems and processes. SHEAMA has developed and submitted the baseline assessment report, facilitated the development of ODeL data management systems and implemented an online data dashboard that will help the team and relevant stakeholders visualize progress against targets. SHEAMA has also enhanced the provision of feedback to staff through monthly data review meetings and to University Partners through quarterly technical review meetings. SHEAMA has also developed a MEL-specific COVID-19 response plan that will ensure collection and reporting of quality data during the pandemic.



2.2 Implementation Status

2.2.1 Intermediate Result (IR) 1: Improved access to higher education for the most vulnerable

Selection, Verification and Orientation

One hundred eighty-seven (187) students met the SHEAMA scholarship selection criteria and were already enrolled in courses at the universities. These underserved, disadvantaged students had demonstrated the academic capability and initiative to qualify for higher education but lacked the financial resources and instructional and logistical support to ensure success. 26 of these scholarship recipients attended the Mushroom Production short course at LUANAR.

Mushroom Production: LUANAR

Thirty students (16 female and 14 male) attended the Mushroom Production short course from different districts across Malawi, including the six target districts of Karonga, Kasungu, Salima, Balaka, Mulanje and Chikwawa. Selection of scholars was conducted by a representative from the ODeL Center at LUANAR, the SHEAMA ODL Director, Director of Scholarships and Grants, and Workforce Development Specialist. Twenty-six students (13 females, 13 males) were granted scholarships.

Orientation on the conditions of the scholarship and mentoring was conducted, with students receiving instruction and guided practices with approaches to coach others in their respective communities.

Scholars learned to construct viable summary business plans to pursue financing partners, as individuals or in groups.

Early Childhood Development and Education (ECDE): MZUNI

SHEAMA staff, joined by the Karonga District Scholarship Selection Committee (DSSC), facilitated the selection of scholarship recipients for the ECDE three-week short course at Mzuzu University on August 6, 2020. A total of 212 applicants were selected into the program by the university, of which 113 (41 male and 72 female) qualified for the scholarships. Of these students, 31 (9 male and 22 female) vulnerable students from CDSSs were granted scholarships.

Students cleaning the substrates in readiness for seeding during the mushroom production practical at

LUANAR



The selection committee utilized SHEAMA selection criteria, which considers the students’ vulnerability as one of the conditions for scholarship eligibility. This was the only course that attracted more female students (71%) among the short courses that were offered in FY20. Verification conducted by SHEAMA staff to ascertain vulnerability was done via telephone due to the COVID-19 travel restrictions. SHEAMA staff conducted orientation for the ECDE scholarship recipients on 10, 18, and 19 August at the Mzuzu Centers in Lilongwe, Mzuzu, and Karonga, respectively. During the orientation, beneficiaries were supported to sign and agree to abide by the Scholarship Terms and Conditions, which outline the SHEAMA expectations for behavior and academic achievement for each scholar.

Business and Management Entrepreneurship (BME): MUST

In collaboration with the Mulanje DSSC and MUST, two selection exercises for the BME three-month course were conducted. The first selection was conducted on June 11, while the second selection was conducted on August 11. After noting that only 37 students applied for the BME short course and that 11 students (6 male and 5 female) were selected to the scholarship program, the selection committee requested that MUST, with support from SHEAMA, re-advertise the course to allow more candidates to apply, with the hope that more female candidates would apply. SHEAMA embarked on a campaign to support more female students who meet the selection criteria to apply for the course by working closely with the SHEAMA mentors from the five universities, headteachers from CDSS, District Education Managers, the National Initiative for Civic Education, and the Directors for Planning and Development to reach out to youth in the six districts to access the course advertisement. The committee selected a total of 39 candidates (22 female and 17 male) for the BME short course, representing 56% female and 43% male.

The SHEAMA team conducted verification for the selected students to further confirm information provided in the students’ scholarship applications. MUST and SHEAMA together conducted a series of orientations in Blantyre on 31 August, in Kasungu on 3 September, and in Karonga on 4 September. The orientation covered the scholarships modalities or filling of the terms and conditions of the scholarship, but also the hands-on ODeL orientation for the students to

MZUNI Dean of students and representative from Karonga DSSC during ECD Scholarship Selection at

MZUNI ODeL Center



access BME course materials. MUST Information Technology personnel and the ODL Coordinator led the students in accessing the Moodle system and BME materials, submitting assignments, creating email addresses and confidently using the WhatsApp platform to exchange information.

Certificate in Electrical Installation Short Course and Education Business Studies ODL Degree: POLY

The selection of certificate in Electrical Installation (CEI) and degree in Education Business Studies (EBS) scholars was conducted in collaboration with the Polytechnic staff and DSSCs from Balaka and Chikwawa. The CEI course, which falls under the Department of Engineering, attracted a total of 234 candidates of which 117 qualified for scholarships but 84 (39 female and 45 male) were selected, representing 46% female and 53% male. The EBS degree had 5 applicants of which 3 (1 male and 2 female) received scholarships, representing 33.3 % male and 66.6% female.

Following successful verification of candidates, orientation took place from 14 to 18 September, reaching 160 students (91 male and 69 female). The selected students attended orientation on the conditions of the scholarship and mentoring.

Distribution of Scholarships

In Q4, a total of 160 scholarships were distributed to three universities. Initially these scholarships were distributed equally among the UPs, although during FY20 some UPs lagged behind in course development. During FY21, the scholarship distribution is expected to equalize again. POLY received 84 scholarships (39 female and 45 male) under the CEI short course and 3 (2 female and 1 male) under the EBS four-year ODL degree. MUST received 39 (22 female and 17 male) under the BME short course, LUANAR received 3 (2 female and 1 male) for the face-to-face degree students, and MZUNI received 31 (22 female and 9 male) under the ECDE short course. Among the students from MZUNI’s ECDE short course, two students with visual impairments successfully finalized their course at Balaka Center in the Southern Region and Karonga Center in the Northern Region. MZUNI provided the students with excellent support services in which one of the visually impaired students who was based at the Balaka Center was provided with modules in braille, while the student at Karonga Center was supported by the center manager with voice materials and also assigned one of her fellow students (peer support) who was able to read aloud for her when she needed help.

Through Q4, 83.3% of the 36 scholarships for degree programs have been disbursed. SHEAMA has extended the scholarship acceleration plan schedule to Q3 in accordance with University Partner schedules impacted by government declarations in response to the COVID-19 crisis. See a summary of scholarships awarded thus far in the life of the activity in Table 3 below.

Table 3: Summary of Progress on Scholarship Targets



INDICATOR TOTAL # OF SCHOLARSHIPS

FINANCIAL VALUE OF SCHOLARSHIPS

Target (LoA) 1,188 $1,013,480.00

Achieved 212 $198,772.66

% of Target Achieved 18% 20%

In line with SHEAMA’s AGYW priority, of the 212 scholarships awarded over the life of the activity, 121 (57%) were awarded to female students; 91 scholarships (42%) were awarded to male students. Table 4: SHEAMA Scholarships Awarded through FY20, Q4, by Institution and Gender

UNIVERSITY TOTAL # OF SCHOLARSHIPS

FEMALE SCHOLARSHIP RECIPIENTS

MALE SCHOLARSHIP RECIPIENTS

COURSE TYPE

CHANCO 4 3 1 Degree

LUANAR 33 20 13 Degree & short course

MUST 43 25 18 Degree & short course

MZUNI 39 29 10

Degree & short course

POLY 91 44 49

Degree & short course

Total 212 121 91



Mentoring Program

During FY20, 113 scholarship recipients (55 male and 58 female) conducted mentoring sessions in various Community Day Secondary Schools (CDSS), mentoring over 500 students (278 male and 222 female) across 16 districts. These mentoring sessions are conducted with the cooporation of the CDSSs; mentors approach CDSS teachers and headteachers to introduce themselves and SHEAMA, and to request permission to give mentoring sessions. The mentors discuss the session topics with the school, and the faculty can make suggestions. For example, a head teacher a Ngumbe CDSS in Blantyre requested the mentor speak to the Form 1 and 2 students in addition to the Form 3 and 4 students, to motivate the younger classes in their science studies. The scholars’ reports indicate the CDSS students are appreciative of the mentoring initiative, noting that the mentors support them with information on where they can find public university application forms distributed by the National Council for Higher Education (NCHE) and guiding them on how to complete the application. Mentors also provide information on prerequisites for particular courses, how to excel in particular subjects, and study skills to improve exam scores. The students who are mentored under SHEAMA are from different socio-economic groups, including girls that have been readmitted to school after pregnancies, boys and girls that have lost both parents, and students repeating Form 4 so that they can earn better grades for university selection. Most of these young girls and boys walk long distances to get to the school to obtain their education.

In FY20, 23 vulnerable students (15 male and 8 female) from rural areas who were supported by SHEAMA mentors, have enrolled into university courses under ECDE, BME and CEI short courses. These mentors reached out to CDSS graduates in remote areas when courses were being advertised, and supported them in filling the application form and submitting the forms to university. Not only that, some mentors went a step further by using their own money to print out forms for the students who could not afford printing and also supported them by covering post office charges. During the reporting period, the student mentors have mentored CDSS

Limited Chapalapata, a SHEAMA mentor from POLY, helping a young woman fill her university

application form in the district of Chikwawa



students from their home districts, including Chikwawa, Kasungu, Salima, Karonga, Ntchisi, Mulanje, Thyolo, Mzimba, Neno, Blantyre rural, Zomba, Rumphi, and Balaka.

The mentoring sessions have helped raise awareness of SHEAMA scholarship programs and other types of financial aid available through the UPs, especially for students in very remote areas of the country. In addition, CDSS students were motivated and inspired through these sessions. It was noted that mentors inspire the students by sharing with them how they overcame difficulties in life and in their education at CDSSs. The four-year degree scholarship recipients have also supported 23 students during the application process for short courses at MUST, POLY, and MZUNI who have successfully found their way into higher education institutions. Through the mentorship program, people have become more aware of the different modes of delivering lessons in the higher education institutions and also opportunities to make right choices for university programs based on the students’ strengths in certain Malawi School Certificate of Education (MSCE) subjects.

Inventory of Support Services Offered by Universities

In collaboration with the five UPs, SHEAMA conducted an inventory of student support services offered by each University Partner to face-to-face and ODL students. The objective of the exercise was to understand the types and effectiveness of services provided by each UP, identifying areas that SHEAMA could work with UPs to increase student performance and success. Conducted via in-person interviews with Deans from each UP, this exercise served as a mechanism to increase collaboration among the UPs toward strengthening student support within each university and system-wide. All UPs provided a core set of services important for students ranging from opportunities to audit courses for supplemental learning to tutoring and general career counselling. However, preliminary findings suggested a gap in expanded IT training and support, and career mentoring critical to rural ODL student success. A summary of the information gathered from each university is presented Annex E.

Priorities identified by UP leadership align with themes reflected in the literature on ensuring student success: learner and instructor characteristics, course and program design and development, course delivery and facilitation, student engagement, performance assessment, delifery technologies, access, culture, equity, inclusion, ethics, leadership, policy and management, instructor and learner support, and learner outcomes.1,2,3 Effective student support in higher education can be accomplished through systemic integration and coordination of a range of services, and providing students with personalized resources to help ensure success: academic and technical support, career development, financial planning, time management and wellness coaching. SHEAMA will continue to engage with the University Partners on extending their existing services, establishing a comprehensive, systemic approach to student support.

1 Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers and Education, 159, 104009–104009. https://doi.org/10.1016/j.compedu.2020.104009 2 Nortvig, A. M., Petersen, A. K., and Balle, S. H., 2018. A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement. The Electronic Journal of e-Learning, 16(1),pp. 46-55 3 Quality Matters. (2017). QM rubrics & standards. https://www.qualitymatters.org/qa-resources/rubric-standards



To inform continued refinement of support services for ODL and face-to-face program students, a student support survey will be conducted in FY21 using an e-assessment tool. SHEAMA staff will work with each UP to conduct and interpret the survey as part of capacity development in implementation of effective student support services. The findings will be used to develop road maps for improved ODL student support services and to plan SHEAMA capacity strengthening in priority areas for student success.

Support for persons with disabilities

Two students with visual-impairment studying under the ECDE short course program at MZUNI received support through SHEAMA. These students, from Karonga and Chikwawa districts, were identified during scholarship selection, and SHEAMA worked hand-in-hand with MZUNI to ensure that braille course materials for these students were embossed. As adapted course materials were prepared, considerations were made to extend the course period for these students by one week to ensure the 3 weeks required by the program calendar.

SHEAMA facilitated support for a BME student from the Chikwawa district (MUST) with post-traumatic amnesia and speech delays. In collaboration with the MUST ICT department, supplemental peer support was coordinated, and follow-up checks on student performance and needs were conducted. After the intervention, the student began to submit her assignments to the university and was able to interact more with her fellow students.

Student Spot Checks

SHEAMA conducted spot checks at POLY, CHANCO, and MUST to assess how the scholarship recipients were faring in their academic programs and to address any challenges they were facing. Two students at POLY were struggling with Chemistry and Technical Drawing courses. For the Technical Drawing course, a significant reason for students' lack of success was a shortage of drawing materials to complete course assignments. The SHEAMA scholars suggested they will pull together funds from their upkeep allowances and purchase the materials so that they have items to practice their work.

During the spot checks, staff noted that students were working diligently to maintain their scholarship status despite early closure for POLY due to a fire that engulfed one of the dormitories and at LUANAR due to industrial action by staff members. Recognizing that disruptions of university operations present frequent challenges for students in public universities, SHEAMA has established means for remote communication and contact via

Amani Mankhawala, a scholarship recipient, with his family in Golomoti Dedza during the economic

status verification, January 24, 2020



WhatsApp. The increased communication will be documented by SHEAMA and will serve as additional data to inform SHEAMA’s activities as it continues to address local needs.

Spot checks also identified students at risk of losing their scholarships due to underperformance in their coursework. Two students at CHANCO and three students at MUST will take supplementary exams for semester one. One of the students at LUANAR failed a course and is expected to repeat the course next year. Support for the six underperforming students was prioritized. The SHEAMA student support team advised students to form study groups to meet for study and to support each other. Students were encouraged to utilize student support areas where they can meet with lecturers and raise any concerns. SHEAMA is working with the UPs through the Program Advisory Board to identify and strengthen support structures within the university system to ensure student success. Through enhanced, continuous progress monitoring and performance tracking, student needs can be identified, and targeted, individualized support provided to best meet the needs of each student.

2.2.2 IR 2: Increased access to quality distance learning and short-term training

ODL activities built upon the accomplishment of the initial program year, positioning the UPs to respond to unforeseen challenges of the pandemic. As example, MUST and POLY, through technical and financial support from SHEAMA, established Moodle-based Learning Management Systems that have enabled ODeL program delivery. These LMS were employed to support ERT for face-to-face programs in response to COVID-19. Despite the impact of COVID-19, which

The first cohort of 93 students that reported at Polytechnic for orientation in the SHEAMA-

supported Business Education Studies ODeL Degree



saw universities go into lockdown for months, six new short courses were developed and 3 were delivered, as well as an ODeL degree course through POLY.

LUANAR, MUST, POLY, and MZUNI have delivered one short course each, and 6 new ODeL degree programs have been developed. Programs for MUST and POLY were cleared by the universities’ Senates, and CHANCO, MZUNI, and LUANAR’s degree programs are in approval processes.

POLY has registered its first cohort of 93 students (51 male and 42 female) in its first ever ODeL Degree program, the Bachelor of Education Business Studies. CHANCO, MUST, MZUNI and POLY have all developed one ODeL Diploma program each and delivery will begin in the first quarter of FY21. In FY20, a total of 1,653 (1,006 male and 647 female) students were registered for ODeL courses across the 5 UPs. Out of these 1,653 students, 296 (144 make and 152 female) were in market-driven ODeL short courses. 248 of the 296 students were disadvantaged, representing 15% of the total enrollment. Over 60% of the disadvantaged students enrolled were female. Detailed progress on ODeL program and material development is included in Annex D.

2.2.3 IR 3: Bridging to employment improved

Develop and Pilot Work-Readiness Workshops

SHEAMA is in process of identifying work-readiness skills relevant to adolescent girls and young women and Malawian youth at large. SHEAMA has convened a series of interface meetings with employers who are members of the REEABs and DEEABs, such as: the Malawi Energy Regulatory Authority, Blantyre Water Board, Electricity Supply Corporation of Malawi, Malawi Institute of Engineers, Total Malawi Limited, Employers’ Consultative Association of Malawi, and Electrical Contractors Association of Malawi. Employers suggested work-readiness skills that should be incorporated in training. Interaction between SHEAMA and industry continues throughout the program by soliciting ideas and recommendations from REEAB members through stakeholder consultation meetings to input into course content. SHEAMA is also engaged with MyJobo, a prominent Malawian online recruitment service, to identify employability/work readiness skills sought by employers across sectors. A market mapping resource and planning tool to inform UP program design is in development. This information and the necessary skills for successful employment – identified by employers and discussed with UPs – will inform design and planning of work-readiness workshops to be carried out in Q3 as the COVID-19 crisis abates.

Work with REEABs, ECAM, GAN, and MyJobo.com to Include Internship Listings on Site and Field Internships Opportunities for Public Posting

SHEAMA engaged with My Jobo and ECAM on discussion of common practices in internships, internship programs that are being implemented by a range of actors. Requirements for My Jobo to include internship listing on its site and notifying SHEAMA and its beneficiaries of any internship opportunities were identified.



Work with REEABs, ECAM, DEEABs and MyJobo.com to Organize Career Fairs

SHEAMA and My Jobo met throughout Y2, initially slating a series of career fairs to be hosted in Spring and summer 2020, as COVID restrictions became evident, planning shifted to a series of smaller scale community events, combined with remote participation when feasible. The career fairs planned to target graduates from the SHEAMA supported short courses. Although rollout of these short courses, the plan for holding these career fairs will still be implemented while targeting students from the five UPs. The format and scheduling of SHEAMA-supported career fairs will be adjusted in accordance with safety provisions.

Based on Needs Assessment, Update Course Content to Local Market Needs

The Baseline Report and ODL needs assessment were finalized; labor mapping and other industry data collection to supplement the findings relevant to AGYW and other students in SHEAMA-supported courses initiated within the constraints of pandemic measures.

Establish Digital Platform for Scholarship Recipients and Their Mentees

A WhatsApp group for scholarship recipients for the LUANAR Mushroom Production course was established and scholars are maintaining communication and sharing resources with their peers, mentors, and course facilitators, as well as the SHEAMA staff. All scholarship recipients provided mentoring to secondary school student as a requirement of receiving support from SHEAMA. SHEAMA is exploring ways to support more one-on-one mentoring (including tutoring) of CDSS students on an ongoing basis using face-to-face and remote communications.

Input by ODL Working Groups and REEABs on Curriculum Design and Implementation

SHEAMA worked with Chancellor College and Polytechnic on engagement of employers and relevant industry partners to provide input on ODL program content. Six industry partners, certified engineers from Malawi Institute of Engineers, Malawi Energy Regulation Authority, Electricity Supply Corporation of Malawi, Malawi Water Board, National Construction Industry Commission, and Illovo attended Polytechnic meetings on June 4-5 on certification training in Electrical Installation. The group reviewed and provided feedback on the program and made specific comments for each unit and module in the curriculum. Participants provided the latest information and shared best practices, laws, policies and technologies that are being used in the industry and identified areas of the course where these practices should be incorporated. The industry partners discussed and agreed on several areas where content improvement is needed to ensure quality training that takes into account the needs and capacities of the young women and men targeted for recruitment by the university. They also suggested areas where practical sessions and internships can be used by Polytechnic to provide work-based learning. The participants expressed their interest in being guest lecturers and resource persons for some of the lessons. Polytechnic has incorporated the employers’ input into the course content for the electrical installation program.

The industry partners recommended mainstreaming of financial literacy and entrepreneurship, soft skills training, ethics and etiquette, and computer literacy into the ODL course. Based on this recommendation, Polytechnic organized a workshop to develop training content for these skill areas and an orientation manual which includes ODL, library, and information literacy.



Industry partners, SHEAMA, and Polytechnic staff jointly developed units for this manual in readiness for program rollout. The manual will be used not only for the electrical installation short course, but also other Polytechnic programs. Chancellor College also expressed interest in adapting the manual for integration into its ODL programs.

SHEAMA and Chancellor College also discussed and agreed on a roadmap for rolling out solar installation short course and diploma in statistics. The college has planned a working meeting with the REEAB to provide input on the course content for these programs.

Internship Opportunities with Private Industry

SHEAMA engaged with My Jobo, ECAM, and other stakeholder groups during the reporting period to explore ways of providing internship opportunities for students in marketable skill areas. The discussions have informed development of draft plans and a scope of work for a partnership to support development of a toolkit, training, and support for industries to set up effective internship programs for ODL program graduates.

SHEAMA and the selected partner will work with ECAM to identify employers who need interns and note the skills required. SHEAMA and industry partners will work with UPs to identify students who match the industry needs and are prepared for the internship. To ensure transparency in the selection of interns, there will be a selection process coordinated by panels of industry stakeholders, UPs, and SHEAMA assess applicants using agreed-upon criteria.

During the discussions and planning meeting, ECAM shared best practices in internship programming and advised on policy issues that SHEAMA should consider when implementing the internship component of the project. This included insurance, as well as health and occupational safety issues and policies that UPs, SHEAMA, and students should consider. These recommendations are based on feedback that ECAM receives from employers.

Planning for Career Fairs at Regional and District Levels

Adapting to pandemic precautions, SHEAMA and UPs worked to identify alternative approaches and formats for career fairs and career services. SHEAMA and My Jobo began planning for piloting virtual career fairs. My Jobo has experience organizing career fairs and lessons learned will be incorporated into the design and delivery of events using user-friendly platforms such as Career Fair Plus that allow students to experience the engagement, information sharing, and exploration of career paths provided by in-person career fairs. The first pilots at District and Regional Levels are planned for September and will be supported by the UPs and a local partner or vendor selected through a competitive process. Lessons from the pilots will inform capacity development with UPs and higher education organizations and career fairs planned through the end of the project.

Remote Support to Graduates of Mushroom and Early Childhood Development (ECD)

SHEAMA staff remotely monitored the progress of the graduates of the Mushroom and ECD courses completed in Q2. SHEAMA is engaged in ongoing collaboration and planning with REEABs on support needs of graduates, including access to technology, investment capital to expand production, inputs and additional training. Initial assessment indicates graduates would



benefit from support in gaining access to the larger market for mushrooms. SHEAMA is currently tracking the progress of two graduates who completed the mushroom production course and have begun entrepreneurial efforts in mushroom production. These case studies will be used in marketing ODL courses to potential applicants.

Draft Methodology for a Labor Market Mapping for UP ODL programs

SHEAMA held consultations with stakeholder groups and carried out a desk review of available information on the labor market. Data attained through the SHEAMA baseline study were considered in this review. Additional information will be sought to inform SHEAMA workforce development activities that link graduates to responsive internships, on-the-job-training and marketable jobs in the country’s growth sectors.

SHEAMA developed draft methodology for the Labor Market Mapping that will assess labor markets relevant to current and planned ODL degree, diploma, certificate and short courses at the five UPs. Information collected will supplement information available in broader mapping of employment opportunities in Malawi’s growth sectors and the limited assessments done by UPs in determining which ODL programs to prioritize under SHEAMA support.

Mapping will provide additional detail on marketable skills in demand in the six focus and neighboring districts and the alignment with current and planned ODL programs. The mapping will also better inform SHEAMA and UPs’ work to expand job opportunities for rural adolescent girls and young women, as well as vulnerable young men. Understanding attitudes and practices within industries that must recruit and provide decent work environments is important to informing ODL course content, student recruitment and support, job placement and workplace improvement. The assessment is using a mixed-method approach that will include key informant interviews, a survey of recruiters/HR staff and workers in relevant industries, observational workplace visits, and focus group discussions combined with in-depth interviews. The mapping exercise aims to gather information relevant to industry engagement with workforce development programming, with a particular focus on insternship hosting, employment of program graduates, curriculum development, skills gaps caused by the COVID-19 crisis, and industry attitudes toward youth employment.

2.2.4 Cross-Cutting IR1: Improve Capacity of Institutions

Meetings with the District Scholarship Selection Committees were convened to promote sharing of information in order to increase identification of more female students for the advertised courses. The committees agreed that in order to reach out to the students in remote areas, we should adopt the approach of disseminating course adverts through hard copies and/or fliers in the communities through Youth Networks, Faith Based Organizations and Community Based Organizations. This is to serve the students who have no access to newspapers, radios and internet, as this has been the main method of disseminating information.

Through the SHEAMA mentoring program conducted at CDSS sites across the districts, SHEAMA has increased the access to information on how to apply for college, study skills,



exam preparation, and choosing a university program among the form four students, as well as increased access to information on ODeL and career paths.

Training conducted for faculty and staff on pedagogy, materials development, learning management sytems, and ERT have improved the capacity of UPs to design and deliver cost-effective ODeL programs.

Community of Practice and Technical Working Group (TWG) meetings provided an opportunity for UPs to discuss how ODL programs are being implemented in their respective colleges, the challenges they faced, and how they overcame them. The cross-sharing of knowledge helped the UPs to strategize around technical issues such as how to support lecturers in the on-line delivery of materials. Apart from this, the meetings allowed the UPs to draft the Joint Technical Communique against which they would measure their achievement in subsequent meetings. These meetings have improved the capacity of institutions to operate ODeL and respond to COVID-19. Capacity of institutions to collaborate and share information and resources, including ODeL center space and teaching and learning materials, has also been enhanced.

2.2.5 Cross-Cutting IR2: Increase Use of Technology & Innovation

Learning Management Systems

MUST and POLY developed their Moodle-based Learning Management Systems (LMS), which have enabled ODeL program delivery. SHEAMA facilitated the LMS trainings by engaging members of staff from other colleges (e.g., LUANAR) via the collaboration memorandum of understanding signed by all the UPs under SHEAMA. These LMS were also used to support ERT for face-to-face programs in response to COVID-19. Through SHEAMA support, the LMS at CHANCO, LUANAR and MZUNI have also been enhanced to improve accessibility and utilization by both staff and students. This has seen the number of staff and students using the LMS increase at both institutions. ODeL modules have since been uploaded onto the LMS and are accessible to both students and staff.

The new ODeL Learning Management System at MUST facilitated by SHEAMA



COVID-19 Adaptations

The COVID-19 pandemic affected all parts of SHEAMA programming, but also provided an opportunity to showcase the strengths of the distance learning model. SHEAMA created a COVID-19 Response Strategy (Annex F) that sought to ameliorate some of the strains on higher education produced by the pandemic. It also introduced the new strategy behind SolarSPELL ADAPT, as the original SolarSPELL strategies depended on in-person training, which was not possible under COVID-19 travel restrictions. See Annex F for details.

2.3 Implementation Challenges

As the COVID-19 pandemic has introduced challenges across virtually all aspects of our lives, each element of this report conveys aspects of SHEAMA implementation impact. SHEAMA has adapted to both mitigate impact on program objectives, while continuously adapting to address the needs of the community. Challenges directly related to the program included:

University closures made it difficult for faculty to continue work on ODeL modules or embark on additional new programs while under lockdown conditions. The lecturers could not meet to do module development peer learning and review. Follow-up and support for faculty required flexible scheduling and remote communication.

As faculty returned to campus following government guidelines for reopening, universities implemented ERT strategies to support students. Instructional designers and faculty who had received training in ODeL through SHEAMA were assigned to support their face-to-face program colleagues in ERT. Progress on ODeL program and material development was necessarily delayed as universities reallocated effort to address campus-wide needs. Likewise,

The new ODeL Learning Management System at POLY



universities redirected financial resources earmarked for their ODeL program development to better meet the needs of conversion of all programs to be accessible at a distance.

2.4 Project Management Plan Update

2.4.1 Baseline assessment report submission

SHEAMA submitted the baseline assessment report to USAID in December 2019 for review. Feedback from USAID was incorporated into a refined report, along with addition of a research brief designed for external audiences. In quarter four, SHEAMA submitted the final baseline assessment and research brief to USAID for review. SHEAMA is positioned to share the findings of the baseline assessment with UPs and industry partners in the first quarter of FY21, following approval.

2.4.2 Establish and convene the Program Advisory Board (PAB)

During the first quarter of FY20, SHEAMA established a Program Advisory Board (PAB) and convened the first meeting. The meeting was conducted in October 2019 and called for participants from SHEAMA UPs, Employers Consultative Association of Malawi (ECAM), USAID, and the Ministry of Education, Science, and Technology (MoEST). The role and mandate of the PAB was to oversee and guide the SHEAMA learning agenda. The PAB will also provide strategic advice to SHEAMA program management in order to ensure that SHEAMA attains its goals and objectives. The PAB will meet twice yearly with the possibility of holding additional meetings wherever necessary throughout the life span of the project.

Following establishment of the PAB, a meeting was convened in November 2019 to discuss SHEAMA’s learning agenda. Participants recognized that the PAB can only advise SHEAMA on the structure, themes, and areas of focus and leave the specific technical issues for the consideration of the Technical Working Group. The discussions at the Technical Working Group meetings will be brought to the PAB for further consideration or approval if appropriate.

2.4.3 Technical review meetings with University Partners

In quarters one and two, SHEAMA conducted technical review meetings with the UPs. The aim of the meetings was to review progress and share plans, successes, and challenges of project implementation. Initial technical review meetings focused on: understanding SHEAMA, sharing experiences on the activities that have already been implemented, and setting up a SHEAMA Technical Working Group (including ODeL Liaison Officer, Registrar-Academic, Quality Assurance Director, Dean of Students, Chair of Deans, ICT Director and Data Management Coordinators). The role of the Technical Working Group was to share and discuss



achievements and challenges and map the way forward on SHEAMA activities as they were implemented, to ensure that all were updated on the project’s progress.

The subsequent technical review meeting held in quarter 2 presented recommendations for UPs and SHEAMA based on the progress, lessons, successes and challenges shared in the meetings. The recommendations include:

• UPs should develop a plan for delivery of the short course where 100% of the modules have been developed.

• UPs should advance plans for industry consultations now that 68% of the modules have been developed and the remaining 32% are in draft form.

• SHEAMA should facilitate the inclusion of The Ministry of Education, Science, and Technology (MoEST) and Malawi Institute of Education (MIE) in industry-UP meetings. The discussions should include topics on curriculum development and review as these are known challenges.

• UPs should consider integrating entrepreneurship courses into the programs that are being developed as the focus is not just on getting the students employed, but also helping them to independently make money using the skills acquired.

• SHEAMA should make provisions for advertisement of short courses via community radio programs and other platforms that can be accessed by the intended audiences.

• UPs should focus on developing courses that will benefit and are applicable to the youth living within the vicinity of the university, including short courses that may address the daily needs of the population around the universities.

• UPs should establish student data management systems for ODL, prioritizing the short courses. Important considerations include: Will the existing student management system integrate ODL student data? If not, are there plans to develop a new system? How long will it take to develop a new system? Are the funds for developing a new system available? In case there is a delay in the development of the new system, how will student data be managed (registration, support and progress)?

SHEAMA has followed up on progress of these action points in this reporting period. So far:

• Three UPs have completed development and have delivered three short courses (Business Management and Entrepreneurship - MUST, Early Childhood Development - MZUNI and Electrical Installation - POLY) and one degree program (Bachelor of Education Business Studies - POLY). Note that these are the first programs to be offered under ODL at MUST and POLY.



• SHEAMA supported UPs to advertise the new programs in newspapers, community radios, district councils and CDSSs. The result had been an increase in uptake of students from rural areas and districts earmarked by SHEAMA.

• Two UPs (CHANCO and POLY) held industry consultations to review and make inputs into their new modules. In all meetings, relevant industry partners and government stakeholders participated.

• Two UPs (MUST and POLY) have adapted their data management systems to ODL needs and have started using them. One UP (MZUNI) has adapted their existing ODL data management system to include the two registration data elements introduced by SHEAMA; vulnerability and employment status.

2.4.4 Data collection and verification processes

SHEAMA established data collection and verification systems for the UPs during the first quarter of FY20. The process involved visiting each UP to discuss ways of integrating the SHEAMA database and the UP databases. From the meetings, it was noted that all the five UPs use different systems, mostly built on MySQL servers. Though these systems collect similar data elements (student bio data) to those required by SHEAMA, some elements differ depending on the needs of each UP. UPs agreed to add these elements to their data form to ensure smooth extraction of data into the Memento database (see 2.4.5 below). So far, MZUNI has adapted their short course registration form to contain the data elements proposed by SHEAMA.

Through the systems developed, SHEAMA has collected student enrolment and scholarship data for degree, diploma and short course programs under ODeL and face-to-face instruction from all UPs. SHEAMA also conducted data verification for all data sets collected from all UPs. The SHEAMA MEL Specialist and the UP ICT and registry teams conducted the verifications. The data verification process involved ascertaining the availability of data sources, completeness of records, and accuracy of reports. Observations from the data verification processes include:

• Availability of data sources: two of SHEAMA’s reporting variables (vulnerability and employment) were not available on all UP enrollment lists. SHEAMA has initiated discussions on the possibility of including these variables in UPs’ data collection systems.

• Completeness of records: All columns that were marked for completion were complete.

• Accuracy of reports: Small variations in the number of students reported to SHEAMA against the number of students on the UP enrollment/class lists. The variations were caused by the number of repeaters who joined classes after data had already been collected. Issues such as these have been addressed.

All issues identified during the verification were discussed with the UP representatives. Responsibilities for improving data collection and verification were assigned to respective UP and SHEAMA staff. SHEAMA has been following up on the action plan for improvement.



2.4.5 Develop SHEAMA Database

To ensure quality data management and reporting, SHEAMA developed an online data management system. The data management system is built using Memento database software.

During the design and development process, a number of databases, including ComCare, Google Forms, AppLock and Memento were analyzed for feasibility. Based on the analysis of cost, effectiveness, and ability to deliver standard requirements, SHEAMA selected Memento. The system will enable SHEAMA and UPs to manage data on student enrolment, scholarships and progress.

Student registration in Memento is accomplished directly through tablets that host Memento. Memento also allows students to register themselves through Google Forms. A link is shared with students to enable them to complete registration forms virtually. Their data is then cleaned and synced into Memento.

Training materials covering the use of the database were developed and three UPs (MUST, MZUNI, and POLY) have already been orientated on the use of the database. All UPs were

A screenshot from CHANCO’s Memento home page

A screenshot from POLY’s Google Form registration portal



assigned tablets that will host the Memento database to facilitate data management and promote data use. Following the design and configuration of the database, SHEAMA developed an online dashboard to facilitate interpretation of data stored in Memento and visualization of project progress against targets using Google Studio. The online dashboard helps users to visualize project progress based on the SHEAMA indicators outlined in the AMELP. The dashboard is updated monthly and is shared to users (staff and UPs) through a link. Interpretations from the dashboard will be used in project discussions and form the basis for reporting.

2.4.6 Data management planning meetings for ODeL

In the reporting period, the SHEAMA MEL Specialist convened meetings with UP ODeL technical teams. The meetings were held to discuss data management plans for ODeL, including UP preparedness, data management capacity, and SHEAMA data expectations. All UPs indicated that they will use the same data management systems that they use for face-to-face programs. However, these will need to be adapted to ODeL needs which are different from face-to-face needs. SHEAMA will follow up on progress to ensure that this is done within the agreed-upon timelines (before ODeL programs are launched).

2.4.7 Data review meetings with staff

The SHEAMA MEL Specialist coordinated monthly data review meetings with staff. The meetings aimed at reviewing progress from previous periods and setting plans for the upcoming months. Monthly progress reports for each department were reviewed in connection to specific indicator progress to target. Challenges in implementation were noted and recommendations on corrective measures were made. Staff also reflected on SHEAMA staff policies and developed COVID-19 work schedules. A COVID-19 response plan consisting of suggested activities for implementation intended to mitigate the effects of COVID-19 on SHEAMA’s performance was also developed in one of the meetings.

As e-learning is emerging as new approach adopted by UPs to deliver their courses during the COVID-19 pandemic, special attention was drawn to the ODeL department that facilitated the delivery of Emergency Remote Teaching (ERT) for almost all technical staff and select support staff in all UPs. These trainings have involved staff at all UPs beyond the subset that facilitate delivery of programs under SHEAMA. The benefit of this shift has been that more students will directly benefit from these staff (even those that are not enrolled in programs under SHEAMA) and their increased capacity to deliver remote teaching.

A screenshot from the Google Studio online dashboard



SHEAMA will continue to report the number of students enrolled in programs under SHEAMA as defined in the AMELP. However, recognizing that the increased number of students benefiting from SHEAMA is a direct outcome of the capacity strengthening initiatives (ERT trainings), SHEAMA will deliberately adapt its institutional capacity assessment tool to capture this data..

2.4.8 ODL Student Satisfaction Survey

In quarter 4, SHEAMA conducted an ODL student satisfaction survey. The ODL student satisfaction survey is an annual routine data collection method to ascertain student satisfaction with ODL program offerings. Only students in programs supported by SHEAMA participated in the survey. The survey forms a basis for the calculation of the “Percentage of students reporting satisfaction with ODL program offerings supported by the USG” indicator.



3 INTEGRATION OF CROSSCUTTING ISSUES AND USAID FORWARD PRIORITIES

3.1 Gender Equality and Female Empowerment

During student selection for Business Management and Entrepreneurship, it was observed that only five female students qualified for the scholarships among the total of 37 students that had qualified for the course. In order to respond to the challenge, SHEAMA collaborated with MUST to re-advertise the BME short course. By requesting the DSSCs in the six districts and existing scholarship students to embark on a search for more female students from the rural areas, MUST recorded a rise in the number of applicants, especially the female students. As a result, from a total of 72 applicants, a total of 33 female students were successfully selected into the short course, and among the applicants 22 female students and 17 male students were awarded scholarships.

SHEAMA conducted meetings in September in Balaka, Mulanje and Chikwawa to discuss with the DSSC ways of getting more female students into the various programs being offered in the five universities. The meetings resulted in strategies that SHEAMA will utilize in FY21, such as working with local organizations that already target girls’ education, including the Campaign on Female Education (CAMFED).

SHEAMA is taking steps to expand integration of gender issues into ODL programs and providing both student and workplace support to young women and other vulnerable populations. This includes: continued progress in the Gender and Social Inclusion (GESI) assessment, despite the hurdles presented by COVID-19; plans to work with REEABS and DEEABS, NGOs and CDSS coordinators to increase awareness of marketable skills for the workforce; more GESI consideration in development of ODL course content for technical skills and soft skills; and internships, work environment guidance, and support to industry partners responsive to the needs of young women and rural youth.

3.2 Sustainability

ODeL collaboration has enabled universities to share teaching and learning resources, as well as best practices through Community of Practice meetings. Students and staff from partner universities have been accessing ODeL satellite centers for meetings and student support activities. ODeL orientation for Business Management and Entrepreneurship students from MUST in the northern region was conducted at MZUNI’s Karonga ODeL Center. LUANAR students have been accessing education facilities at MZUNI’s centers in Lilongwe and Karonga, while MZUNI students access LUANAR’s Blantyre Center. Prospective students access application forms for ODeL programs offered by any of the five UPs from any closest ODeL center.



The program has also facilitated the development of a National ODeL Technical Group that is championing a unified approach to ODeL development and advocacy. This includes both public and private university partners, government institutions, and development partner representatives. The collaboration is strengthened by mutual agreements and continued engagement on arising student access and support needs. Universities reached agreement on a center business model developed collaboratively by finance staff, ODeL Coordinators and Deans from the partner universities, which allows each partner hosting a center to generate income from other partners whose students are accessing the ODeL center. This university and student demand-driven relationship will make the operations of ODeL centers and delivery of ODeL programs sustainable.

3.3 Local Capacity Development

The program surpassed its training target of 110 as it trained a total of 258 (203 male and 55 female) in ICT, ODeL pedagogy and materials development, with 21% female representation. The increase was due to the demand for capacity enhancement in ERT for universities to respond to COVID-19. LUANAR, MUST, MZUNI and POLY were able to embark on ERT as they re-opened their campuses.

Through the TWG, Community of Practice meetings, ASU webinar on ERT, and SHEAMA review and feedback on ODeL learning materials, faculty from UPs continue to acquire skills in instructional design and student support, and share best practices in ODeL management.

3.4 Private Sector Engagement

To ensure the economic relevance of the courses supported by SHEAMA, the program is spearheading ongoing efforts to engage local industry partners in course development and internship opportunities. This included founding of District Educational and Employment Advisory Bodies (DEEABs) and Regional Educational and Employment Advisory Bodies (REEABs). SHEAMA worked with the DEEABs and REEABs to gain feedback on curricula specific to each region and district of Malawi, as well as to assist industry partners in establishing robust internship programs.



4 STAKEHOLDER PARTICIPATION AND INVOLVEMENT

SHEAMA facilitated the formation of the National Technical Working Group (NTWG), which includes representatives from the Malawi Research and Education Network (MAREN), Open and Distance Education Association of Malawi (ODEAMA), the Malawi College of Distance Education (MCDE), public and private universities, and other industry and government partners. Through the NTWG, SHEAMA has continued dialogue with Internet Service Providers (ISPs), such as Airtel and TNM, through the Malawi Communications Regulatory Authority (MACRA) and the Malawi Research and Education Network (MAREN). This has seen a significant reduction in internet tariffs to enable more access to e-learning by students in response to COVID-19. The Technical Working Group developed a proposal for lobbying for support towards ODeL and ERT at the national level. MAREN has also engaged Airtel and TNM further, which will lead to a more sustainable e-learning hosting and access model for university partners, industry and students.

SHEAMA also enabled the active involvement of industry in the development and review of ODeL short courses. For example, the development of the Certificate in Electrical Installation (CEI) involved engineers and human resource staff from Illovo Sugar Factory, Malawi Energy Regulatory Authority (MERA), and the Electricity Supply Corporation of Malawi (ESCOM), among others. Similarly, Chancellor College also included engineers from the National Commission for Science and Technology (NCST), electrical engineering entrepreneurs, and others in the review of its ODeL Certificate in SolarSystems (photovoltaics) and Maintenance.

Industry partners such as MERA were involved in the development of an ODeL Orientation Manual for students at POLY. The manual introduces new students to ODeL principles and success factors, entrepreneurship, ethics and etiquette, and other soft skills. This ODeL Orientation Manual was then shared with other partner universities.

SHEAMA has also contributed to the COIVID-19 response at the national level. The program supported the consultative meeting between student union leaders from across the country and the Higher Education Subcommittee of the National Education Taskforce on reopening of schools. This meeting allowed students to provide input on school reopening processes and guidelines. It also served as a platform for increasing awareness among students on ODeL and its potential to help higher education institutions get back on track with their academic calendars without compromising quality. The reopening guidelines include the requirement to have some courses delivered through ODeL as universities build their capacities in online learning offerings, which should become a standard component of universities’ delivery systems beyond the pandemic.

SHEAMA, in collaboration with the Districts Scholarship Selection Committees (DSSC) in Balaka, Chikwawa and Mulanje, conducted the selection of the scholarship recipients for the Business Management and Entrepreneurship short course at the Malawi University of Science and Technology, and the Certificate in Electrical Installation and Education Business Studies at the Polytechnic.



SHEAMA worked with four community radio stations which provided support in the advertisement of courses for Mzuzu University, Malawi University of Science and Technology, Polytechnic and Chancellor College. During the year, these community radio stations provided free airing of the jingles in support of reaching out to the communities in the six districts with the goal of increased access to information on available scholarships and new courses.



5 MANAGEMENT AND ADMINISTRATIVE ISSUES Startup activities that had been impacted by Malawi’s contested presidential election were completed in FY20. SHEAMA attained in-country registration of ECASU Trust, a sub-organization of ASU, in Q1. Following registration, SHEAMA was able to procure vehicles, file taxes, offer benefits, and complete direct hiring of staff. Although COVID-19 restrictions delayed the production and transport of project vehicles during FY20, they are scheduled for delivery to the SHEAMA office in Lilongwe in October 2020.

The SHEAMA staff handbook was finalized and procurement of office supplies was completed. In-country bank accounts were opened, and SHEAMA bolstered its financial systems through setting up new accounting software and hiring an outside organization, Ernst & Young, to handle payroll and tax calculations.

Late in FY20, ASU sought and received permission from USAID to end its subcontract with Winrock International, effective Q1 FY21. ASU immediately hired key personnel employed by Winrock directly under ASU’s entity, and assumed responsibility for recruitment of other key positions and project activities. At the conclusion of FY20, with concurrence of USAID, ASU ended its subcontract with Winrock International.



6. LESSONS LEARNED Awareness of the value of an accessible, quality open and distance learning model and the importance of a comprehensive system of support for students and instructors, is exponentially heightened at times of crisis. As detailed throughout this report, capacity of the UPs to respond to constraints of the pandemic was strengthened by skills gained through initial engagement with SHEAMA. From faculty trained on pedagogically sound instructional design for quality ODeL accessible for learners at a distance to strategic student mentoring and support approaches, UPs were positioned to rapidly transition resources and expertise to meet the needs of all of their programs. The events of the past year have as well called attention to aspects of program implementation and priority to be enhanced.

Effective engagement of local employers and potential high-growth industries with higher education requires an integrated, sustained systemic approach. SHEAMA has engaged ASU’s Thunderbird School of Global Management toward refinement and implementation of a strategy for engagement of high-growth industries. SHEAMA will extend and accelerate support and engagement of Regional Educational and Employment Advisory Bodies (REEABs) and District Educational and Employment Advisory Bodies (DEEABs) to provide input into development and review of ODeL courses and programs. Collaborative review of effectiveness and quality of program delivery will be conducted among University and industry stakeholders. Activities will center on gaining input and market validation to course and curriculum design; review of student assignments and provide feedback on trends and issues in skills, job readiness, and professional development; review baseline information and gain employer perspective on curriculum focus.

Leveraging district structures in addition to the DSSC are essential in the identification of female students from the rural areas who can be reached and encouraged to apply for the short courses. SHEAMA will embark on casting the nets wider, not solely depending on the selection committees but also the associations that the Youth departments at the district levels have set in the communities.

Through mentoring sessions conducted by the scholarship recipients, students in rural areas who otherwise were deprived of information about institutions of higher learning and the opportunities available for short courses, scholarships and ODL gained awareness of these opportunities. SHEAMA will increase collaboration with UPs toward strengthening their capacity to enable current successful students to conduct mentoring sessions in hard to reach areas.



7. PLANNED ACTIVITIES FOR NEXT QUARTER INCLUDING UPCOMING EVENTS SHEAMA plans the following activities for Quarter 1 FY2021:

7.1 IR 1: Access for most vulnerable improved – Scholarships and Grants

• Conduct awareness talks about SHEAMA, ODL and Scholarships on TV and radios in the six districts by end of November

• Distribution of scholarship applications for the solar installation, diploma in statistics and diploma in electronics for CHANCO

• Conduct selection for the Diploma in Statistics and Certificate in Photovoltaic Installation and Maintenance at Chancellor College by end on November

• Orientation of the scholarship recipients at Chancellor College in the new short courses by end of November

• Mobilization campaign for SHEAMA scholarships and ODL opportunities by mid-December

• Meet with CDSS head teachers to set up Girls Clubs by mid-November

• Scholarship selection for students under the food and hygiene and Community Health Promoters by mid-November

• Conduct the verification process for the selected students in diploma statistics, photovoltaic, food and hygiene, community health promoters by end of December

• Follow up with students as they conduct mentoring sessions

7.2 IR 2: Access to quality distance learning and short-term training increased – Open and Distance Learning

• Conduct ODeL Technical Working Group meeting to review progress and discuss ODeL sustainability strategies

• Monitor student support facilities and services and strengthening collaboration at ODeL Centers

• Support ODeL student orientation for new ODeL cohorts



• Facilitate formation of instructional teams of 10 at each UP, which will support universities in designing and reviewing of ODeL programs and coaching of students for success

• Conduct student success coaching and mentorship traning for instructional teams

• Coordinate development and review of ODeL modules and programs

• Monitor student course performance and use of the learning management systems to support students at UPs

• Facilitate linkages between UP and ASU faculty for mentorship and development of a local Instructional Design Degree program

• Pilot SolarSpell ADAPT at one Satellite Center

7.3 IR 3: Bridging to employment improved – Workforce Development

● Rapid and direct recruitment of a Workforce Development Specialist, November, 2020

● Incorporation of support and expertise from ASU’s Thunderbird School of Global Management

o Support for program planning and strategy provided by the ASU/Thunderbird home office in Arizona and through Thunderbird’s Regional Center of Excellence in Nairobi

o The new Workforce Development Specialist will work closely alongside ASU management and Thunderbird experts.

● Preparation for internship program to launch Q2

o Specific targeting of industries most likely to benefit from internships

o Exploration of virtual/distance internships where possible

o Front-load intern training to accommodate a burst of interns into the field as the economy opens back up

o Utilize current UP contacts to map out previous internship program industry partners

o Explore and deepen collaborations with mHub, Employers’ Consultative Association of Malawi (ECAM), MyJobo, Global Apprenticeship Network (GAN), Malawi Chambers of Commerce and Industry (MCCI), and others

● Labor Market Mapping to collect accurate information on the needs and expectations of local industry



7.4 Monitoring Evaluation and Learning

• Baseline MEL activities: o Finalize baseline assessment report, summary/analysis document, and printing o Baseline assessment dissemination, including discussion of possible related learning

event o Database orientation

• Routine data collection activities: o Conduct data collection, verification, and cleaning o Conduct MEL data management meetings and supervision

• Hold monthly data review meeting (SHEAMA staff) • Conduct technical review meetings with UPs • Conduct Program Advisory Board (PAB) • Support UPs on data management issues



8. FINANCIAL MANAGEMENT The certified Quarter 4 Federal Financial Report is included in Annex B.



9. SUCCESS STORIES Scholarship Gives Visually Impaired Woman Reason to Smile Again!

Anna Tawakali, 30, had big dreams for her life – to study development in college and spearhead social transformation anywhere in rural Malawi. Unfortunately, two things stood in her way – she is blind and lost her parents while in junior secondary school.

Being blind meant limited access to quality and relevant study material which negatively pitied her against other students. Losing her remaining parent in form two meant she had lost her source of funds to go further with her education.

“I am not worried about being blind; I can study using brail but the death of my parents dealt a huge blow on my academic journey,” she bemoans.

In a country with access to public universities at a dismal 0.4 percent largely due to limited bed space, students from poor communities and those with physical disabilities are probably the worst hit.

They cannot compete on level ground with students from national, private and boarding schools who have access to quality learning materials and enough qualified teachers. They, therefore, often miss out on selection for university.

Such was Anna’s plight that after the death of her parents, she left Lilongwe where she was staying with good Samaritans and went back to her home village, Jambo, Traditional Authority Mbenje in Nsanje district, having resigned to a hopeless life aged 25.

“I tried severally to apply for various diploma and degree courses but was never successful; I suspect I was deliberately being dropped because of my sight problems,” she complains.

Anna had completely given up ever studying with a public university until this year when the USAID-funded Strengthening Higher Education Access in Malawi Activity (SHEAMA) collaborated with Mzuzu University (MZUNI) to offer a certificate in Early Childhood Development (ECD) through ODL.

SHEAMA which seeks to increase number of skilled and employable workforce supports public universities to design and offer industry-driven short courses. It also promotes the delivery of

Anna Tawakali, SHEAMA scholar at MZUNI



college lessons through Open, Distance and E-Learning (ODeL) as one way of dealing with lack of space at public tertiary institutions.

In all this, the project targets adolescent girls and young women, persons with disabilities, rural vulnerable groups and youths – persons who would otherwise have no access to higher education. The Activity also provides scholarships to the vulnerable.

Encouraged by SHEAMA’s policy on people with disabilities, Anna tried her luck. For the first time in her life, she received positive feedback that threw her compound and the entire neighborhood into a frenzy.

“I did not sleep that night. I was excited to know that I would study with MZUNI and get a qualification through this public university,” says Anna.

Not only did Anna get selected to study ECD with MZUNI, she also qualified for a full SHEAMA scholarship – fees and stipend.

If it was not for the scholarship, she says, she would not have enrolled and completed her course.

The course was designed in such a way that students would access course content online and through ODL satellite centres close to them.

Unfortunately for Anna, brail content was not readily available at her centre until two weeks later when the content was embossed into brail. Meanwhile, she would listen to recorded lectures. She would also ask her friends to be reading aloud the print notes to her.

“The hardest part was to apply and be selected for both enrolment and the scholarship. The rest, I knew I could do because I had the will,” she says.

Having successfully completed her course, Anna’s desire is to open a kindergarten in her community and help prepare the young ones for school. That way, she will be self-reliant. She also wants to use her certificate as a springboard to study for a diploma and degree in Community Development.

Director for Grants and Scholarships at SHEAMA, Dr Sellina Kanyerere-Mkweteza says Anne’s successful completion of the course in spite of her condition has proved that the ODL programs can work for any other student.

“As a project we are happy to see vulnerable members of the community especially those with physical disabilities access higher learning through short courses,” says Dr Mkweteza.

Dr Mkweteza observes that Anne is not the only person with a physical challenge to have enrolled for the ODe-L programs through SHEAMA scholarship.

“There are two more, one with visual impairment and another with hearing problems. Their success has energized us to encourage such students so they can become self-reliant,” she says.



Dr Mkweteza says she was happy that the five public universities – Mzuni, Chancellor College, Lilongwe University of Agriculture and Natural Resources, Malawi Polytechnic and Malawi University of Science and Technology (MUST) have worked with foresightedness in transcribing the modules into brail so that students with sight problems are helped.

It is hoped that, through the SHEAMA project, 14,940 students will be enabled to attend tertiary education 5,976 of whom will be vulnerable youth and persons with disabilities like Anna in Nsanje.

SHEAMA Scholarship, Susan Gets Her First Job

At 24, Susan Banda already had three certificates under her belt – one in sustainable agriculture, another in community nutrition and the other in youth sports. All this was in a desperate effort to properly position herself on the labor market but none of them could guarantee her even a part time job.

SIGH OF RELIEF - Susan can now afford a smile



“I applied for many jobs, but I could not get one; not even an invitation for an interview,” says Susan who stays with her uncle on the outskirts of Dzaleka refugee camp in Dowa.

Susan always wondered how the three certificates could never secure her a job and, the more her applications went unanswered, the more her spirit sunk with every passing day.

“I thought maybe I needed a university degree but how was I to get myself in college and even then, who would pay my college fees; my uncle retired way back,” she explains.

It was until she was offered a scholarship to study mushroom production at the Lilongwe University of Agriculture and Natural Resources (LUANAR) in February this year that her doors of opportunity finally swung open.

The scholarship, which was offered by the Strengthening Higher Education Access in Malawi Activity (SHEAMA) with funding from United States Agency for International Development (USAID), enabled her to study and have a hands-on experience in mushroom production.

She, along other 28 participants who were also on full SHEAMA scholarship, learned aspects of business management and marketing.

The tailor-made course was a result of a market assessment that was carried out by LUANAR which was in line with SHEAMA’s objective “to increase Malawi’s skilled and employable workforce” in partnership with public universities which include LUANAR, Mzuzu University, Chancellor College, Polytechnic and Malawi University of Science and Technology (MUST).

“I took the course seriously although I was not sure if it would change my fortunes as a job seeker,” she says.

Susan proved herself wrong just a month after her graduation. She secured a job as an entrepreneurial coach at Malawi’s largest refugee camp – Dzaleka, a home to over 46 000 people escaping unrest from neighboring countries.

The refugee camp, which operates a livelihoods program as part of empowering both refugees and indigenous members of the local community to be self-reliant, was searching for a coach to supervise and mentor individuals involved in various entrepreneurship activities.

For the first time, Susan was invited for interviews all thanks to her qualification in mushroom production that had made the whole world of a difference.

Dzaleka refugee camp had tried mushroom production the previous year but only achieved marginal retains due to the absence of a mentor.

“That is how I got the job,” she smiles adding, “When I elaborated the process of mushroom production and when the panel discovered that I had attained the qualification through LUANAR, they were convinced I was the right person for the job,” she says.

Susan is now one of the 20 coaches at the refugee camp and she will be supervising participants doing animal feed production, bakery and mushroom production. And the 24-year old is not



wasting her time. She has done an assessment of the mushroom production house and has made recommendations.

“I am happy to have secured a job and more importantly, to be in a position where I can share knowledge,” she says.

Arnold Nthala, project coordinator at the camp, explains how lucky they were to land Susan:

“Our mushroom did not do well last year because we lacked expertise to coach the participants. Because of the poor performance, people lost interest. As we were contemplating what next steps to take, that Susan showed up and we could not miss the opportunity.”

Director of Scholarships at SHEAMA, Dr. Sellina Kanyerere-Mkweteza says Susan’s breakthrough is one of the many stories being shared by participants to SHEAMA sponsored courses.

“The most important thing for us is that many people should have access to higher education and attain skills that will make them employable,” she says.

Over 80,000 young Malawians leaving secondary school every year cannot access higher education due to limited space or lack funding to pay for fees.

The USAID-funded SHEAMA project, implemented by Arizona State University, seeks to increase that access through short courses and long programs delivered through ODeL in partnership with public universities and in consultation with the industry.

Susan is happy to be one of the successful beneficiaries!

Collaboration That Works: Public Universities Learn to Share

With schools indefinitely closed due to COVID-19, the soft underbelly of Malawi’s education system has been exposed and calls to invest more in Open Distance and e-Learning (ODeL) could never be any louder.

With limited resources to fast-track the provision of ODeL among the country’s higher learning institutions, collaboration is the obvious way to go.

Unfortunately, higher learning institutions are not too popular with sharing resources as they regard each other competitors – but not anymore.

Thanks to the USAID-funded SHEAMA project, four public universities in Malawi can now work together, sharing knowledge and material resources in a bid to upscale delivery of lessons through ODeL as a response to COVID-19.



What started last year with the signing of a MOU among the institutions – Lilongwe University of Agriculture and Natural Resources (LUANAR), Mzuzu University, Chancellor College, Polytechnic and Malawi University of Science and Technology (MUST), has blossomed into the actual sharing of resources to achieve the common goal of increasing access to higher education.

Among other things, the five colleges have opened up their satellite centers to the rest of the group. This means any of the colleges has access to a satellite center owned by any of the member colleges for delivery of lessons through ODeL in a cost-effective manner. What a winner for Malawi’s underserved students!

SHEAMA facilitated the development of an ODL center business model which ensures that the facilities are utilized amongst the colleges in a sustainable manner.

Explains the ODL Director at SHEAMA, Dr Joshua Valeta: “The SHEAMA project is built on a defined fundamental principle of collaboration and it is exciting to see prospective students accessing application forms and related program information at a center belonging to one college for a course advertised by another college.”

The collaboration is even more evident in the sharing of human resource. A good example is LUANAR which has allowed their asset in ODL, Dr Ndalapa Mhango to be key facilitator for ODL trainings aimed at equipping lecturers with skills in e-lesson delivery.

Dr Mhango, an accomplished trainer and lecturer with experience in ODL at both local and international stages, has been instrumental in equipping lecturers at all the five institutions with skills.

He has so far been involved in sharing his expertise at MUST, Mzuzu University, Chancellor College, Polytechnic and LUANAR itself.

Dr Mhango (left) sharing knowledge across all five public universities and (right), participants from Chancellor College



Thanks to the collaboration, lecturers from other institutions have been able to tap from LUANAR’s asset and can now design quality ODeL content and create supporting multimedia for online course delivery, complementing prime knowledge and skills shared by Arizona State University, America’s number 1 university on innovation.

As if that was not enough, SHEAMA and Malawi Polytechnic developed a self-instructional ODeL course orientation manual which is accessible to all university partners. The icing is that industry was involved in the development of this tool with a representative from the Malawi Communications Regulatory Authority (MACRA) making a presentation on ethics.

“The manual will make it easier for all students to understand what it means to be an ODeL student pursuing a program designed to equip them with entrepreneurial as well as soft skills for excellence irrespective of the college they are studying with,” says Dr. Valeta.

The SHEAMA project, funded by USAID but implemented by Arizona State University, seeks to enable 14,940 students access to higher education through the provision of scholarships to vulnerable students and upscaling the use of ODeL. The strength of this collaboration is likely to aid the institutions sail through COVID-19 and celebrate the unique success together with all Malawians in due season.


ANNEX A: PROGRESS SUMMARY Indicator No.

Indicator Annual Performance Achieved to the End of Reporting Period

Baseline

Values

Disaggregation

FY19 FY20 LOA Comment

Y1 Target

Y1 # Achieve

d

Y1% Achieve

d

Y2 Target Q1 Q2 Q3 Q4 Y2 Total Y2 % Achieve

d

LOA Target

Achievement to date

% Achieveme

nt AI Percentage change

(from baseline) of the completion rate of higher education programs supported by the USG

40% Total 5% 0 0% 2% 0 60% 0% 0% 0% 0% 5% 0% 0% Completion has been at 100% from Q2 (Mushroom production shortcourse-LUANAR) to Q4 (ECD-MZUNI). There is no change from Q2 to Q4 but a significant improvement of 60% from the baseline to Year 2 (Q2).

ODL 0 0 60% 0% 0% 0% 0%

Face to face 0 0 0 0 0 0 0

Degree 0 0 0 0 0 0 0

Diploma 0 0 0 0 0 0 0

Certificate 0 0 0 0 0 0 0

Short course 0 0 60% 0% 0% 0% 0%

1a Number of individuals from disadvantaged groups accessing higher education programs supported by the USG (ES.3.2.2-41)

No baseline value

Total 256 241 94% 2060 66 12 0 170 248 12% 5976 489 8% Not on track. Prioritized for FY21.

Male 59 32 3 0 65 100 159

Female 182 34 9 0 105 148 330

1b Percentage change (from baseline) of the drop-out ratio of higher education programs supported by the USG

9% Total -2% 0 0% -2%

0 0 0 0 0 0% -8% 0 0% On track

Degree 0 0 0 0 0 0 0

Diploma 0 0 0 0 0 0 0


Short course 0 0 0 0 0 0 0


1.1.1 Number of individuals attending tertiary education institutions with USG scholarships or financial assistance (ES.2-2)

No baseline value

Total 126 0 0% 327 26 26 0 160 212 65% 1188 212 18% Not on track. Course delivery has been affected by COVID-19. Male 0 4 12 0 75 91 91

Female 0 22 14 0 85 121 121

Vulnerable 0 17 12 0 91 120 120

Not vulnerable

0 9 14 0 69 92 92

1.1.2 Financial value of USG scholarships or financial assistance given to individuals attending higher education institutions

No baseline value

Total $82,338.00

0 0% $278,980.00

$18,790.00

$4,453.26

$3,607.86

$72,535.21

$99,386.33

36% $1,013,480

$99,386.33 10% Not on track. Course delivery has been affected by COVID-19. ODL 0 $7,244.1

6 $2,478.0

2 $3,607.8

6 $61,423.

17 $74,753.

21 $74,753.21

Face to face 0 $15,153.89

$1,975.24

$0.00 $11,112.04

$28,241.17

$28,241.17

Degree 0 $18,790.00

$2,697.39

$0.00 $14,697.12

$36,184.51

$36,184.51

Diploma 0 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00

Certificate 0 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00

Short course 0 $0.00 $1,755.88

$3,607.86

$57,838.09

$63,201.83

$63,201.83

1.1.3 Number of higher education scholarships that are for only degree programs offered with USG financial support (Disaggregation of SHEAMA Ind. 1.1.1., i.e., ES.2-2)

No baseline value

Total 36 0 0% 36 26 0 0 4 30 83% 36 30 83% On track. Note that one scholarship reported in Q1 was terminated (due to illness). The student has been replaced with another student in Q4.

ODL 0 7 0 0 3 10 10

Face to face 0 19 0 0 1 20 20

M 0 4 0 0 2 6 6

F 0 22 0 0 2 24 24

1.1.4 Number of individuals enrolled

Total 640 1047 164% 5150 121 29 0 456 606 12% 14940 1653 11%


in higher education programs supported by the USG

No baseline value

M 703 82 14 0 207 303 1006 Not on track. Course delivery has been affected by COVID-19.

F 344 39 15 0 249 303 647

1.2.1 Number of individuals receiving USG financial support for higher education short courses (Disaggregation of SHEAMA Ind. 1.1.1., i.e., ES.2-2)

No baseline value

Total 90 0 0% 347 0 26 0 156 182 52% 1087 182 17% Not on track. Course delivery has been affected by COVID-19.

2a Percentage of students reporting satisfaction with ODL program offerings supported by the USG

67% Total 85% 0 0% 70% 65% 65% 65% 65% 65% 93% 85% 65% 76% On track

2.1.1 Number of higher education institutions incorporating employer input and/or market intelligence into offerings and/or course content for higher education programs supported by USG

No baseline value

Total 5 0 0% 5 0 0 1 2 3 60% 5 3 60% On track

2.1.2 Number of ODL short courses designed/created and/or improved to be linked to existing opportunities and needs in Malawi (ES.3.2.2-36)

No baseline value

Total 5 0 0% 20 3 2 0 2 7 35% 40 7 18% On track

2.2.1 Number of students enrolled in market driven ODL short

No baseline value

Total 429 0 0% 3450 0 29 0 267 296 9% 10,010

296 3% Not on track. Course delivery has been affected by COVID-19. M 0 0 14 0 130 144 144


courses supported by the USG

F 0 0 15 0 137 152 152

2.2.2 Number of students enrolled in STEM subjects in higher education programs supported by the USG

No baseline value

Total 160 1047 654% 1285 121 29 0 302 452 35% 3735 1499 40% Not on track. Course delivery has been affected by COVID-19.

M 703 82 14 0 192 288 991

F 344 39 15 0 110 164 508

2.3.1 Number of ODL Centers with enhanced alumni tracking mechanisms as a result of USG-funded activities

No baseline value

Total 16 0 0% 10 0 0 0 0 0 0% 20 0 0% Not on track. Prioritized for FY21

2.3.2 Number of ODL centers that utilize their enhanced alumni tracking mechanisms to track employment, income, and retention rates of alumni as a result of USG-funded activities

No baseline value


3a Percent / Proportion of employers’ perception of job readiness of students from higher education institutions supported by the USG

100% Total 0% 0 N/A 70% 0 0 0 0 0 0 85% 0 0% On track


3b Percent / Proportion of students’ perception of their own job readiness from higher education institutions supported by the USG

97% Total 0% 0 N/A 70% 0 0 0 0 0 0% 85% 0 0% On track

3.1.1 Proportion of alumni receiving, within 6 months of completion, new employment, self-employment, or better employment as a result of participation in higher education programs supported by the USG (ES.3.2.2-37)

No baseline value

Total 0% 0 N/A 60% 0 0 7% 0% 7% 12% 80% 7% 9% Not on track. Impacted by COVID-19 employment opportunities. Prioritized for FY21.

ODL 0 0 0 7% 0% 7% 7%

Face to face 0 0 0 0% 0% 0

3.1.2 Percent / Proportion of youth with improved soft skills following participation in higher education programs supported by the USG

No baseline value

Total 0% 0 N/A 100% 0 0 0 0 0 0% 100% 0 0% Not on track. Prioritized for FY21.

Degree 0 0 0 0 0 0 0

Diploma 0 0 0 0 0 0 0


Short course 0 0 0 0 0 0 0


3.2.1 Number of conventions to improve collaboration among secondary schools, higher education institutions, and industry stakeholders, facilitated by USG-funded activities

No baseline value


3.2.2 Number of productive partnerships between higher education institutions and private or public sector, facilitated by USG-funded activities

No baseline value


3.2.3 Number of coordinated inter-university communities of practice events, facilitated by USG-funded activities

No baseline value

Total 2 0 0% 2 1 0 1 0 2 100% 8 2 25% On track

CC-Ia Percentage change (from baseline) in institutional capacity of higher education institutions supported by the USG

No baseline value

Total 2% 0 0% 15% 0 0 0 0 0 0% 20% 0 0% On track


CC-Ib Number of host country tertiary education institutions receiving capacity development support with USG assistance (ES.2-1)

77% Total 5 0 100% 5 5 5 5 5 5 100% 5 5 100% On track

CC-Ic Number of individual leadership/management staff receiving training in institutional strengthening topics to support the capacity strengthening of higher education institutions supported by the USG

No baseline value

Total 20 10 50% 0 0 0 0 0 0 0% 20 10 50% On track

M 9 0 0 0 0 0 9

F 1 0 0 0 0 0 1

CC-Id Number of individual technical staff receiving training in institutional strengthening topics to support the capacity strengthening of higher education institutions supported by the USG

No baseline value

Total 85 0 0% 110 84 0 72 102 258 235% 415 258 62% On track.More UP staff were on Emergency Response Teaching as a response to COVID-19

M 0 64 0 66 73 203 203

F 0 20 0 6 29 55 55


CC-IIa Number of optimizations introduced into existing technologies (with USG financial assistance) for accessing education, finding jobs, recruiting new employees

No baseline value

Total 3 0 0% 2 0 0 0 0 0 0% 5 0 0% Not on track. Impacted by COVID-19 restrictions. Prioritized for FY21.

CC-IIb Number of technologies introduced into the context of higher education institutions and ODL centers with USG financial assistance

No baseline value

Total 3 0 0% 2 0 0 1 0 1 50% 5 1 20% On track

New 0 0 0 0 0 0 0

Existing 0 0 0 1 0 1 1


ANNEX B: FEDERAL FINANCIAL REPORT


ANNEX C: MEDIA COVERAGE https://www.nyasatimes.com/usaid-k7-4bn-investment-in-malawi-e-learning-to-make-higher-education-more-accessible/

https://www.mwnation.com/lulangas-stitch-in-time/

https://times.mw/unleashing-youth-power-through-skills-development/

http://www.poly.ac.mw/news/poly-launches-first-odl-degree-program-28-09-2020

https://www.nyasatimes.com/usaid-k7-4bn-investment-in-malawi-e-learning-to-make-higher-education-more-accessible/

https://www.nyasatimes.com/usaid-k7-4bn-investment-in-malawi-e-learning-to-make-higher-education-more-accessible/

https://urldefense.com/v3/__https:/www.mwnation.com/lulangas-stitch-in-time/__;!!IKRxdwAv5BmarQ!K_OftKpIOMQ7PoPC8FVQ6oiS0Gc1O45xTJsO6XW39nTQD2laXpFDrQJfApQ-mXYSiyJWp8U$

https://times.mw/unleashing-youth-power-through-skills-development/

http://www.poly.ac.mw/news/poly-launches-first-odl-degree-program-28-09-2020


ANNEX D: ODEL PROGRAM DEVELOPMENT STATUS

# University Partner

Name of Course Program Level Current Status

1 Polytechnic Bachelor of Education Business Studies

Degree Delivered

2 Polytechnic Certificate in Electrical Installation

Short course Delivered

3 Polytechnic Diploma in Construction Technology

Diploma Program Developed. Modules underway

4 Polytechnic University Certificate of Education

One year certificate Program Developed. Modules underway

5 MZUNI Certificate in Early Childhood Development and Education


6 MZUNI Certificate in Community Health Care and Health Promoters

Short course Advertised. 127 Candidates shortlisted

7 MZUNI Certificate in Food Safety and Hygiene

Short course Processing applications

8 MZUNI Diploma in Hospitality Management

Diploma Modules underway. Awaiting Senate Approval

9 MZUNI BSc in Nursing and Midwifery

Degree Modules underway. To be submitted to Nurses and Midwives Council for approval of delivery mode

10 MUST BSc Computer Systems and Security

Degree Program Developed. Modules underway

11 MUST Certificate in Soap Making

Short course Concept Discussed. Program and Modules to be developed

12 MUST Certificate in Biogas Production


13 MUST Certificate in Business Management and Entrepreneurship

Semester Course Delivered


14 MUST Diploma in Music Diploma Program Developed. Modules completed. To be advertised.

15 LUANAR Mushroom Production


16 LUANAR BA Development Economics

Degree Program Developed. Awaiting Senate approval.

17 LUANAR BA Business Studies Degree Program Developed. Awaiting Senate approval.

18 LUANAR Certificate in Agribusiness and Innovation


19 LUANAR Certificate in (Autocard) Design Drafting


20 LUANAR Certificate in Solar Farming Technology

Semester course Concept Discussed. Program and Modules to be developed

21 Chancellor College

Diploma in Statistics Diploma Applicants shortlisted.


BSc in Electronics Degree Awaiting Senate approval Modules underway


Certificate in Solar Systems Installation and Maintenance

One year certificate Program Developed. Modules underway. Awaiting Certification


ANNEX E: STUDENT SUPPORT INVENTORY PRELIMINARY FINDINGS STUDENT SUPPORT SERVICE

AVAILABILITY DESCRIPTION OF RANGE OF SERVICES PROVIDED AND APPROACHES

Instructional Courses: courses for audit purposes only, non-certificate courses

Presently available at MZUZU, Polytechnic and Chancellor; Polytechnic currently provides to face-to-face students with plans to expand to ODL students

Students may audit courses to enhance learning from required courses when space is available.

Professional Tutoring: assistance with course work by subject lecturers and staff

Available at all UPs for face-to-face. Online tutoring provided at LUANAR. Polytechnic and MUST currently provide to face-to-face students only with plans to expand to ODL students

MZUZU: Tutors are engaged to assist students who take science courses. These tutors are identified for the students’ study areas. They meet students and help them with their academic work. A student representative and the tutor cosign an attendance form. They liaise with a Student Support Services Manager for payment of the tutor fees. Students consult their lecturers throughout the semester, and they receive support in areas where they have challenges.

Polytechnic: Each module has tutorial sessions for one-to-one contact between the student and the faculty.

Peer Tutoring: assistance with coursework by fellow students, both undergraduate and graduate

Available at all UPs; Polytechnic currently provides to face-to-face students with plans to expand to ODL students

Students meet in study circles and they assist each other. This is done informally.

LUANAR: Online tutoring available.


Success Coaching: academic, social, and administrative support rendered by trained academic coaches to students to increase their potential to perform well and reduce dropout rate

Available at all UPs; Polytechnic and MUST are providing these services to face-to-face and ODL students. Seeking additional information on format and approach.

The Office of the Dean of Student Affairs supports students in these areas. At Chancellor College, provided instead by course coordinators.

MZUZU: Students attend a 4-week face-to-face module facilitation, referred to locally as success coaching. All registered students go through a formal orientation on how to go about their studies; the programs and services offered; where to get support; how to explore the library services; and other available support. Revision sessions are conducted as requested by students.

Counseling: advice or counseling. Different from content area instruction. Provided by graduate students, faculty and staff

Available at all UPs; Polytechnic currently provides to face-to-face students with plans to expand to ODL students

Conducted through Heads of Departments, course coordinators and the Dean of Students. Focuses on challenges in courses and general student life. Seeking additional detail on training and qualifications for social counsellors and mental health services. Students obtain referrals for mental health counselling from UP health services.

MZUZU: Dean of Students, Student Support Services Managers are the focal persons who assist students in different areas. Students are referred to appropriate offices for assistance.

Jobs, Careers, and Financial Services: Provision of information on jobs, careers, and financial services on campus or through virtual IT and other platforms

Each UPs with exception of LUANAR provides orientation, job boards, notices, and events. UPs do not have a formal office. Relevance of services is not clear.

MZUZU: As events/activities are arranged, students are informed of the available scholarships, internships, jobs, etc. and are guided accordingly. The information is sent through the class WhatsApp groups and through student representatives.

Polytechnic: Conducted by representatives from various faculties throughout Malawi once a year.


Chancellor College: Conducted at orientation with occasional presentations by industry representatives.

Peer Counseling: advice or counseling provided by fellow students

Available at all UPs but not always through formalized services and not readily available to ODL students

Students meet to support each other, especially during residential gatherings and study circles. The student leaders organize the meetings and inform the relevant UP offices that help their students through referral to peer counselors, providing space for sessions and supporting peer counselors with materials and other support upon request.

Laboratory: supplemental assistance in content areas provided in group settings. Similar to group tutoring

Not yet clear on support provides at Polytechnic, but available at all other UPs except LUANAR. Unless lab time is built as face-to-face sessions as part of the curriculum, additional lab support not available to ODL students

MZUZU: Students meet on campus for 3 weeks for comprehensive practical sessions. These are well organized. If there is need to have an education visit, the lecturers will organize the session. Their visits are sponsored by the universities.

ICT support services: Presence of ICT helpdesks (physical or virtual) and opportunities to access ICT necessary for enhanced learning and practice

Available at all UPs but services vary in what is available and how provided; Polytechnic currently provides to face-to-face students but planning to expand to ODL programs

MZUZU: There is an ICT lab at ODeL centers dedicated to ODeL students. During face-to-face sessions, ICT sessions are conducted to help students to use computers and learning management systems (Moodle).

Polytechnic: There is a designated helpdesk for all ODeL students for contact with section staff and the ICT Department.

Students receive ICT support from all LUANAR centers and also online using Moodle, email, and WhatsApp.


Chancellor: Students are oriented and a team of engineers and technicians are available throughout to provide related support to students.

Workshops: designed to provide skills enhancement to students rather than content knowledge. For example, career talks by representatives from various industries

Available at all UPs but not accessible to most ODL students; Polytechnic currently provides to face-to-face students but planning to expand to ODL students

The course coordinators, department heads, Dean of Student offices and student unions organize these during the residential period. They vary in subject and are announced through bulletin boards and emails about seminars/webinars.

Cultural/ Educational Events: group events that are beneficial to students’ academic work

Available at all UPs; Polytechnic currently provides to face-to-face students but planning to expand to ODL students

There is a cultural day held each academic year. Students organize different activities during the face-to-face residential period. The activities are fully sponsored. Activities and social events are related to different areas of interest.

Service for Students with Special Needs: services provided to students with special education needs such as resource centers, housing identification for students living with disabilities, disability accessible pathways

Available to varying extent at all UPs with exception of MUST; Polytechnic currently provides for face-to-face students. Planning to expand to ODL students.

There is a unit at the UPs for students with special needs, though the units are not fully equipped. It does not appear that there has been research-informed, formalized planning for extending student support to ensure that ODL students with disabilities can access programs. Student needs appear to have been addressed on an ad hoc, case-by case basis.

Gender Related Support Services: provide special counseling for young women on campus. Also mentoring programs by female staff or resource persons

Some level of services available at all UPs for face-to-face students; ODL students may receive some support during residential sessions and orientation

Sessions with female students in group and individual sessions held by female faculty and staff.

MZUZU: Special meetings for female students are conducted by female academic staff members. A meeting with female students is conducted at least once each academic year.

Internship services: support to undergraduates and/or

Available at all UPs though very informal and inconsistent;

The UPs collaborate with industry to provide relevant work experience for the undergraduates. A small percentage of


recent graduates to find internships

services focus almost exclusively on face-to-face students

students benefits from internships, and almost all are face-to-face and degree candidates/graduates.

Polytechnic: Students are provided with placement within the Polytechnic, especially when their course/program provides skills required by the institution.

MUST: Executive Deans and Academic Heads of Departments find internships for students, as it is compulsory for all MUST students to complete an internship before they graduate.

Health Care Services; provision of health services and referrals to students

Available at all UPs; Polytechnic currently provides to face-to-face students but planning to expand to ODL students

There is a clinic on each campus with all students having access to medical services. ODL students may access during residential sessions, but no other access.

Accommodations: Available at MZUZU During face-to-face sessions, some students reside on campus.


ANNEX F: SHEAMA COVID-19 RESPONSE STRATEGY

IR / Activit

y

Activity Description

COVID-19 Mitigation Measures Status Budget implication

IR 1: Increased access to higher education for the most vulnerable

Sub-IR 1.1: Financial support provided for traditional and ODL higher education degree programs

Sub-IR 1.2: Financial support provided for shorter higher education studies

1 Selection and verification of scholarship recipients under the Early Childhood Development and Business Management Entrepreneurship programs (MZUNI).

These programs are ready to deploy. Selection and verification process will be conducted remotely or though small group meetings as appropriate. Electronics and Solar Installation program selection to take place when course is scheduled by UP.

The SHEAMA staff are actively engaged in advancing these activities - adjusting selection committee meetings as needed and continuing monitoring/verification tasks that can be conducted safely. SHEAMA is in process of obtaining the roster of students that have been selected into the two short course programs. Scholarship application forms have been distributed to students from MUST and students have submitted the application forms to SHEAMA through WhatsApp. SHEAMA is in discussion with MUST on conducting online selection for the BME.

No additional cost. Funds allocated to support associated F2F meetings are redirected to other SHEAMA activities.

2 Support UPs toward migration and refinement of face-to-face and hybrid courses to accessible quality instruction delivered at a distance.

Coordinate professor access to internet services and support improvement of remote communications with students.

This activity is in process and ongoing.

No additional cost. SHEAMA will provide consultation with each UP through the SHEAMA ODL Coordinators and Liaisons. ASU will provide consultation and support remotely.


3 Conduct meeting with the Deans of Student Affairs and the Deans of Faculty of the five universities to discuss the student support services that can be offered to the students in the ODL centers and the university campuses.

Conduct remotely or though small group meetings when safe.

This activity is in process and ongoing.

Conducted remotely - no additional cost.

4 Orientation of the scholarship recipients under Mzuni, CHANCO, MUST and POLY.

Conduct remotely through large, small, and/or individual calls with students.

Planning is ongoing. Aligned with UP plans and readiness

Conducted remotely - no additional cost.

5 Advertisement and awareness campaigns for new short courses.

Positioning to deliver through radio, print, and web-based advertising. Face-to-face campaigns to be incorporated when deemed safe.

Planning and preparations are ongoing as program timelines become clear.

Budgeted throughout the project.

6 Monitoring visits to UPs and SHEAMA beneficiaries.

Monitoring visits will be adapted for some remote communications and sharing of documents/photos/information.

The team has been able to carry out some monitoring visits through April and are positioning to accomplish remotely as needed.

Remote visits - no additional cost. Cover data costs when applicable, with funds allocated for in-country travel.

7 Increased access and effective use of downloaded and online course curricula; career, job, enterprise development information; and student support services provided through SHEAMA, UPs, and other sources

This is an acceleration and expansion of plans to adapt and deploy SolarSPELL and associated technology to enhance capacity of rural AGWYs to succeed as students, workers, and entrepreneurs. With the challenges of COVID-19, capacity to use technology at home, with learning partners, and as part of ODL student support networks is even more critical. In addition to the SolarSPELL systems that could easily be used at the level of CDSSes without facility upgrades, SHEAMA will lend and facilitate purchase of tablets/laptops by student beneficiaries, provide

Planning is underway with CDSSes and other potential locations for Solarspell systems to pilot the approach in 2-3 communities strategically positioned for successful implementation. Materials/content will be made available for download and off-line use by students).

$60,000 for initial pilot, including tablets, bundles, equipment, with some projected investment with the private sector and other donor projects through in-kind support and discounts. $5,000 for materials development and adaptation. SolarSPELL pilot budgeted. Additional


orientation on internet and online learning; work with UPs to set-up online student support and progress monitoring; and support use of repeaters and other technology to extend signal distance in focus communities.

funding to be reallocated from line items: Grants, Consultants, and Communications.

IR 2: Access to quality distance learning and short courses increased

Sub-IR 2.1: Course content linked to existing opportunities and needs in Malawi

1 Provide technical support and instructional design guidance to move current blended learning to online delivery for all ODeL programs. Increase support toward training UP ICT staff, ODeL staff, and faculty. Enable UPs to deliver new ODeL courses.

Remote communication with instructional designers trained and developing courses under SHEAMA will be extended to other UP faculty and staff. Recorded and online support resources are in development by ASU and SHEAMA staff. Enable student submission of assignments via off-line hosted LMS access points (SolarSPELL adaptation), print material submission and retrieval.

Initiated and ongoing. ASU Instructional Design and SolarSPELL experts are refocusing their planned interventions to address the needs presented by the COVID-19 pandemic.

2 Adapt practical oriented ODEL programs, such as the upcoming short courses at CHANCO and MUST, for remote access.

Establish the ability for test/practicum units/sets to be accessed at industry partner sites.

Technical options are being identified. Discussion with UPs and practical sites to follow.

Once identified, adaptations will be financed from funds redirected from lines dedicated to participant travel.


3 Intensify lobbying of ICT service providers to: reduce internet access fees for education (e.g. Moodle bundles for students and staff); offer laptop computer loans; offer subsidized basic computers for students to access learning materials.

Communication through remote methods with face-to-face interaction as appropriate.

Initiated and ongoing. Budgeted at no additional cost.

4 Deliver a series of webinars and engage in interactive follow-up discussion for: UP leaders on adapting to pandemic measures and other delivery and support constraints; ICT/ODEL staff on technical support; and comprehensive, responsive student support.

Online and standalone support resources are in development by ASU and SHEAMA staff.


5 Intensify student support and engagement through social media, mentorship activities, and ensuring that each UP has an active help desk for students. Position UPs to implement a success coach model of student support.

Online and standalone support resources are in development by ASU and SHEAMA staff. UP leadership and instructional design representatives were introduced to success coach model during leadership academy at ASU. Remote training and support approaches for the UPs are being adapted.

Planning and development is underway. Contact with relevant UP representatives to begin Q3.

Budgeted at no additional cost.


6 Support UPs to develop short self-instructional modules and manuals on how to succeed in ODEL - Emergency Remote Teaching (ERT), with attention to the COVID-19 pandemic factors.

ASU instructional design team and SHEAMA ODL have implemented an ERT quality assurance protocol to guide UP designers in extending their SHEAMA ODL approaches to migration of face-to-face and hybrid courses for remote access. This will be followed by orientation sessions.

Planning and development is underway. Contact with relevant UP representatives to begin Q3.


7 Provide additional tailored instructional design reference tools to further enhance and ensure ODeL programming quality.

Online and standalone support resources are in development by ASU and SHEAMA staff.


8 Continue to engage the ODEL TWG and Community of Practice in planning for the response and review of internal UP, MoEST, and other stakeholder responses to COVID-19. Offer targeted webinars to be attended by key ODEL staff such as ODEL Liaisons and Chairs of Deans to keep abreast with regional and international trends in ODEL in response to COVID-19.

SHEAMA staff engaging TWG remotely and face - face while observing COVID 19 safety measures. SHEAMA to facilitate and convene a national level higher education COVID 19 response task force

Initiated and ongoing. Conducted remotely at no additional cost.


9 Extend SHEAMA M&E to evaluate the impact of COVID-19 and response activities on student achievement, persistence, and completion. Refine assessment agenda to examine variables relevant to the capacity of UPs and industry to be responsive to education and training needs under crisis situations. This will inform assessment of SHEAMA and review of its targets, where necessary, and generate information to be used by UPs and the ODEL Community of Practice in future design or adaptation of their teaching and learning practices.

Engage adaptation planning and design across each SHEAMA focus area.


10 Seek external support for (at minimum) one computer at each new center

Provide computers at each satellite centers before rehabilitation so that students can access programs and remote support.

To be conducted in Q3.

No cost to SHEAMA.


11 Develop content and explore delivery via radio and TV

Develop content and explore delivery via radio and TV in collaboration with Malawi College for Distance Education and Chancellor College, to support ERT.


Expenses on this activity can be scaled based on stakeholder investment and interest. ASU is already implementing trainings on using audio programming in instruction, but these efforts can be expanded and diversified based on resources available and community support.

12 Establish multiple layers of course content delivery and acquisition.

Through a continuum of distribution mechanisms, including learning management system access via internet, off-line access to content (SolarSPELL adaptation - Moodlebox) using student owned devices (smartphone, computer).

Identifying efficient approaches to locally source device components for in-country assembly during travel restrictions.

Based on success of pilot and identification of components, funds to be reallocated from ODL Symposium to support additional SolarSPELL units.

13 Conduct ODL Symposium as a virtual conference.

The originally-planned ODL Symposium will be held as a virtual event - extending opportunity for access and participation to a wider audience, while simultaneously demonstrating effective communication, collaboration and dissemination techniques.

To be conducted in Y3. Cost reduction. Reallocated to other SHEAMA activities.

IR 3: Bridging to Employment Improved

Sub-IR 3.1: Coursework, practical training and student services better aligned to market

1 Gain industry input into course content for CHANCO programs. Work with ODL working groups and curriculum design teams to share drafts of the course, certificates and diploma

Accomplish through remote communication with face-to-face interaction as deemed safe.

In progress and ongoing.



curricula with the REEABs for input and market validation.

2 Conduct stakeholder consultation meetings to input into the draft internship toolkit.

SHEAMA to develop draft internship toolkit which will be shared with ECAM and GAN virtually.

In progress. Budgeted at no additional cost.

3 Hold stakeholder consultation meetings to input into the draft work readiness training materials.

SHEAMA to develop draft work readiness training materials which will be shared with ECAM, GAN and UPs virtually.

In progress. Budgeted at no additional cost.

4 Conduct meetings with deans of student affairs and deans of faculty to identify students in need of internship placements from STEM programs and other SHEAMA-related programs.

Virtual meetings. To be conducted in Q3.


5 Conduct meetings with Deans of students affairs and deans of faculty to identify potential industries that may host interns.



6 Organize internship provider training.

Conducted onsite and remotely - observing COVID-19 sanitary measures.



7 Hold meetings with relevant stakeholders to collect input for




soft skills training curriculum.

8 Conduct Labor Market Mapping to strategically expand list of industry partners and better understand opportunities and challenges to meeting SHEAMA objectives for AGWY: 1) conduct desk review for labor market mapping; 2) finalize labor market mapping methodology; 3) map employers using spatial analysis and AGWY-sensitive survey tools.

Positioning to conduct remotely.

Methodology and Terms of Reference drafted. Currently developing data collection tool and instruments.


9 Support MyJobo.com to include internship listings on site and field internships opportunities for public posting including piloting virtual career fairs.

Accomplish through remote communication.

In progress and ongoing.


10 Work with a vendor/partner such as ECAM and GAN through a grant to draft internship toolkit designed to support employers to start and improve internship and OJT programs for AGWY. To

As work does not require face-to-face interaction - will be accomplished remotely.

A grant mechanism has been determined. In May-June, SHEAMA will develop the request for proposals for the competitive process.



include training materials.

11 Design of Workplace Soft Skills Course for UP implementation with ODL students.

Accomplish through remote communication with face-to-face interaction as deemed safe.

SHEAMA will work with a vendor and UP beginning in July-August.


12 Place first group of students in internship programs.

Assess safety and feasibility of internship placements. Examine potential for internship activity beginning with remote access.

Planning initiated and ongoing.


13 Provide stipends to students that have attended work readiness training for their upkeep during internship

Internship placements To be conducted in Q3-Q4.


14 Organize work readiness training targeting students who are ready for internship placements.

Face-to-face meeting while observing COVID-19 sanitary measures.

To be conducted in Q3-Q4.


Sub-IR 3.2: Improved collaboration among secondary schools, higher education institutions and industry stakeholders

1 Collect data at identified CDSS on students, career and guidance services, and the needs of AGYW and persons with disabilities toward increasing interest and access to HE.

Will be conducted remotely. Initiate Q3 and ongoing.



2 Map the schools and resources (including a visual mapping) to understand what community assets accessible to the CDSS to support students and mentees to consider and access higher education.

Will be accomplished remotely, with students/partners on ground. Validation work face-to-face will be accomplished as appropriate and safe.

M&E technical team is engaged in mapping students, ITC centers, CDSS, industry companies, and other relevant assets. This should be completed for available data. Will need to be updated as the labor mapping is completed and new ODL programs, students, and partners are identified.


3 Train, enable, and facilitate mentoring of secondary students.

Will be conducted remotely after setting up procedures for mentors to be paired with students as safe and appropriate. Small group mentoring sessions as appropriate and aligned with government guidance.

Increase the availability of data bundles for scholars to communicate with SHEAMA an with students. Developing a plan and guidelines for expanding individual and smaller group mentoring.


4 In partnership with CDSSes, enhanced technology- focused mentoring, academic, career and other support services to senior-level students with potential for entering ODL and other HE programs at focus universities

To achieve SHEAMA's targets of moving AGWYs from rural communities into meaningful careers though ODL programs, it is important to introduce them to online and other technology-based learning. With the increased challenges of COVID-19, SHEAMA is now planning to pilot IT solutions the use of Solar Sell technology and expanded internet access to deliver student learning, mentoring, and career counselling services to groups of students in their last two years of secondary school. Working with CDSS coordinators, SHEAMA will pilot tailored resource-appropriate approaches to individual, partners, and small group learning using tablets, laptops, smartphones, smart TVs, and other tools.

Planning is underway with CDSS and other potential locations for Solar Spell systems to pilot the approach in 1-2 communities strategically positioned for successful implementation. Materials/content will be rolled out and available online and for downloading as they are identified, developed and become available.

$50,000 for initial pilot, including tablets, bundles, equipment, with some anticipated small leverage with the private sector and other donor projects through in-kind support and discounts. $20,000 for adapting curricula, materials, and other resources for remote learning and networking. Funds to be reallocated from line items: Grants, Consultants, and Communications.

Communications


1 Enhanced awareness and marketing of ODeL for improved perception about and adoption of Emergency Remote Teaching and E-Learning in collaboration with stakeholders

Awareness and marketing of ODeL and ERT through various media

Planning initiated and ongoing with ODEAMA, MCDE and MoEST

Marketing surge to take place over next three months using funds recovered from events that are now taking place virtually instead of in-person.

Monitoring Evaluation and Learning

1 Conduct data needs assessment for UP's in response to COVID-19

Face-to-face meetings and or virtual meetings with UP management on COVID-19 response plans.

Planning initiated. Conducted remotely at no additional cost.

2 Special COVID-19 response activities in line with feedback from the needs assessment

May include trainings, data management system modifications and remote meetings.

Planning initiated and ongoing.

Conducted remotely at no additional cost.

3 Data management trainings with UPs.

Meetings with UPs on SHEAMA data management systems.

Planning initiation. Conducted remotely at no additional cost.

4 Remotely follow-up on short-course alumni.

Follow up on short-course alumni through WhatsApp and phone calls.

Initiated and ongoing. Conducted remotely at no additional cost.

5 Share progress reports with PAB members.

Share reports through emails. To be conducted in Q3.

Conducted remotely at no additional cost.


ANNEX G: MUST ERT WORKSHOP REPORT


MUST Workshop on ERT: E-lesson Development and Delivery Planning

ACTIVITY REPORT

Staff Name(s):

1. Dr Joshua Valeta – SHEAMA 2. Mrs Pemphero Jere – SHEAMA 3. Mr Ken Sululu - SHEAMA 4. Dr Ndalapa Mhango -LUANAR 5. Mr Mudaniso Hara -LUANAR

Plus 17 staff from LUANAR (Faculty, Librarian, ICT, Registrar’s Representative, University Chaplain)

Date: 11-

12th June,

2020

Activity: Meeting on LMS, ERT Planning and Training, and Data Systems for MUST

MEMBERS FROM MUST: 1. Prof. J Khomba 2. Dr Ella Kangaude Nkata 3. Dr Faria 4. Dr Bertha Bangara Chikadza 5. Mr Martin Thawani 6. Mr Montfort Manyozo 7. Mr Rodrick Hiwa 8. Mr Bruno Malipa 9. Mr Ralph Tambala 10. Mr Perfecto Njedza 11. Mr Chimwe Tewesa 12. Mr Kondwani Magamba 13. Mr Walusungu Gondwe 14. Mr Allan Chongwe 15. Mr Webster Moyo 16. Mr Rodney Maganga


17. REV Father Makupe

1.0 INTRODUCTION The chair of the meeting congratulated all for making it to the meeting despite the COVID-19 situation in Malawi. Congratulations were extended to MUST for the innovativeness it exhibited in response to COVID-19. MUST was encouraged to keep up the pace when COVID-19 is over or when decisions are made regarding the reopening of schools and also find a way of impressing management on e-learning.

The workshop was structured primarily to have a better understanding of ODeL and to be able to create e-lessons of ODL programmes. It was also intended for planning for ODeL delivery, scholarships and establishing data management system to meet SHEAMA’s needs. The offer was extended to MUST faculty members and partners from LUANAR to enhance coordinated efforts among the participants and the respective schools/departments/colleges they represented since they have different levels of experience in ODeL.

1.1 History of SHEAMA and MUST

MUST in collaboration with LUANAR developed a cloud service odl.must.ac.mw similar to [email protected] for ODL student enrolment where installation, configuration and module uploading were completed. Some users were added to the system. ODL programmes will be delivered as soon as students’ enrolment and verification between lecturer and module allocation are done.

- SHEAMA has been helping MUST technically and financially to bring the teams together to be able to deliver ODL lessons.

- MUST was to anchor ODL centres at Chankhanga in Kasungu and Nansomba in Mulanje where tentative ODL lessons will be provided.

- ODL Coordinator interviews were done. Two officers will be working at the centres, each.

- SHEAMA is funding 4 undergraduate students at MUST in face to face programs.

2.0 PRESENTATIONS 2.1 Student support in general

Discussions on student support in general were based on the following: • The concept of ODeL • Characteristics of ODeL students

mailto:odl.must.ac.mw




• Challenges ODeL students face • Student support services (SSS)

2.2 Supporting MUST e-learning The presentation mainly was based on demonstration of some of the quick e-learning tools used by LUANAR. As such, the presentation focused on the following:

• Student course enrolment • Student registration system • Management of student assignments and feedback • Student queries • Quick e-learning tools

2.3 Preparations for ODEL Delivery The presentation was structured as highly interactive and hands on learning event aimed at knowledge transfer on e-learning through practical application. The various learning content were targeted towards improving e-learning lessons.

3.0 SIDE MEETINGS There were 2 side meetings with SHEAMA and University Librarian, ICT Manager and MUST Chaplain on one side (Side Meeting A) and the module developers and facilitators on the other side (Side Meeting B).

3.1 SIDE MEETING A 3.1.1 ODL readiness • Entry of ODeL School to begin 1st July 2020 • LUANAR as a lesson/reference model for MUST • Academic calendar for each ODeL and Generic • Separate the data for ODeL from Generic students • Students ID – to clearly identify the students as MUST students but with unique

ID

3.1.2 Plans for Data Management • Data Management needs (Forms-memento Data System – extra data from MUST

data requirement) – check what is missing and include in the other system • To include Google Forms link vs Saris Forms • A tablet for data management to be provided by SHEAMA during the Data

Management training to be held on 2nd July 2020 • ALUMNI


• MUST should start tracking the alumni including graduates from short courses

• Email – use of email to track the students • Memento – registration; to pick students on scholarships. Students who

complete to be tagged as alumni by the system automatically • SARIS – to also host the alumni database, • Employment –Support students with soft skills for increased employment

opportunities. • Career follow ups • Short courses are in two categories; less than 6 months and 6 months long,

respectively, and will require provisions on SARIS for capturing student records

3.1.3 Information Literacy • Mulanje - District Selection Committee is meeting to finalise the students names

for the ODeL program • Face to Face orientation to be done across the country for migrated face to face

programs. • ODeL Programs will have full on line orientation – (to have a helpdesk and

others) to help access and working with the systems. There is also need for an introduction to ODeL (orientation module).

• Home page – all the orientation to be considered to be done for all the students • Orientation – overview of SHEAMA, composition of the scholarship (Tuition,

Internet, Transport) and conditions for the scholarship. Students to open a Standard Bank accounts – and to use Mobile Banking linked systems.

• Mentorship – Each student to fulfil 6 hours per semester, of mandatory mentorship as part of the scholarship requirements for a semester.

• Access – Extra education resources will need to be provided to the students for their study, and the Library would facilitate this.

3.2 SIDE MEETING B: Side meeting B participants were taken through the must.odl.mw login page and they practiced in creating lessons and activities. There were also discussions on other important aspects of ODeL like quality assurance, assessment, student support and lesson recording tips.

4.0 IMPLIMENTATION OF MUST E-LEARNING


LMS implementation process for MUST was successfully completed. MUST ICT team was very cooperative. A local server was set-up and the LMS application was installed which was being accessed locally. The MUST ICT team procured cloud server space from Google, based on expert recommendations. With support from the LUANAR expert, the LMS application was migrated to the new cloud server. The migration process was successful including all DNS configurations. Currently the e-learning platform is accessible using this web link https://odl.must.ac.mw . The home page is as illustred in Figure 1.

Figure 1. MUST’s home page for its first ever ODeL learning management system After all necessary configurations were done, MUST ICT team started creating user accounts. This was followed by the training of all staff members including the ICT team, described in earlier sections on the report. LUANAR played a major in the training through sharing of experiences it acquired from years of implementing ODeL. LUANAR continues to support the teams remotely in every way possible.

5.0 DISCUSSIONS AND WAY FORWARD The participants were of the common view that the workshop was relevant and essential to application of their various e-learning activities and had been successful in imparting the relevant knowledge and skills. However, a few recommendations were given to enhance proper delivery of e-learning lessons, including:

• E-learning should be designed and delivered according to user perception • Lessons should be organised based on local conditions • Both users and organisers should be trained • There must be a lot of retooling of student support teams, and administrative

staff, for the success of students

https://odl.must.ac.mw/


• Counsellors need to be trained • Sensitise stakeholders to compliment or replace face to face course

facilitation/teaching with technology • Avoid higher bundle width consuming videos (ICT to discuss this) • Need to have a centre for ODeL where all ODeL students can access the material

without using the internet – Satellite center, including those anchored by other partner universities will be useful

• Assignments must be marked in time (online or offline, using pdf annotator or similar applications) and feedback be given timely (within 2 weeks)

• Explore adequate use of the ODeL ecosystem (and community of practice) • Members of staff expect more from management due to the extra work that has

to be taken on board following the introduction of ODeL. • Need to have help desks or success tutors • There is no blueprint, student/teacher ratio but facilitation should have tutors

when facilitators are overloaded. But 50 may be considered as a good minimum. • Need to have ODL technical working team chaired by a Dean of a School or

Director of Research Post-graduate and Outreach (DiRPO). We can learn from LUANAR or any other institutions that are already doing the program.

• The need to offer contracts to all who will be involved in ODeL programmes like the facilitators and ICT team. This was an urgent matter and the University Librarian was asked to chair a team that should present this to DiRPO (ODeL Liaison Officer for SHEAMA at MUST). Members agreed that facilitation of the ODeL classes will not commence until the offer letter and contracts are agreed and signed. Other than the University Librarian, Dr Ella Kangaude-Nkata and the ICT Manager, Mr Maganga were chosen to be in the team.

5.0 CONCLUSIONS AND RECOMMENDATIONS • The meeting was very cordial and SHEAMA was very happy with the efforts which MUST

is making in the various areas, notably in the areas of innovation. • Tremendous progress had been made on setting up the ODeL LMS and university wide

e-learning platform with support from SHEAMA and LUANAR. • MUST was encouraged to launch the SHEAMA ODeL programmes as pilots from which to

draw lessons for the university wide ERT implementation. • MUST was encouraged to proceed to with its nation-wide student orientation sessions

on ERT, using an LMS adapted from the ODeL purposed one. • MUST should have a technical working group to guide the delivery of ODeL • MUST should embark on ODeL program delivery from which it can learn and prepare

better for university-wide migration to e-learning


ANNEX H: CONCEPT NOTE FROM THE HIGHER EDUCATION WORKING GROUP (DRAFT) EMERGENCY REMOTE TEACHING READY MALAWI HIGHER EDUCATION

AGAINST COVID-19 PROJECT (ERT READY MALAWI HIGHER-ED PROJECT)

1.0 Introduction

This proposal is presented to seek funding to support public and private universities and

colleges in Malawi develop and implement robust, responsive and high-quality emergency

response teaching (ERT) to mitigate learning losses among students enrolled, who are unable

to access learning following the closure of all educational institutions in the country by the

government to prevent and protect students from COVID-19 spread and infections. The

proposal outlines the need, goal, and objectives of the proposed intervention, a narrative of the

activities planned to achieve the objectives, proposed budget, and profile of institutions public

and private seeking the support through this consortium.

1.1 Need Statement

COVID-19 is a highly infectious viral disease that continues to ravage nations across the globe

causing significant loss to life and upsetting social, emotional, and economic order among the

world’s population. Nations across the globe have responded to the threat of COVID-19

through a number of initiatives including national lockdowns as well as massive closures of

institutions of learning. Learning institutions, due to their ability to bring together large

numbers of teachers and students on a daily basis are regarded as potential hot spots for the

spread of the pandemic. Thus, to stem the further spread, millions of learners across the globe

have been forced to stay at home at the expense of their learning at their physical education

campuses.


Research has shown that continued missing of lessons even during long vacations has resulted

in learning losses of various degrees among learners depending on the length of time out of

schools as well as socioeconomic status (Economist, 2019). Long vacations have also

contributed to rising cases of pregnancies, emotional problems as well as increasing the number

of learners dropping out of programs of study among others, as also recently noted in Malawi

through the public media domain. However, of particular interest is the loss of learning that is

likely to affect many learners especially in poor countries. Higher Education Institutions in

most developed countries have responded to campus closures by rolling out online learning for

their programs. However, poor countries lack financial resources to roll out large scale distance

learning options to keep students learning and thus save institutions from costly time losses in

academic programs, huge disruptions of academic calendars as well as the social-emotional

challenges that are likely to affect students with the extended homestay due to the closures.

Provision of emergency response teaching is thus a critical response to COVID-19 in the

education sector that would stem the learning loss among students, save universities costly

losses in academic time and programming, disruptions in delivery of education services as well

as promote the healthy social-emotional status of a majority of learners in these countries.

With the threat of COVID-19 spreading constantly rising across the globe, the Malawi

government-directed on 20th March 2020 that all educational institutions in the country from

pre-school to higher education be closed down from the 23rd of March 2020 until further notice.

In response, the Government of Malawi through the Ministry of Education Science and

Technology (MoEST) and with support from development partners has made efforts to provide

emergency learning initiatives for primary and secondary schools. For instance, radio

education programs have been started for primary school learners and an online platform with


education content has been provided for the secondary education sector. However, at the

moment no clear provisions are in place to enable higher education institutions to provide

emergency response teaching. Part of the challenge is that, unlike primary and secondary

education sub-sectors where instruction follows a unified curriculum, higher education

institutions present an array of curricula depending on the programs on offer in each institution.

This makes it difficult to advance a single common solution that fits all for higher education

institutions. This is further exacerbated by the fact that among higher education institutions,

acceptance of distance learning is still varied and preparatory plans for few that wanted to

institute online and distance learning remain fragmented. It is, however, appreciated by all

public and private higher education institutions in Malawi that provision for distance learning

is a must not only in response to COVID-19 but also as a route to increasing access to higher

education in Malawi currently at less than 1%.

COVID-19, therefore, provides a unique opportunity to mobilise public and private higher

education institutions to develop and implement robust, responsive, and quality distance

learning offerings that would in a short term provide for emergency teaching response and in

long term significantly contribute to the expansion and increased access to higher education in

Malawi.

To document the need within the short time we had to draft this proposal, we surveyed Malawi

faculty to better understand their needs. The data summary can be found in Appendix A. The

assessment had a positive faculty/instructor response (N=212). Of these, 40% (n=83) were

from public universities and around 60% (n=125) were from private universities. The average

number of years that faculty had been teaching was µ=8 years. Faculty reported that on average

they only have access to the internet 49% of their working time. Faculty on average have taken


µ=8 ODEL courses during their own studies, so collectively they are not entirely unfamiliar

with online studies. When it comes to teaching online, the average is also the same (µ=8

courses), but with a significant number of faculty (n=45) who had never taught an online course

This means that Malawi should be able to find local mentors for those in our ranks that have

no experience. When it came to confidence for teaching online, only 30% felt that they were

not at all confident or not so confident. Seventy-two percent of the respondents were somewhat

or very confident, which was the majority. Only 13% were highly confident, but again those

experts (n=27) will be a huge asset in mentoring those who are less confident. When it comes

to the issue of laptop availability, 46% of the laptops that faculty are working with are more

than 5 years old. Thirty-eight percent of the respondents have computers that are 2 to 3 years

old. Twelve percent have laptops that are around 1 year old. Sadly, 3% of our respondents did

not have access to a computer or laptop. These results may be skewed in that those without

computers, may have not had as much opportunity to respond quickly to our assessment

questions, implying that it is likely that there are many more faculty without computers.

Information from the public tertiary education institutions submitted to the Ministry of

Education, Science and Technology, and from consultations with the four public universities

done by the Strengthening Higher Education Access in in Malawi Activity (SHEAMA)

program, shows that institutions need a lot of support from human capacity, technical capacity

and student side of the equation. For example, when public universities estimated the financial

reources needed for them to go online, about 50% of the total budget of about MK16 billion,

was for student computers and support.

In summary, the needs assessment and further consultations with have shown that the tertiary

education institutions clearly have needs in the following areas, which require immediate

attention:

(i) Online instruction design, delivery and support knowledge and skills among staff


(ii) Equipment and service costs of content hosting, delivery and access mechanism

(iii) Equipment to enable equitable and efficient access to online platforms for teaching and

learning by staff and students

(iv) Collaboration to increase access to library resources available to students and staff for

meaningful online learning experience

(v) ICT capacity to provide and support an effective online learning environment and

sustain staff and student needs

(vi) Research capacity in ODeL that would inform institutions in their governance and

programming for enhanced resilience to disasters and sustainable growth

The assessment and consultations have also revealed that most of the tertiary education

institutions have limited resources, which prohibits the immediate response to this disaster.

Under current economic statuses of most institutions, it would take them many years to adapt,

while some, especially private ones may already be at a verge of indefinite closure. Yet, the

role of such private tertiary education institutions in increasing access cannot be overlooked,

as overall it stands at about 50%. Therefore, the proposal is designed to address these key areas,

in order to enhance capacity of institutions to respond effectively to COVID-19 and pursue

increased access to higher education in Malawi.

1.2 Goal

To improve student access to quality learning opportunities that mitigate the short and long

term impacts of COVID-19 pandemic on student’s academic and social wellbeing in public

and private higher education institutions in Malawi.

1.3 Objectives

The following are the objectives of the proposed intervention:


I. To set up a national higher education content repository for public and private higher education institutions in Malawi to support the delivery of online learning;

II. To provide equipment and network resources to enable public and private higher education institutions faculty and students access the national content repository;

III. To negotiate concessionary education data bundles with the main internet service

providers to facilitate student and staff access to education content and data from the national repository and peer collaboration for effective online learning;

IV. Train and support academic, administrative and ICT members of staff to convert

current face to face programs and courses and instructional content, and use of online tools for online delivery and effective student support;

X. To design and develop a national partnership and online platform for library e-resources including training of 50 library staff in e-resources acquisition and management; and

XI. To monitor, evaluate, and learn (MEL) from impact of the online program and course

delivery in public and private higher education institutions for improved programming and sustainable growth

1.4 Project Narrative

The proposed initiative covers six key objectives that focus on institutional preparation

including support to faculty, administrators and students for online delivery and learning,

setting up of systems to effectively support access to online teaching and learning materials,

and monitoring, evaluating and learning for continuous improvement of all the users of online

teaching and learning. This narrative explains each of the ten objectives in terms of how the

proposed initiative can achieve these.

Objective 1: To set up a national higher education content repository for public and private higher education institutions in Malawi to support the delivery of online learning Online delivery requires institutions to invest in data storage on-site or pay for cloud hosting

services to allow faculty to store and manage the course or program content for easy access by


learners. Given the cost implications for each institution making its own arrangements for this,

the most cost-effective way is to have a common facility that would host all content by the

public and private institutions through a common repository. Malawi Education Research

Network (MAREN), a non-profit company created to support ICT solutions for higher

education institutions in Malawi is a natural home for the proposed repository supporting all

institutions. Initial discussions with MAREN already support this approach that will likely save

a lot of costs when institutions have a common repository managed by MAREN and are

accessible to all participating institutions. To achieve this, there is a need to procure equipment

and space to set up the common repository as proposed by this project as the most cost-saving

approach. Moreover, direct access to this repository will mean by-passing international routes

that are usually responsible for the very high cost of internet access in Malawi.

Objective 2: To provide equipment and network resources to enable public and private higher education institutions faculty and students access the national content repository Individual institutions will require basic equipment at the institutional level to provide requisite

access to faculty, students and support staff. It is envisaged that each institution will have

through their ICT departments’ capacity to set up institutional access and platforms linked to

the national repository. Institutions will be required to utilize common access platforms such

as MOODLE that all will agree upon to ease these processes. MAREN would provide technical

support to institutional technicians in setting up local equipment to access the jointly hosted

services. It is therefore proposed for the project to identify and procure requisite equipment

and support setting up the equipment and learning management systems to deliver online

education. This initiative would compliment current provisions by the World Bank to establish

an effective National Research and Education Network (N-REN) under MAREN, by increasing

its geographical and institutional reach and scope, which will include hosting of content.


Objective 3: To negotiate concessionary education data bundles with the main internet service providers to facilitate student and staff access to education content and data from the national repository, and peer collaboration for effective online learning Internet access for both staff and students is a critical component of any online learning system.

Data costs in Malawi are quite high making it a significant bottleneck for both staff and students

in higher education institutions. To mitigate this problem, it is proposed to engage with mobile

network service providers in the country to negotiate concessionary education data bundles

exclusively for education at further reduced rates than those already offered currently. At the

moment there are already some concessionary data bundles for education with some network

providers, however, if institutions come together the economies of scale are likely going to

further reduce the costs for data bundles for education. It is therefore proposed that the project

develop clear plans and strategies to engage network service providers taking into account

coverage across the country to ensure that students in all parts of the country have good network

access at affordable rates.

Objective 4: Train and support academic, administrative and ICT members of staff to convert current face to face programs and courses and instructional content, and use of online tools for online delivery and effective student support (i) Effective delivery of online learning will require all key stakeholders to become familiar

with their roles within the learning management system (LMS). Faculty staff will require

capacity in converting course materials used in face to face programs for use in an online

environment. The project will design and implement training workshops for academic staff to

enable them to effectively convert current courses for online delivery, building on past and

current initiatives such as the Skills Development Project, by the World Bank, and the Arizona

State University led SHEAMA program funded by USAID, respectively. To be effective, staff

will require ongoing support as they work on their courses within a defined time frame thus


the workshop will initiate this process. Staff conversant with online course development will

be oriented and engaged to support other staff in their specific institutions in converting courses

to online delivery.

(ii) The project has students as the ultimate beneficiaries who should feel motivated and

encouraged to utilize online resources provided to support their learning effectively. Ensuring

students have a positive experience with the provision will help increase student motivation

and use of the online resources. To achieve this, the project will enhance HEI’s capacity to

develop an online resource for orienting students to effectively engage with the learning

management system to support positive experiences with using the online resources for

learning. The resource apart from orienting students to the learning platform and the various

tools on it, it will also address common challenges faced by students using online platforms as

part of providing immediate support for students to reference in case of challenges.

(iii) Effective delivery requires that academic staff are conversant with the different tools of

the Learning Management System (LMS) to facilitate online lessons, provide and manage

student assessment, monitor, and provide academic support to students. The project will engage

resource persons to deliver training workshops to faculty who have converted their courses and

are ready to roll out on the online platform. Familiarity with the support systems for online

delivery will ensure high-quality learning experiences for students and increase their

motivation to learn online. The project will encourage collaborate by, among others,

positioning faculty and institutions already with skills and experience as peer mentors, through

online knowledge sharing platforms and communities of practice.


(iv) Administrators process a lot of information on student management within the learning

programs. Management of student enrolment, program fees, student counselling, and analytics

on attendance among others. The online learning management systems include tools that

streamline these services and provide a close link between student administration and course

delivery. To make the process effective, administrators will be oriented to the online platforms

and the tools available for the management of student academic and administrative data. To

achieve this, the project will develop and implement training workshops for administrators at

various levels on using the online platform to manage student academic and administrative data

to support the smooth delivery of learning online and respond to student queries in a timely

manner.

(v) The process of converting content to online format requires instructional designers

conversant with online pedagogies. These skills are usually not available among the large

numbers of faculty, who are usually experts in their respective fields without proper training

in education methodologies. It has also been noted that faculty adapts well to online teaching

if they are not overburdened with learning a lot of new skills to implement online teaching.

Thus, the use of trained instructional designers to package regular content to support effective

online delivery is critical. Utilizing staff who are qualified educators, the project will provide

training workshops for staff who already have experience in education to capacitate them

further in online instruction design to support other faculty as in-house resource persons in the

process of converting regular content to online delivery.

(vi) Linking the institution to students and the common repository as well as managing the

network resources to ensure all users have a positive experience will rely on robust technical


support from the institutional ICT personnel working in liaison with MAREN ICT technical

personnel. To achieve this, local institution ICT personnel need to be oriented to the delivery

system and the associated needs of the different users. In most online systems, one challenge

users face are technical glitches to which immediate support needs to be available if they are

to remain motivated and engaged at all times. To achieve this objective, the project will carry

out orientation workshops for ICT personnel in various institutions on user needs and

expectations as well as technical familiarity with the learning management system to ensure

proper support is provided to users in a timely manner.

Objective 5: To design and develop a national partnership and online platform for library e-resources and train 50 library staff in e-resources acquisition and management. Migrating to online learning, most students are likely to have difficulties accessing the physical

libraries in their particular institutions to support their learning. To ensure that students have

access to reading materials to support their learning, the project will design and develop a

national partnership and online platform for e-library integrated into the learning management

system for students and staff access. To support this initiative, the project will train library staff

in the public and private institutions in e-resources acquisition and management, including

exploration and proper use of open education resources (OER).

Objective 6: To monitor, evaluate and learn (MEL) from impact of online program and course delivery in public and private higher education institutions for improved programming and sustainable growth The proposed delivery most likely will be new to other institutions; there is need to ensure

continuous learning during the implementation to allow early detection of challenges to allow

timely corrective measures and improvements. To achieve this, the project will institute process


monitoring through the various analytics generated from the learning management platform

coordinated through MAREN to track level of use by different institutions; volume, and

frequency of use by students, enrolment levels, online availability and presence of faculty and

administrators on the online platforms among others will be continuously tracked.

Furthermore, the institutions will use the information gathered in evaluating its programs,

delivery approaches, student staff satisfaction, revenues and resource utilization to improve

programming and institutional growth. The National Council for Higher Education (NCHE)

hosted Higher Education Information Management System’s capacity to capture and manage

ODeL related information will also be ehanced, alongside the capacity of MoEST to use the

information for policy and strategy review. At the beginning and end of the project, a baseline

and end-line evaluation will be carried out, respectively, to establish the impact and integration

of technologies in regular instruction in the public and private institutions in Malawi.

In summary, the project activities focus on the provision of equipment, training, provision of

network accessibility, e-library resources as well as monitoring and evaluation. It is expected

that through these activities public and private institutions will be enabled and supported to roll

out emergency response teaching to serve their students effectively through online delivery at

a time they are unable to access learning as a result of school closures due to the COVID-19

pandemic. It is also expected that the impact of the intervention stretches beyond COVID-19

in that it provides a comprehensive approach to institutionalizing online learning in Malawi’s

public and private higher education institutions. The latter will go a long way in increasing

access to higher education in Malawi and allow more citizens access to higher education and

improve the quality of their lives, families and thus effectively contributing to the social-

economic development of the nation.


1.5 Project Implementation Arrangement

It is envisaged that the project his project will initially run for 2 years - one year of fast

implementation to get the ERT underway and schools to reopen as quickly as possible, first

half of year 2 for drawing lessons, and the last half for adapting the model for scaling up.

In order to generate and sustain momentum quickly enough to meet the ERT targets, it is

proposed that the project be under the oversight of the National ODeL Technical Working

Group, but day-today implementation be led by a lean secretariat hosted by MAREN and

supported by the Open and Distance Education Association of Malawi (ODEAMA), the

Universities and Colleges Association of Malawi (UCAM), and SHEAMA. MAREN, by

design, will exist as a self-sustaining program, beyond external funding, hence it is being

recommended to host the project. The project will depend on HEI staff already on the ground.

A program manager (PM) reporting to the MAREN CEO; an ODeL Specialist and a Content

Repository Administrator (ICT/Education technologist) reporting to the PM, a Finance and

Administration officer, and logistics and Administrative Assistant/driver, would make up the

secretariat. Figure 1 presents the organogram for the secretariat:

Figure 1. Project management unit organogram for ERT Ready Malawi Higher Ed Project

MAREN CEO

Program Manager

ODeL Specialist Content Repository Administrator

Logistics & Adim Assist

Finance and Admin

ODEL TWG Development Partners & Government


1.6 Costed Results Framework

EMERGENCY REMOTE TEACHING-READY MALAWI HIGHER EDUCATION RESULTS FRAMEWORK & BUDGET SUMMARY

Objectives Outcome Outputs Indicator Measure Activities Amount (US$)

Amount (MK)

I. To set up a national higher education content repository for public and private higher education institutions in Malawi to support the delivery of online learning;

Enhanced access to online content by staff and students at partner HEIs in Malawi

National higher education content repository for e-learning and functional

1 by end of 1st quarter

# of functional national higher education repositories created

Content creation by HEIs; LMS adaptation by ICT; Repository configuration by ICT; Piloting;

-

Increased sharing of expertise and education resources amongst HEIs in Malawi

MoU signed on national content repository for HEIs

1 by end of 1st quarter

# of MoUs signed by majority of HEIs on national content repository

MoU drafting and signing

-

Subtotal

950,000.00

698,250,000.00

-

II. To provide equipment and network resources to enable public and private higher education institutions faculty and students access the national

Increase capacity of education content hosting infrastructure and access network

Servers and network accessible to staff and students of all partner HEIs

All partner HEI's by end of 2nd quarter

# of HEI's with enabled equipment and network access to content repository

Procure servers and accessories

-


content repository;

Education studios setup and accessible to all partner HEIs

All (100%)partner HEI's

# of HEI's functional education studios set up

Procure education studio facilities

-

All eligible students have access to computers for education

All (100%)eligible students from partner HEI (at least 50,000 students) by end of year

# of students with access to education computers loans

Facilitate computer loan applications

-

All eligible staff have access to computers for education

All (100%) eligible staff from partner HEIs (At least 3000 staff) by end of year

# of staff with access to education computers loans

Facilitate computer loan applications

Agreement on computer loans signed

at least 1 bank/supplier by end of 1st quarter

# of MoUs/agreements with banks/suppliers

Student and faculty computer revolving scheme with banks

Subtotal

2,750,000.00

2,021,250,000.00

III. To negotiate concessionary education data bundles with the main internet service providers to facilitate student and staff access to education content and

Increased access to internet services for education by staff and students

Data service tariffs reduced by 65% for all HEI staff and students

At least 65% by end of 1st quarter

Reduction in data services tariffs for HE staff and students by major ISPs compared to normal rates

Negotiation meetings with ISPs

-


data from the national repository and peer collaboration for effective online learning;

Agreement reached and MoU signed between ISPs and partner HEIs

2 Agreements by end of 1st quarter

Agreements on concessions with ISPs

MoUs/Agreement drafting and signing

-

-

-

Subtotal

45,000.00

33,075,000.00

IV. Train and support academic, administrative and ICT members of staff to convert current face to face programs and courses and instructional content, and use of online tools for online delivery and effective student support;

Increased enrollments in online programs

Majority of students at HEI satisfied with ERT offerings

80% by first half of year 2

Percent (%) students satisfied with ERT programs

Student satisfaction surveys

-

(a) Train academic staff in the use of online tools to facilitate instruction, monitor and support student learning including assessment

Increased participation of academic staff in online program design and delivery

Academic staff trained in use of technology (online tools) to enhance learning

All (100%) eligible staff in partner HEIs by 2nd quarter

# of eligible academic staff trained in use of technology (online tools) to enhance learning

Training sessions (Online and face to face)

550,000.00

404,250,000.00


data via the online platforms;

Enhanced quality of Online/ODeL delivered programs

Capacity of staff in delivery of ERT enhanced

80% by first half of year 2

Percent (%) staff expressing confidence in delivering ERT at partner HEIs

Staff satisfaction surveys

-

(b) Train administrative staff in the use of online tools in managing students academic and administrative data via online platforms;

Administrative staff trained in online record (integrated information) management systems


# of eligible administrative staff trained in online record (integrated information) management systems

Training sessions (Online and face to face) in student records and integrated management information systems

350,000.00

257,250,000.00

-

(c) Train instructional designers in public and private education institutions to provide technical support in content formatting and uploading to the national repository;

Academic staff trained in instruction design, student support and assessment


# of eligible academic staff trained in instruction, student support, and assessment


550,000.00

404,250,000.00

-

(d) Train ICT staff in public and private institutions to provide technical support to

Enhanced quality of technical and administrative support

ICT staff trained in technical student support and data management

All (100%) eligible staff in partner HEIs

# of eligible ICT staff trained in technical student support and data


250,000.00

183,750,000.00


administrators in managing students academic and administrative data via online platforms;

for higher education students

management

-

(e) Train students in public and private higher education institutions in the use of online platforms to access high-quality learning effectively;

Student training programs on ERT implemented

All (100%) partner HEIs by first quarter

# of HEI's implementing student training programs on ERT


180,000.00

132,300,000.00

Subtotal

1,880,000.00

1,381,800,000.00

XI. To monitor, evaluate, and learn (MEL) from impact of the online program and course delivery in public and private higher education institutions for improved programming and sustainable growth

Improved strategic programming and resource generation for online delivery at HEIs

HEI's implementing ERT Strategies

All (100%) partner HEIs by 2nd quarter

# of HEI's implementing ERT Strategies

Develop ERT strategies at each HEI

-

HEI's reopening using ERT

All (100%) partner HEIs by first quarter

# of HEI's reopening using ERT

Release of New HEI calendars enabled by ERT

-

ME&L reports at

1 per quarter

# of ME&L reports at each HEI

ME&L data capturing

-


each HEI submitted

and report writing

HEI's implementing ERT tracking systems

All (100%) partner HEIs by end of year by 2nd quarter

# of HEI's implementing ERT tracking systems

Development and piloting of ERT strategies at each HEI

20 publications on ERT/ODeL in peer reviewed journals shared

20 by end of year 2

# of publications on ERT/ODeL in peer reviewed journals

Writeshops on EART/ODeL research proposals and scientific writing

ERT online results dissemination conferences conducted

3 by end of 1st half of year 2

# of ERT online results dissemination conferences

Online ERT/ODeL dissemination workshop

ODeL Communities of Practice meetings held

1 per quarter of year

# ODeL Communities of Practice meetings held

Community of practice meetings

Subtotal

150,000.00

110,250,000.00

-

Project Administration

Project implementation plan developed and approved

1 by end of first month

# of project plans approved

Project planning meetings

-

Project secretariat set up

1 by end of first month

Project secretariat in place

Consultative meeting; recruitment of key coordinating personnel

-

2 # Project vehicles

Procure vehicles

Subtotal

810,000.00

595,350,000.00

TOTAL

6,585,000.00

6,221,775,000.00


Institutional Contribution (Cost-share)

1,646,250.00

GRAND TOTAL

8,231,250.00

6,221,775,000.00


1.7 Budget Narrative

The total budget estimate is US$8.231million as indicated in the costed Results Framework

presented in section 1.6. It should however, be noted that 25% of this will be institutional cost-

share. Furthemore, about 20% of the total budget goes towards the ICT infrastructure needed to

sustain the central learning content repository. Since MAREN will be an ongoing program, which

will start to be self-sustaining by 2022, it is hoped that the infrastructure will be well maintained

beyond the funded sought currently.


ANNEX I: MUSHROOM PRODUCTION COURSE REPORT


MUSHROOM PRODUCTION SHORT COURSE AT LUANAR- INAUGURAL SESSION

ACTIVITY REPORT

Staff Name(s): Joshua Valeta, Sellina Kanyerere, Ann Chikoko and Ken Sululu

Date: 10 to 11 February, 2020

Activity: ODEL MUSHROOM PRODUCTION SHORT COURSE

Purpose: The purpose of the activity was to conduct an inaugural session of SHEAMA ODEL Short Course, which was in Mushroom Production, at LUANAR. This involved training (oral and practical), scholarship selection and orientation. 1.0 Introduction SHEAMA representatives, joined by AOR, travelled to LUANAR-BUNDA campus on 11th and 12th February 2020 to facilitate, in collaboration with the university, implementation of the first SHEAMA ODeL short course training. The course titled, mushroom production, was facilitated by Dr. Mgoli Mwale and Dr. Chioza, lecturers from the Horticulture Department at the Bunda College Campus of LUANAR. The training ran for two weeks which includes; two days of face to face orientation, training and practical at the campus and twelve days of practicing and learning through online platforms.


During training, SHEAMA staff utilized the opportunity to distribute scholarship application forms and select students for scholarships and orient the new selected scholars on SHEAMA. This report summarizes the activities, which were carried out, and provides observations and recommendations made to the program team. 1.1 Training – Mushroom Production The training was officially opened by the Principal of Bunda College Campus at the Lilongwe University of Agriculture and Natural Resources (LUANAR), Dr Agness Mangwela. In her remarks, The Principal commended SHEAMA for making the training possible through Open, Distance and E-learning (ODeL), which will increase access to LUANAR’s programs beyond the usual degree programs. She also acknowledged the support in form of scholarships, which has enabled a large turnout of youths. She admitted that participation in such important short courses had been a challenge in the past as potential participants, especially the youths and those from rural areas, failed to attend despite showing interest, due to lack of financial support. She thanked USAID for providing the much-needed support, and Arizona State university and its partners for considering the short course approach coupled with scholarships. The Dean of Faculty of Agriculture, and the Head of Horticulture Department also joined the principal in thanking SHEAMA for funding the short course. The Director of Scholarships and Grants, Dr. Sellina Kanyerere Mkweteza, on behalf of SHEAMA, thanked the Principal and the entire LUANAR team for their commitment exhibited in their presence as well as facilitation of the ODeL short course. A total number of 30 students (16 female and 14 students) attended the training from different districts across Malawi including the six target districts of Karonga, Kasungu, Salima, Balaka, Mulanje and Chikwawa. See Table 1 for more details. Table 1 List of ODEL Mushroom Production Short Course participants by gender, age and district of origin

No. STUDENT NAME SEX AGE DISTRICT 1 Beatrice Malemya Female 20 Zomba 2 Brenda Lungu Female 26 Lilongwe 3 Bridget Moyo Female 19 Mzimba 4 Ellen Josiya Female 27 Chikwawa 5 Jane Juwawo Female 27 Machinga 6 Judith Sichinga Female 18 Mchinji 7 Maggie Ben Female 24 Chikwawa 8 Mercy Mvula Female 28 Mzimba 9 Naomi Chilongo Female 22 Chitipa 10 Ruth Nyirenda Female 22 Mchinji 11 Sekina Chatambalala Female 31 Lilongwe 12 Susan Banda Female 24 Mchinji


13 Thokozani Kantchentche Female 20 Lilongwe 14 Audeta Manani Female 32 Zomba 15 Nancy Gawaza Female 26 Lilongwe 16 Roselin Robert Female 22 Zomba 17 Abel Jordan Male 30 Dowa 18 Blessings Kusinja Male 30 Balaka 19 Bruno Mwalanga Male 23 Zomba 20 Fred Diverson Saulosi Male 27 Blantyre 21 Gift Henderson Male 30 Balaka 22 Laudoni Manuel Chiwasa Male 67 Dowa 23 Levison Kalua Male 32 Blantyre 24 Martin Mwale Male 28 Zomba 25 Nelson Lulanga Male 27 Chiradzulu 26 Thomas Phulundwe Male 28 Blantyre 27 Vincent Nyirongo Male 23 Kasungu 28 Yohane Katera Male 24 Mulanje 29 Frank Chithila Male 30 Likoma 30 Shambo Mkweteza Male 29 Kasungu

The delivery of the short course included industry participation, as represented by a young entrepreneur and motivational speaker, Davis Chirwa, an alumnus of LUANAR who has ventured into the mushroom production business. He shared a brief presentation to show participants some of the new farming methods that he has adopted, cheap and affordable resources he uses to sustain his mushroom houses and existing potential mushroom markets in Malawi. He focused on Button Mushroom which is a higher value mushroom and most sought after on the market, including at hotels. During his presentation, he encouraged the students to work hard and in teams without holding out information to others. Furthermore, he advised the students not to only focus on money but also mastering the skill of mushroom production through hard work and dedication, so that they grow their entrepreneurial and business potential and become economically empowered and employ others. At the end of the training, students were very eager and enthusiastic to take the knowledge and skills acquired from LUANAR and make use of it in their respective communities and districts. The Director of ODeL, Dr Joshua Valeta, challenged the students to come up with viable summary business plans by the end of the training period, which will be appraised and considered for further pursuit with financing partners, as individuals or in groups. He also encouraged them to work hard and take the training as a springboard for pushing them into economic activity in order to generate income, create employment and improve their economic status. The presence of the AOR and her motivation remarks also increased hope in the students and added impetus to the drive for continued engagement in the course. Photos capturing some of the key moments are attached to this report for reference.


1.2 Scholarship and Orientation A selection process was conducted on the first day of training and 26 students were granted scholarships. Out of the 26 students, 13 were females and 13 were males. The selection was conducted by a representative from the ODeL Center at LUANAR, DODeL, DSG and WFD. The team carried out the selection on behalf of district selection committees, which could not have been convened due to limited time imposed by the circumstances, including industrial actions at LUANAR and national political uncertainties. The selected students were oriented on the conditions of the scholarship and mentoring. In her remarks, the DSG encouraged the students to inspire others in their respective communities through mentoring as SHEAMA beneficiaries using the mentoring guide. 2.0 Project Implementation Issues identified Communication: The orientation training ran for two days but was originally scheduled for three days. Most of the students did not get notice of the change in dates and as a result, two of them arrived on the second day of training, which was the last day of the training. Furthermore, it was difficult for the scholarship and grants and MERL department to complete some activities related to selection, orientation and registration of SHEAMA students during the two days, and these were carried forward. CDSS vs Open day students and external students: The number of Community Day Secondary School (CDSS) students who were granted scholarships was 12, and the rest were from open day schools and external candidates. The decision to include the other categories was taken as a last option, considering how vulnerable open day and external candidates are, just like CDSS students. 3.0 Way Forward: Communication: All communications to relevant members, participants and stakeholders, should be finalized at least 5 days before the short course training. CDSS vs Open day students and external students: This should be presented at SHEAMA and discussed as a project to revise the target and definition of scholarship beneficiaries. Supporting short course students to mobilize business capital: SHEAMA and UPs should consider supporting students beyond the training, in order for them to mobilize resources for startup, share knowledge and skills on value addition, and marketing. An intervention similar to industry innovation challenge (can be called business innovation challenge), which SHEAMA has, should be considered for short course participants, but with more awards since there will be many participants across programs and partner universities. Parallel to the business


innovation challenge suggested above, there should be enhanced effort to link the short course graduates to micro-finance organizations. Industry involvement in short course delivery: It was evident that engaging industry, especially young entrepreneurs in the delivery of a short course has very big impact on students as confirmed by their remarks and the level of motivation and enthusiasm exhibited by the youths. This is especially important in sectors such as agriculture, manufacturing and engineering, or generally STEM, which often see less youth (especially girls) actively participating. SHEAMA should encourage this in subsequent short course design and delivery. Talent and identification and promotion: SHEAMA should also consider proactively identifying and promoting potential young innovators through such trainings, starting with students and colleagues at the Polytechnic, which is also a partner university. Inclusion of Mature Students/Participants in the Training: There were two elderly participants in the training – a male and female, who either had experience in or had advanced plans to start mushroom production. These two added a lot of value to the training by sharing their experiences and plans, which also motivated the students further and increased their attention and anticipation during the training. Future short courses may consider this inclusion as well, because such participants may act as ready mentors, while also validating the training’s content and practical aspects. 4.0. Conclusion This activity was a great success. There was positive feedback from the students after the training, and some students from Zomba mentioned that they plan to combine their resources to start a small mushroom production business in their district. SHEAMA will endeavor to follow up these students as they complete their online training, develop business plans and start implementing them, while mentoring others. Industry involvement in short course delivery should be mainstreamed in all universities for effective training and to increase the motivation and likelihood of the youths to engage in STEM based entrepreneurial activities, as they will have perceived practicality and benefits of the course. Annex 1: Photos


Participants who attended the training at LUANAR, Bunda campus, including the AOR and Young Entreprenuer sitting in front (third and fourth, from left, respectively)

Dean of Faculty of Agriculture at LUANAR makes remarks at the Mushroom Production training


Dr Vincent Mgoli, Facilitator at the training, giving a presentation on mushroom production

Young Entrepreneur Davis Chirwa motivating participants and demystifying Button Mushroom production business and practice – Personal experience and Malawi market potential (Inset is a novel “Internet-of-things” system for monitoring mushroom house micro-environment, being developed by Engineering students from the Polytechnic and Davis)


A female student chopping the substrates as others look on after learning during practical at the mushroom house at LUANAR

Students cleaning the substrates in readiness for seeding during the practical


A technician illustrating how to prepare mushroom spawn at the Bunda Mushroom Laboratory during the training

Illustration of fruiting Oyster Mushroom at Bunda during a practical session


ANNEX J: COMMUNITY OF PRACTICE COMMUNIQUÉ

Agreement Number: 72061219CA00002

Prepared for:

SHEAMA Partners

SHEAMA Program Office

Arizona State University (ASU)

Plot No- 14/115,

Area 14,

Lilongwe.

E-mail: [email protected]



COMMUNITY OF PRACTICE COMMUNIQUé SUMMARY A Community of Practice is a group of people who share a concern or a passion for something they do, and learn how to do it better as they interact regularly. This Open, Distance and e-learning (ODeL) community of practice meeting, was the first of its kind in Malawi, facilitated by Strengthening Higher Education Access in Malawi Activity (SHEAMA), funded by USAID.

The ODeL Community of Practice was convened with two primary goals: (i) to facilitate learning and knowledge sharing among ODeL practitioners for improved performance, and (ii) to uplift the face of ODEL through quality assurance measures and intensification of advocacy and awareness of its benefits as a way of eliminating stigma attached to ODEL, among other things.

The ODeL Community of Practice brought together ODeL directors, deans and instructional designers from the four public universities, officials from the Ministry of Education, Science and Technology (MOEST) including National Council for Higher Education and District Education Manager representatives, Open and Distance Education Association of Malawi (ODEAMA) members, SHEAMA staff and the media. The group also held initial discussions on the upcoming ODeL symposium to be facilitated by SHEAMA.

The community made the following key observations and recommendations:

a) that adoption of ODeL has high potential to enable universities to significantly increase access while generating revenue to support university operations and growth.

b) the blended model is proving to be more effective, where online lessons are supplemented by short, on-demand face-to-face tutorials or at least an orientation session.

c) that university management needs to invest in: (i) information and communication technology infrastructure and services, (ii) adequate student support services, and (ii) staff training to ensure effective and quality assured online and home study learning.

d) that universities and government should fund ODeL adequately until it grows large enough to enroll and support large numbers beyond the break-even point. Beyond this point, universities will enjoy revenues while ensuring sustainable growth. Therefore, universities need to have an ODeL business model, such as one to be facilitated by SHEAMA.

e) University partners to develop and implement staff workload policy in order to improve efficiency

f) to manage negative perception about ODeL, besides ensuring quality, there is need to conduct coordinated awareness campaigns within institutions, and to the public.

g) that the Community of Practice and ODEAMA can serve as effective vehicles for raising awareness and promoting best practices in ODeL in Malawi,


h) that institutions should actively participate in the ODeL Symposium recommended to take place in May or June, 2020, to combine display of ODeL innovations and a conference, as one way of raising awareness and promoting best practices.

THE ODEL COMMUNITY OF PRACTICE The ODeL Community of Practice was inaugurated by the Deputy Director for Higher Education, Dr Valentino Zimpita, on 28th October, 2019, at Bluewaters Lodge, in Salima. The workshop drew 24 participants from across the sector. These were: ODeL directors, deans and instruction designers from the four public universities, officials from the Ministry of Education, Science and Technology (MOEST) including National Council for Higher Education and District Education Manager representatives, Open and Distance Education Association of Malawi (ODEAMA) members, SHEAMA staff and the media (Appendix 1). The program is presented in Appendix 2.

The main goals of the community of practice were:

• To enhance learning among members, and • To enhance development of the ODeL community identity (branding ODeL for Malawi)

The gathering learned about the five P’s of community of practice, which serve as its pillars as follows: Purpose, People, Product, Platform, and Pied Pipers (Mike Collins, 2016).

1. Purpose - the WHY of the community: The purpose is to enhance quality of ODeL through peer learning.

2. People - WHAT is in it for the members – the perceived benefits: Facilitated support system at no or reduced/shared cost which will result in increased institutional gains and personal development.

3. Product - create, curate, filter and share knowledge on ODeL: Members will identify and share relevant knowledge and best practices for improvement.

4. Platform - HOW to keep the conversation going: Face to face meetings and technology enabled platforms (such as social media and emails) will be used to facilitate communication and knowledge sharing. A coordinator will be identified to manage the platforms, perhaps one institution each year.

5. Pied pipers - The people who help others see the purpose, the why: These are the pillars of the community which ensure its life, growth and sustainability. The members are the pied-pipers who have been encouraged to champion ODeL and raise awareness starting with their own institutions. They were charged “not to quit until ODeL had opened up quality assured and cost-effective access to higher education at their institution and in Malawi.”


PRACTICAL IMPLICATIONS FOR SUCCESSFUL IMPLEMENTATION AND GROWTH OF ODEL IN HIGHER EDUCATION INSTITITUTIONS Now that the MoEST and most institutions have adopted ODeL as a means for widening access to higher education while raising revenue, as enshrined in their strategic plans, there is need to maximize gains. In order to do so, challenges were identified, mitigating strategies discussed from which the following access, relevance, equity and quality lessons were drawn:

• ODeL is implemented using a mixture of delivery modes- A mixture of electronic and non-electronic tools. However, there is an increase in the demand to shift towards electronic tools. The benefits of using electronic delivery systems include:

o Electronic tools are very cost effective. o Easy distribution of materials o Flexibility of learning o Support learners of different learning

abilities o Encourage communication between

learners o Enhance availability of information

• The use of electronic delivery tools however presents challenges at different levels:

o Challenges related to the users i.e. the

students; lack of basic knowledge of the use of computers including internet; impaired vision; high dropout due to frustrations from the use of ICT

o IT infrastructure; poor internet penetration and infrastructure, lack of and/or intermittent internet and grid power, and expensive ICT

o Challenges with the organizers i.e. lectures; a) lack of basic knowledge on the use of computers including internet, b) Inadequate faculty involvement in decision making on offerings, c) Staff work overload – the same staff are teaching in face to face, ODeL and

have other roles, d) Resistance to change i.e. use of e-learning may make the staff redundant, e) inadequate use of ODeL ecosystems.

o Management; lack of deliberate financial support

Key Lessons on Delivery Modes

E-learning should be customized to the users

Rural students will need adequate training and support on “study skills” and soft skills to support self-learning

Invest in trainings for users and organizers of ODeL on ICT and in rural areas

Sharing ODEL best practices within and between institutions

Sensitizing stakeholders to embrace the use of technology

Maximize the use of ODEL eco-systems – already available resources within and outside


QUALITY ASSURANCE STRATEGIES FOR ODEL: TACKLING PERCEPTIONS AND MYTHS ABOUT ODEL AT UNIVERSITIES AND IN MALAWI

The community observed that quality of ODeL should be assessed based on the purpose for which it is being offered, i.e. producing good quality students to meet industry skill needs.

Quality dimensions in ODL

1. Delivery dimension a) Less effective delivery mechanisms (Learning Management Systems) and

supplementary tutorials, resulting in limited learning and support opportunities b) Limited access to clear and accurate information on teaching and learning

materials 2. Responsiveness dimension

a) Institutional level: Limited staff willingness to adequately help students (beyond known face to face parameters).

b) Industry level: curriculum not very relevant to and not adequately involving industry

Key Areas of quality concern in ODeL include:

1. Low quality of teaching and learning materials 2. Teaching and learning processes not adequately promoting learning among students 3. Assessment; formative and summative assessment not done timely and feedback is

delayed 4. Organization of the system; ODeL units not adequately staffed and aligned for effective

decision making Major issues of concern in ODeL include

• Increased enrollment while depending on same face to face staff resulting in work overload

• Poor pass rates due to limited support • Low completion rates due to limited support • Assessment; sometimes it appears as if it is a form of punishment instead of

continuous improvement or part of learning for the student, • No or little and delayed feedback given to students • Poor organization of the ODL program; unstable calendars • Staff incompetence; lead to failure to carry out duties • Students not acquiring adequate practical skills due to less effective delivery and

support • Lack of guidelines for staff on how to assist learners


Inherent Quality Assurance Challenges in ODEL

• Resistance to change; Staff (lack facilitation skills for ODeL) and students (don’t know what ODEL is and may have wrong expectations)

• Competition for resources especially in dual mode delivery • Students do not take their studies seriously; i.e. may submit assignments late for a

number of reasons, including cheating, especially where they suspect that lecturers/tutors do not thoroughly mark

• Limited commitment of staff to ODeL activities • General inefficiencies in universities conduct of business

Key Lessons for Enhancing Quality Assurance in ODeL

• Each institution should develop a culture of quality • Engage staff in evidence-based decision making on offerings and support needs • Careful design and development of materials before program starts (at least for the

first year/semester) • Put in place adequate support systems for students • Encourage tutor - student and student – student interactions • Design assessment that directly relates to learning outcomes • Design strategies to enhance practical skills, including industry involvement in design

and delivery activities such as internships • Assessment management; have a standard marking and grading system, include

comments that can guide students to improve, define turn- around time for marking and giving feedback to students, follow the timelines, create a channel for appeals/grievances


EFFECTIVE ODEL ADVOCACY, AWARENESS AND QUALITY ASSURANCE

The Community observed that there were a number of ODeL advocacy and awareness strategies that should be utilized in ODeL to improve the public image and acceptance, including; mobile advertising, content distribution and search optimization.

An ultimate advocacy approach for ODeL should include:

a) setting priorities, b) mapping networks, c) setting timelines and targets, d) selection of activities, including featuring

industry relevant courses e) reviewing progress, and f) developing a roadmap.

The Community identified the following as the key avenues for ODeL advocacy and awareness in Malawi, and encouraged institutions to collaborate as they explore these in order to be more efficient and effective:

(i) Social media (ii) Television (iii) Radio (iv) Events, such as an ODeL symposium,

recruitment seminars, peer or expert mentoring and coaching.

The Community also observed that the Open and Distance Education Association of Malawi (ODEAMA), offered a great platform for facilitating ODeL advocacy and awareness, which is one of its core mandates.

Key Lessons for Advocacy and Awareness

Embark on collaborative efforts in order to be cost-effective

Begin with internal ODeL advocacy and awareness activities

Make use of social media, radio and TV for quick advocacy and awareness

Encourage peer mentoring of secondary school children by those who have made it through or

are still studying through ODeL

Design the ODeL symposium to combine technology and innovation displays and

conference in order to share knowledge about best practices as well as achieve wider advocacy

and awareness

Institutions needs to invest in advocacy and


KEY ODeL IMPLEMENTATION AND SUCCESS FACTORS FOR UNIVERSITIES AND ODEL CENTERS The community discussed key ODEL implementation and success factors and made recommendations as follows:

What needs to be done to ensure teaching and learning materials are conforming to ODEL standards

(i) Course module designers have to undergo trainings to ensure that they develop courses that are market relevant i.e. suited to the industry and prospective student groups

(ii) Quality review and audit of modules before they are used (iii) Standardize courses based on lessons drawn from successful ODEL offerings (iv) Sensitize top management on ODEL issues and commit to financing ODEL courses

What needs to be done to ensure teaching and learning processes; quality of assignments

(i) Regular monitoring of tutor activities (ii) Orientation of staff members involved in ODEL (iii) Internal and external modulation of assignments and exam (iv) Design, deliver and supervise practical skill enhancement activities (v) Encourage supervised student to student interactions (vi) Check assignments for plagiarism

Formative and summative assessment in ODeL: How are faculty monitored? Timely feedback to students, poor quality marking

(i) Heads of department should sample students’ scripts to ensure that marking was really done

(ii) Each lecture should develop a marking key that guides marking (iii) Student Feedback (iv) Determine number of scripts that a marker should mark in a given period of time (v) Students should be empowered to report their grievances to the dean (vi) Lectures should receive reminders on due dates for marking assignments and

assessments (vii) Encourage the use of Moodle to set reminders for staff (viii) Train facilitators on how to develop assessment questions and marking (ix) Adopt block marking (x) Moderation of examination papers, marked scripts and results before students

receive them (xi) A quality assurance department should be set up to sample and validate examination

papers and marked scripts.


Student support services and guidance: poor organization of programs

(i) Develop a reporting channel for students in case they have challenges (ii) Setup an operational student support office (iii) Induction of students to help them understand the processes and expectation of their

courses, programs and institution (iv) Collaboration on implementation of ODeL courses

Dealing with ICT challenges in ODeL

Students:

(i) Sensitizing the general public (including secondary schools), students and lecturers on the role of ICT in higher education

(ii) Orientation of students on the role of ICT in higher education and basic computer skills and periodic refreshers

Organizers (facilitators, tutors, ICT technicians)

(i) Institutions should have a dedicated ODeL unit and a contact person who is dedicated to ensure that things are done on time

(ii) Continuous ICT trainings for staff (iii) Institutions should hire, train and

monitor tutors to take off some load off lectures

(iv) Develop a workload policy to determine how much work should be given to members of staff and at what point tutors are needed

(v) Develop and use pre-recorded lessons

(vi) The ODeL Directorate, with support from management, to lobby for and supply adequate ICT facilities, e.g. computers, in the satellite centers

Institution inefficiencies

(i) Awareness raising for top management to help them understand ODeL

(ii) Include ODEL in the job descriptions of top management e.g. vice chancellor, registrar

Key Lessons on Success Factors for ODeL Implementation

Each institution to develop ODeL policy to guide implementation of ODeL offerings

Political will of institutions’ beginning with top management

Identify and support ODeL champions at the institution

Institutions to plan and fund continuous professional development for staff

Strengthen student support systems: online and offline

Invest adequately in ICT and related training

Develop staff workload policy especially at duo mode institutions

Allow for ODeL revenue to be managed in the directorate, for growth and sustainability – and

develop a revenue sharing model

The Ministry of Education, Science and Technology to ensure adequate support towards

ODeL expansion at institutions i.e. dedicated ODeL support unit/office


(iii) Set up an office to champion ODeL (iv) Infrastructure and network support and coverage be assessed for accreditation (v) Use of ICT should be attached to performance assessments for staff (vi) Induction of students on course expectations (vii) Put in place mechanisms for ensuring students get timely feedback from staff (viii) E-learning for staff so that they become familiar with e-learning and may be

comfortable to train others (ix) Financial discipline; ODL should not be taken as money-making machinery only,

especially at the beginning, but an alternative pathway with high efficiency and revenue potential.

(x) Create separate bank accounts for ODeL (xi) Students should be trained on time management skills


THE ODEL SYMPOSIUM The community of practice deliberated on the SHEAMA ODeL Symposium concept toward increasing Malawi’s skilled and employable (including self-employed) workforce by increasing access to work-relevant higher education, especially for adolescent girls and young women (AGYW) and otherwise vulnerable/disadvantaged individuals.

The community learned that SHEAMA envisioned the symposium as a platform for jumpstarting interest in ODeL and fast tracking appropriate and adaptive learning technologies into ODeL centers. The Symposium will enable university partners, Arizona State University, Technology companies and non-governmental organizations to showcase and learn about technologies and approaches that improve enrollment and ODeL with spotlights on innovations that support girls and learners with disabilities.

The Community discussed the benefits of the symposium and alternative approaches to maximize outcomes. A twined approach was recommended and adopted: a symposium with an ODeL technology and innovation focus, and a conference with focus on research and best practices, both for improved access, quality and cost-effectiveness. The symposium will be guided by the annual ASU-Global Silicon Valley summit ideas and approaches. It was also observed that to have a great symposium, there was need for sufficient lead time to identify a convenient venue especially for technology focused stakeholders. Recommendations are presented in plate 7.1.

The Community observed that the desired outcomes of the symposium were that institutions of higher learning and key stakeholders make better informed decisions and choices on:

a) ODeL approaches that offer the greatest gains b) Innovations and technologies available to sustain and grow ODeL through rural offerings c) Partners (local and international) to collaborate with, and d) Influencing policies, strategies, practices and the market for quality ODeL systems and

outputs. Key Recommendations on ODeL Symposium

a) A twined approach: with a symposium focused on ODeL technology and innovations; and Conference for research paper presentations

b) The Symposium should be held in Lilongwe for easy access by all stakeholders c) The symposium should take place in May or June, 2020, to allow for adequate

preparations and notice d) To include organizations and companies from outside Malawi e.g. South Africa, where

focus on ODeL has generated innovative technologies for rural settings e) To publish call for applicants on appropriate webpages and newspapers f) in Malawi and the surrounding countries, for sponsorship and participation


g) Also identify participants through the Africa-America Institute, the Pan-African Virtual University, the African Council for Distance Education, Open Resources Africa, the MasterCard Foundation Scholars Program

h) Higher education institutions and MoEST commit to participate in the preparations i) Establish sub-committees to manage different aspects of the symposium j) ASU-SHEAMA to give general guidance based on the annual ASU-Global Silicon Valley

summit ideas and approaches by the time committees are formed k) Preparations should start immediately in order to manage time and quality l) The secretariat and ODEAMA shall explore possibilities of establishing an ODeL Journal,

or identify an existing one for publishing quality symposium papers


CONCLUSION The ODeL community of practice was the first of its kind, but timely and relevant to development, advocacy, quality and sustainability needs of higher education. ODeL has high potential to increase access to and generate revenue to support growth of higher education institutions in Malawi. However, to achieve quality ODeL, there is need to invest especially in ICT infrastructure, student and staff support services and effective advocacy and awareness approaches; decentralize ODeL finance management; policy and guidelines on ODeL; policy on staff workload management especially for duo mode institutions; identification and support of ODeL champions; and demonstrable support by top management.

The ODeL community of practice will depend on good will and commitment of its “pied pipers’ at institutional and national level, in order for significant progress to be registered building on its five “P” s. There will be need for a platform to be established and a coordinator to be identified, to foster knowledge sharing and sustain its benefits.

The National ODeL Symposium will be designed to maximize outcomes on both technology and innovations, and sharing of knowledge through presentations on research paper and best practices. The possibility of establishing an ODeL journal, or identify an existing one for publishing quality symposium papers, will be explored.


APPENDICES Appendix 1: List of Participants

ODeL Community of Practice Participants

# Title First name Sir name Role Institution 1 Dr Valentino Zimpita Deputy Director HE MoEST 2 Mr Samuel Chibwana Deputy Director Sec MoEST 3 Mr Macauden Msakatiza EDM SEED 4 Mr E Selengo Quality Assurance NCHE 5 Mr Albert Kayange EXCO ODEAMA 6 Mrs Rhana Mndala EXCO ODEAMA

7 Mr Henry Gwede Deputy Director MCDE-MoEST

8 Dr Anthony Chigeda Facilitator Ex-Chanco 9 Dr Frank Mtemang'ombe Director ODeL Chanco

10 Dr Chomora Mikeka Chair of Deans Chanco 11 Ms Patricia Nothale ODeL Director MZUNI 12 Dr Simeon Gwayi Director of Studies MZUNI 13 Dr Precious Gawanani ODL Director LUANAR 14 Dr Daniel Sikawa Chair of Deans LUANAR 15 Dr Ndalapa Mhango ODL Center Coordinator LUANAR 16 Dr Rabson Mgawi ODL Liaison Poly 17 Mr Andrew Chimpololo Instruction Designer Poly 18 Dr Ella Kangaude ODL Liaison MUST 19 Mr Montfort Manyozo Instruction Designer MUST 20 Dr Charles Fodya Chair of Deans MUST 21 Dr Zikani Kaunda CoP SHEAMA 22 Dr Joshua Valeta ODLD SHEAMA 23 Dr Sellina Mkweteza DSG SHEAMA 24 Mrs Ivy Chiweza F&A SHEAMA


Appendix 2: Workshop Program


COMMUNITY OF PRACTICE MEETING 28th October, 2019, at Blue Waters, Salima

PROGRAM Time Activity Responsible 08:00-08:30 Registration F&A 08:30-08:35 Opening Prayer Facilitator 08:35-08:45 Welcoming Remarks and SHEAMA Brief Chief of Party 08:45-08:55 Official Opening Remarks Dep. Director HE 08:55-09:15 ODeL Growth in Malawi – University and Access Perspectives:

Practical implications for successful implementation & growth Dr Ndalapa Mhango (LUANAR)

09:15-09:30 Quality Assurance Strategies for ODeL - Tackling perceptions and myths about ODeL at universities and in Malawi

Mrs P. Nothale (MZUNI)

09:30-10:00 The role of ODEAMA on ODeL advocacy, awareness and quality assurance

NCHE & Dr Anthony Chigeda (CHANCO)

10:00-10:15 Discussion on key ODeL implementation and success factors for universities and ODeL centers-Identify key factors

Chair of ODEAMA

10:15-10:30 Health Break F&A 10:30-11:00 Discussion on effective ODeL advocacy, awareness approaches

– Identify key approaches Dr Charles Fodya (MUST)

12:00 -12:30 National ODeL Symposium (&conference) - The Concept and Objectives

SHEAMA ODL Director

12:30-13:00 Discussion on key themes and outcomes of the Symposium (& conference)

SHEAMA ODL Director

13:00-14:00 Lunch Break F&A 14:00-14:45 Group discussions on key symposium outcomes and activities SHEAMA ODL Director 14:45-15:15 Plenary A. Chimpololo (POLY) 15:15-15:30 Deliberate on key activities (framework) for the symposium SHEAMA ODL Director 15:30-15:45 Identification of key symposium stakeholders and venue DDHE MoEST 15:45-15:55 Planning and Execution Committees and roles (Members &

ToRs to be discussed later and ratified by ASU later) EDM SEED

15:55-16:25 Drafting Community of Practice Communique: ODeL Success factors – implementation, quality and advocacy considerations

SHEAMA MERL

16:25-16:30 Closing Remarks DDHE MoEST 16:30 Health Break F&A

END OF MEETING

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