Remmy Mukonka

Key achievements include:

• Supported the implementation of Comprehensive Sexuality Education (CSE) at school‐level through building the capacity of over 70,000 in‐service teachers, mentorship and support supervision including SRGBV
• Provided guidance to in‐service teachers towards the formulation & implementation of school-based guidelines (including codes of conduct) to respond effectively & expeditiously to reports of gender-based violence in and around schools.
• Coordinated the process of documenting best practices of promising CSE/SRH interventions and programs at the school level in Zambia to inform key areas of CSE mainstreaming with the education sector and other countries in the ESA region
• Supported schools to strengthen linkages with SRH service providers, parents/guardians and community leaders to ensure promotion and access to equitable and youth friendly and gender sensitive SRH services
• Provided technical support in the training of teachers for learners with special education needs in schools to advance inclusion
• Engaged all partners at the national, district and school-based levels towards the development of a project results-based monitoring and evaluation framework and practices for CSE implementation leading to a well coordinated programme.
• Coordinated the process of conducting project baseline survey, midterm and terminal evaluations in selected districts within the targeted provinces using both quantitative and qualitative methods of data collection
• Provided technical support to the Ministry of Education through the partners Implementation Committee on Education to advocate for access to quality Education
• Provide technical support to the Ministry of Education through the Cooperating Partners committee on funding, advocacy, planning and executing education programmes
• Part of the Cooperating Partners on Education responsible for the planning, Policy reviews, implementation, management, monitoring and evaluation of the Quality Education interventions within the country program of cooperation ensuring budget cost sharing in supporting government
• Supported the integration and utilisation of HIV sensitive indicators within the Education Management Information System (EMIS) through development of research & evaluation around SRH for young people aged 10 – 24 to enhance the evidence base for planning and implementation of HIV and CSE programmes
• Led and supported midterm and end of project evaluation processes
• Provided technical support in mobilising resources from the Embassy of Sweden amounting to 4,000, 000.00 US dollars to implement phase 1 on strengthening CSE implementation in school settings in Zambia
• Provided technical support in mobilising resources from the Embassy of Sweden amounting to 8,000, 000.00 US dollars to implement phase 2 of the CSE progranme (Our Rights Our Lives Our future project in Zambia
• Provided technical support in raising funds amounting to 4,000,000.00 million US dollars from the Swiss Development Agency aimed at implementing the Our rights, Our lives Our future O3 PLUS project for Higher Education Institutions Leadership and I function as Deputy Head of country office in the absence of the Country Team leader
• I have also provided leadership in representing UNESCO including at government high level meetings in Zambia
• I have also on many occasions represented the Team leader at the UNCT meetings taking the role of making decisions
• I represent UNESCO at the Programme Management Teams (PMT) meetings, the highest UN program organ at the country level. In this role, I review and provide feedback on country thematic workplans and reports, relaying insights to result group pillars through agency heads.
• Provided technical support during emergency response through providing continuity of learning during and after COVID 19 and cholera outbreaks

• Secured and engaged donors who worked with the Ministry of Education in Zambia and raise over 10 million kwacha to support health programmes including ensuring quality education through well trained teachers
• Provided technical support in resource mobilization, donor engagement, donor visits and reporting
• Provided technical support in the training of 579 head teachers and over 70,000 teachers countrywide in HIV and AIDS, adolescent health, and policy management
• Trained teachers in HIV and ASRH countrywide Supported the Ministry of Education in the review of the workplace policy on health and education
• Organised joint monitoring visits including donors and other line ministries to appreciate the Ministry of Education health programmes at school level
• Supervised and participated in writing timely narrative and financial reports to donors
• Negotiated targets and discussed work radius with Director- Human Resource and Administration, Permanent Secretary, and other cooperating partners
• Coordinated reporting mechanisms of all partners and fed into the main ministry quarterly reports
• Led a team of 14 HIV and AIDS & Adolescent Committee members under the Ministerial committee to implement health programmes for teachers and learners
• Represented the Ministry of Education at all HIV and AIDS activities in Zambia and abroad growing the programme profile and increasing reach.
• Led the Ministry of Education team in inter-ministerial stakeholder engagement meetings on education and other inter linked subjects such gender and human rights.

• Prior to joining the Ministry of Education, I founded the Anti-AIDS Teachers Association of Zambia (AATAZ) targeting teachers living with HIV across the country, leading a team of 22 staff members in forming and managing self-sustaining support groups.
• While at AATAZ, I supported the creation of strong partnerships with Ministry of Education and USAID-sponsored organizations, raising more than K1.3 million ($254,902) in 2009/10 financial year to provide innovative, effective, and results-focused responses to HIV and AIDS issues in the Educational Sector in Zambia
• Prio to founding and managing AATAZ, I was employed to teach learners in both primary and secondary schools producing positive resulting evidenced by learners passing examinations.
• Guided team members through periods of change by providing clear communication on expectations and objectives and changes caused by variations in funding support
• I take pride in the endowment of pedagogy to practically teach a lesson as I am a teacher myself making me fully understand what exactly goes on in the classroom and around issues of access and quality in the education sector.

• Recruited as a secondary classroom teacher for grade 8- 12 offering English Language and Literature in English, carrying out continuous assessment and mentoring
• Established a positive classroom environment by setting clear expectations and fostering open communication between learners and teachers.
• Participated in ongoing professional development opportunities to stay current on educational trends and enhance teaching abilities further.
• Taught english to high school learners at Kabulonga Girls Secondary School leading to better educational performance.
• Developed strong relationships with parents, keeping them informed of learner progress and involving them in school activities where possible.
• Collaborated with colleagues to integrate cross-curricular lessons, enriching learners' learning experience.
• Implemented a variety of assessment methods to evaluate student understanding comprehensively, adjusting instruction as needed based on results.

• Recruited to teach Primary school children exploring pedagogy at classroom level teaching grade 6 and 8 learners including continuous assessment and mentoring.
• Established open communication and positive relationships with learners, parents, peers, and administrative staff at Mtendere Primary School in Lusaka, Zambia.
• Provided warm, supportive environment among learners for developing academic, social, and emotional growth.
• Provided individualized support to struggling learners through targeted interventions, resulting in improved academic performance.
• Designed daily lesson plans customized to learner needs based on the curriculum.
• Boosted learner confidence through regular feedback on their work and providing opportunities for self-assessment, leading to higher levels of motivation and engagement in the classroom.