TK Computers & Consultancy

Mission Statement: To provide technological solutions and consulting services through software development to businesses, governmental bodies, civil society organisations so as to achieve efficiency, effectiveness, 
productivity, profit maximization and ultimate goals of our clients,
customers and partners or collaborators; and also to bring social change 
through sustainable solutions so as to achieve positive social impact and 
environmental sustainability.

Vision: We aspire to be leaders in software development with highly 
customizable security-heightened solutions for businesses, governmental 
bodies and civil societies in Malawi and beyond as well as making the world 
a better place.

Core Values: 

1. Accountability.

2. Forgiveness.

3. Entrepreneurial Spirit.

4. Humility.

5.Professionalism.

6. Respect.

7. Desire to improve.

8. Spirit of service.

9. Integrity 

10. Commitment to safety. 

11. We believe in social change and in good 
relationship with our customers and everybody in the supply chain.

The role of the Team Lead in our organisation is as follows:

He works and collaborates with our partners and team members from diverse backgrounds. 

He facilitates collaboration and communication among team members and other stakeholders.

He  fosters a culture of innovation, and influences the motivation, collaboration, and learning of his team members. 

He  articulates a clear and compelling vision and strategy for innovation. He defines the purpose, goals, and direction of the innovation efforts.

He fosters creativity and curiosity in himself and his team members. He is open to new ideas, perspectives, and possibilities.

He creates an environment that fosters creative thinking and promotes sharing of new ideas .

He encourages and enables experimentation and adaptation in the team. He provides opportunities and resources for the team members to test, validate, and refine their ideas, as well as learning from the results and feedback.  

He recognizes and rewards  team members for their innovation efforts and achievements. 

He thinks strategically and is  able to develop a plan of action to achieve it. 

He possesses strong leadership skills to guide and motivate team members to achieve their goals. 

He is focused on achieving results and driving the team towards success.

As explained below, our Team Lead and supporting team members are well-positioned to effectively support the LEAP Project, given other priorities within our organization.   

• The Team Lead and organization’s senior level staff will be ready to commit 2-4 hours of work per week over the course of the 12-week LEAP Project sprint.

• We have a sound theory of change. We have a clear understanding of the solution’s current evidence base as well as the need to strengthen it. 

• We have an approach to strengthen the evidence-based education and learning variability. 

• We have a realistic, practical plan for what we will do with the outputs once the LEAP Project concludes.

• We work and collaborate with our partners.

• We have the potential to make more partners. 

• Meanwhile we have the following partners:   

a.  Knowledge partners:  Axel Angeli of Logos! Informatik GmbH (Germany) and Jasper Bhaumick of UMa Soft GmbH( Switzerland).         

b. Collaborative partners: University of Livingstonia (Malawi) and Youth and Society (Malawi).   

c. Research Partner: Research Software & Systems Engineers Africa. 

d. Business and inclusive partners: EMD Consulting Engineers,  (Malawi) and  BIZ-LOGIC SOLUTIONS LIMITED (Tanzania). 

e. Member of 50 Experts Alliance  

1. https://www.50experts.com/  2.  https://50experts.com/50expert... 

• We have qualified and professional team members, teachers and  data analysts.
•  We have the experience, relationships, data, and knowledge that are essential for developing  measurable, sustainable, high-impact strategies and solutions.
•  We are a part of our community; and we are meaningfully guided by our community’s input, ideas, needs, perspectives, agendas, and assets. 
• We ensure our communities participate in planning, implementation, monitoring and evaluation. 
• We motivate people in  our communities to be change-makers in their lives, families and communities.
• We enhance collaborative processes with our communities.
• We take advantage of local groups and free events that provide networking opportunities. 
• We are a team as well as friends who have supported each other in many ways. 
• We have the ability to recognize and leverage assets and expertise within our communities we seek to support.
• We will create social media groups to learn and capture trends, and for communities to see and understand their own journey. 
• We will use  data to enable stakeholders, including government and philanthropists to better understand how our communities move out of poverty. 
• We practise Bricolage. We make with what we have and we make something unique and valued. 
• We have the following attributes: 
  • Human Dignity:  we  recognise that all people have unique gifts and assets.
  •  Connection :  intimate knowledge of our communities enable us to find  ways  that might not be as apparent to others who do not have their lived experience. 
  • Community : we  recognize that we are part of a larger group.
  • Agency : we ensure that everyone feels  that they can shape their future, relationships, and environment.  
  • A Sense of Possibility: We believe that  nothing is impossible. 
  • We are not objects of charity, but drivers of change.
  • We are far from self-serving.  We are brave  to create positive social change.  
  • We are passionate and persistent.                 .    

    
    

Promoting evidence-based education decisions or solutions, advancement of research on learning variability and imparting foundational skills through BarEl Software.

In Malawi and globally, many education decisions are not evidence-based, and there is also little known about learning variability: This is so because many teachers lack skills or resources to conduct research, lack  confidence to analyse and interpret research, and that some schools do not support the use of research.

https://humcapafrica.org/

https://www.teachermagazine.co...

https://en.m.wikipedia.org/wik...

https://medium.com/inspired-id...

https://medium.com/inspired-id...

Because many education decisions are not evidence-based, teachers  have made wrong decisions with disastrous consequences on foundational literacy and numeracy as explained below.

Nearly six-out-of-ten children globally are estimated to be affected by learning poverty, meaning they are unable to read and understand a simple text by the age of ten. In low- and middle-income countries, the share is an estimated seven-out-of-ten children. 

https://www.unicef.org/learnin...

Globally many learners,  out of school youths and adults do not have foundational literacy and numeracy skills. Girls are  worst performers in numeracy skills, and boys are worst in literacy skills.

https://data.unicef.org/resour...

https://www.unicef.org/zambia/... 

In lower secondary, many students perform poorly in Mathematics and Sciences.

Children who cannot read and understand a simple text will struggle to learn anything else in school. They are more likely to repeat a grade and to drop out of school. They are less likely to benefit from further training and skills programs,  leading to worse health outcomes, greater youth unemployment and deeper levels of poverty. 

www.worldbank.org/en/topic/edu...  

In Malawi, the problems in basic education begin with inadequate availability of pre-school programmes and the eventual lack of foundational skills.

In Malawi, 50% of volunteer caregivers are trained and their education levels are low.

In  Malawi,  primary completion rate and secondary school education Net Enrolment Rate are very low; and the dropout rate and repetition rate for primary education are very high.

https://www.unicef.org/malawi/...

https://www.unicef.org/malawi/...

https://www.maravipost.com/reg...

https://africabrief.substack.c...

https://crosscatholic.org/blog...

Average test scores for literacy and numeracy are low in Eastern and Southern Africa. In Zambia and Malawi,  27 percent of students have achieved basic reading skills by Year 6. In mathematics, the proportion of primary students with basic skills is even lower, with fewer than 50 per cent of students in Year 6.

Negative learning outcomes are far more likely in homes where students:

• are not involved in reading and storytelling,
• start school late
• are not provided with adequate support in school by their teachers to build foundational literacy skills, and
• do not attend schools that have relevant and engaging reading and learning materials in buildings with no clean water and sanitation.

https://www.acer.org/au/discov...

https://digitalpromise.org/ini...

Below are factors that affect  learning variability. 

• Poverty.
• Learning to speak English.
• Lacking background knowledge.
• Boredom and disengagement.
• Trauma.
• Colour, ethnicity, or gender making one susceptible to stereotype threat.
• Working memory, decoding, or attention challenges.
• Devastated socially and emotionally in school.

Poor quality or lack of teaching and learning materials in foundational literacy and numeracy affect performance of learners.

https://www.edreports.org/reso...

Many teachers pay little attention to the assessment of students' learning because of the following factors: large class size,  lack of instructional materials,  lack of knowledge and skills in assessment, and large content of courses.

We believe in positive social change through sustainable solutions.

Our goal is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Our solution embraces evidence-based decisions or solutions. 

https://en.m.wikipedia.org/wik...

https://humcapafrica.org/

Our solution advances the science of learning variability to provide quality learning opportunities to every child.

It uses BarEl software, which we developed. It has a statistical package for data analysis. The statistical module has over 100 features for descriptive and inferential statistics, which include means, variances, proportions, standard deviations, median, modes, charts, graphs, regression analysis, forecasting methods, frequency polygons, probabilities, F-tests, Student t tests, Chi-square tests, Z-tests and covariance. 

It has about 80 education indicators, which are automatically or semi-automatically calculated: They include percentage of students who get help at home with homework, percentage of children whose family income is below poverty line, percentage of students who speak English at home, Achievement in Mathematics and sciences, youth literacy rate, student computer ratio, percentage of schools using computers, and class size.

It has a   comprehensive monitoring and evaluation  tool with a multitude of features like data collection  tool, analysis of indicators and log frame evaluation.

It operates the Pareto analysis.

Our solution improves educational outcomes for children ages 2-12 years.

Please go to our website: www.barel.biz 

https://medium.com/inspired-id...

https://medium.com/inspired-id...

With the aid of BarEl software, the numeracy and literacy skills our solution provides include: understanding numbers, counting, solving number problems, multiplying, dividing, adding and subtracting numbers; the alphabet, the concept of print, phonological awareness, phonics, vowels, consonants, syllables, high-frequency words and fluency.

Our solution  embraces learning variability that provides all children with a quality education. https://digitalpromise.org/ini...

It is effective in complementary basic education.

It provides learning acceleration, student-centered learning and high-dosage tutoring.

It facilitates home learning.

It acts as a solution manual; thereby, enhancing self-assessment by a learner.

A learner who is left behind can catch up through our solution. 

BarEl software uses the computer inbuilt narrator to help a learner to read. However, this feature has limitations when used for languages other than English. 

Our solution uses any language in the world; hence, difficulties associated with learning English as the second language are non-existent. In the same vein, every child has an opportunity to master literacy in their mother tongue regardless of their economic status. 

Our solution has pictures, which are in themselves telling a story.

With our solution, a child can start learning early.

BarEl software has a component of water management and sanitation, which helps learners at school to have enough safe drinking water: it also facilitates liquid and solid waste management.

Grading can be done easily and faster through BarEl software; hence, corrective measures can be taken early, ensuring that no child is left behind. 

Last but not least, our solution plays an important role in regaining the loss of learning due to missing classes by a learner.

Lastly, it allows targeted teaching to the level of the child as it flexible as opposed to rigid text books.

To date, the following are the  research/studies our organization conducted that have helped demonstrate the effectiveness of our solution.

1. Rsearch (literature reviews, desktop research)

https://www.acer.org/au/discov...

2. Formative research (e.g. usability studies; feasibility studies; case studies; user interviews; implementation studies; pre-post or multi-measure research; correlational studies)

We compared performance of learners before use of our solution and the performance of learners after use of our solution. We found out that the performance of learners after use of our solution was well above 27 per cent of students that achieved basic reading skills by Year 6 in Eastern and Southern Africa. The performance also surpassed the less than 50% of students   that achieved mathematics skills by Year 6 in Eastern and Southern Africa.

We also made a comparative study with performance of students of neighbouring schools. And we found that our students outclassed them.

Below is an explanation of how  research/studies we have conducted revealed  our solution and how it has informed our work moving forward.

We have come to the conclusion that our solution is feasible and workable; prompting us to replicate it, and to scale it. We will scale it by:

1.  Training more teachers and other stakeholders in other places within Malawi and countries like Zambia and Tanzania on how to use BarEl software in conducting research on  learning variability, and about teaching and learning for evidence based decisions; and also on foundational literacy and numeracy.

2. Encouraging the trained teachers  to train more teachers within their establishment on how to use BarEl software in conducting research on  learning variability, and about teaching and learning for evidence-based decisions; and also on foundational literacy and numeracy.

3.Encouraging the trained teachers to train more teachers outside their establishment on how to use BarEl software in conducting research on  learning variability, and about teaching and learning for evidence-based decisions; and also on foundational literacy and numeracy. 

4. Lobbying education authorities in central and local governments, and in schools to promote research on  learning variability, and about teaching and learning for evidence based decisions; and also on foundational literacy and numeracy 

5. Lobbying for advocacy from education NGOs and elected public officials so that learning institutions should start conducting research on  learning variability, and about teaching and learning for evidence-based decisions;   and also on foundational literacy and numeracy.

6.Training more teachers and other stakeholders within Malawi and other countries like Zambia and Tanzania  on how to use BarEl software to provide quality learning opportunities and improve outcomes for children ages 2-12 years; particularly, in teaching and learning foundational literacy and numeracy, primary and lower secondary Mathematics and Physical Science.

Below is the description of our organization's need to strengthen the evidence base of our solution  and reasons why this is the right time for our organisation to engage in LEAP project:

• Our organisation will have access to a global pool of research and social entrepreneur Fellows who apply their knowledge and skills to support our education solution’s evidence journey;

• Our organisation will get a final report that details tailor-made research recommendations (guidance, strategies, resources, and/or tools) that will inform our approach to strengthen the evidence-base of our education solution.

• Professionally-managed project facilitation provided by MIT Solve , will allow us to focus solely on the most critical elements of the 12-week project.

• Our organisation will have valuable networking opportunities across the global cohort of LEAP Fellows and Project Hosts;
• We will get a $5,000 stipend to compensate for time spent hosting the LEAP Project.

Evidence-based decisions enhance the quality of teaching and learning through innovative, impactful and engaging professional learning.

Effective decisions are based on the analysis of data and information, rather than guess-work or instinct. This may involve:

1. Collecting data and information relevant to the objective.
2. Ensure the data and information gathered is accurate, reliable and accessible
3. Ensure the analysis of this data and information is done using valid methods – this involves understanding the value of suitable statistical techniques.
4. Use results of logical analysis paired with intuition and experience to make informed decisions.

Identify local needs to support school improvement.

Select relevant, evidence-based Interventions by developing partnerships with external organizations and experts that can support identification of research and evidence, building on existing work and engaging both internal and external stakeholders throughout the process of intervention selection to promote buy-in .

 Support implementation and monitoring and improvement activities by focusing on what works, reflecting on  data to understand and address areas for improvement, by developing partnerships with outside experts and implementing proven interventions:   

Avoid to be overwhelmed by all the data collected through establishing routine processes for reviewing the data, investing in resources to analyze data and developing innovative methods for collecting data that leverage existing data collection tools, meetings, or processes at the local level and developing a strong partnership with an external evaluator in order to generate unbiased feedback on interventions.   

1. Is the teaching approach working or improving learning for students or is it having the desired impact or addressing the role of data to help learners and teachers make informed decisions about their learning and teaching?

2. What is the percentage of children and young people in grades 2/3, at the end of primary,  lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex?

3. When is learning variability beneficial for learning and development, and when is it detrimental?  

Below is the description of  our selection above  in relation to our desired outputs of the 12-week LEAP Project sprint:

• 100% increase in the number of evidence-based decisions about learning and teaching made.
• 100% increase in the number of researches or studies about evidence-based learning and teaching conducted.
• 100% increase in the number of fruitful lines of research on learning variability established by a community of researchers.
• 100% increase in the number of pedagogical innovations and education policies that take learning variability into account in their design and implementation.
• 100% increase in number of knowledgeable discussions of three types of variability  by education funding community.
• 45 teachers trained on how to use BarEl software in teaching foundational literacy and numeracy, primary and lower secondary Mathematics and Physical science.
• 10,000 Early Child Development learners, primary and lower secondary learners, out of school youths learners and adult literacy learners; taught foundational literacy and numeracy, Mathematics and Physical Science, using BarEl software.
• 100% Office services adequately and routine activities for management provided.

Below is the explanation our organization plans to do with the outputs following the conclusion of the LEAP Project sprint:

In order that 100% increase in the number of evidence-based decisions about learning, and teaching and the number of researches or studies about evidence-based learning and teaching is achieved, we will: 

a. Train more teachers and other stakeholders in other places within Malawi and other countries like Zambia and Tanzania on how to use BarEl software in conducting research on  learning variability, and about teaching and learning for evidence based decisions; and also on foundational literacy and numeracy 

b. Encourage the trained teachers  to train more teachers within their establishment on how to use BarEl software in conducting research on  learning variability, and about teaching and learning for evidence based decisions; and also on foundational literacy and numeracy.

In order that 100% increase in the number of pedagogical innovations and education policies that take learning variability into account in their design and implementation; and  number of knowledgeable discussions of three types of variability by education funding community is achieved we will:

1.Encourage the trained teachers to train more teachers outside their establishment on how to use BarEl software in conducting research on  learning variability, and about teaching and learning for evidence based decisions; and also on foundational literacy and numeracy so that  100% increase in the number of evidence-based decisions about learning and teaching, and the number of researches or studies about evidence-based learning and teaching conducted is achieved.

2. Lobby education authorities in central and local governments and in schools to promote research on  learning variability, and about teaching and learning for evidence based decisions; and also on foundational literacy and numeracy.

5. Lobby for advocacy from education NGOs and elected public officials so that learning institutions should start conducting research on  learning variability, and about teaching and learning for evidence based decisions;   and also on foundational literacy and numeracy.

6. Train more teachers and other stakeholders in  other places within Malawi and other countries like Zambia and Tanzania on how to use BarEl software in providing quality learning opportunities and improving outcomes for children ages 2-12 years; particularly, in teaching and learning foundational literacy and numeracy, primary and lower secondary Mathematics and Physical Science

The following are the desired short-term and long-term outcomes of the 12-week LEAP Project sprint for both our organization and solution:

• Increased evidence-based education decisions.
• Increased and better research on learning and teaching.
• Increased equitable enrolment at all levels of the education system.
• All adults, children and young people acquire quality education relevant to social and economic development; in particular, foundational literacy and numeracy, primary and lower Secondary Mathematics and Physical Science.
• Learning variability taken on board by educators and teachers.
• Increased and better research on learning and teaching; and learning variability.
• Better pedagogical innovations and education policies that take learning variability into account in their design and implementation.
• Increased equitable enrolment at all levels of the education system.
• All adults, children and young people acquire quality education relevant to social and economic development; in particular, foundational literacy and numeracy, primary and lower Secondary Mathematics and Physical Science.
• Better exam results.
• Improved pass rate. 
• Improved foundational literacy and numeracy skills.
• Increased  number of learners who like Mathematics.