Transcript Achieving quality in basic education through improvement

Achieving quality in basic
education through improvement of
training of trainers in
Teacher Training Schools in Niger
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TEAM RESEARCHERS
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GOZA SANDI Nana Aicha (College of
Education / University of Niamey)
KALLEKOYE Zoumari Issa (College of
Education / University of Niamey)
MOUNKAILA Harouna (College of
Education / University of Niamey)
SALIFOU Karimoune (College of
Education / University of Niamey)
BOUKATA Amadou (MINISTRY OF BASIC
EDUCATION Niamey)
SEYDOU Abdou, Associate Researcher
(Ministry of Basic Education)
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OUTLINE
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OUTLINE (cont’d)
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INTRODUCTION
I. CONTEXT OF STUDY
II. STATEMENT OF THE PROBLEM
III.RESEARCH QUESTIONS
IV. PURPOSE OF THE STUDY
V. STUDY HYPOTHESIS
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OUTLINE (CONT’D)
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VI
VII
VIII
IX
X
XI
LITTERATURE REVIEW
CONCEPTUAL FRAMEWORK
RESEARCH METHODOLOGY
SIGNIFICANCE OF STUDY
BIBLIOGRAPHY
ANNEXES
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INTRODUCTION
NIGER has one of the highest
population growth rates of 3.3% and
a fertility rate of 7.5 children per
woman. The population of Niger has
more than doubled from 5.1 million
in1977 to 11.1 million in 2001
( POPULATION CENSUS). Children under
15 years of age represent half of the
population, the highest in SubSahara Africa.
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I. CONTEXT
Niger is engaged in vast reforms with
a view to improving the performance
of its education system and to
reaching the objectives of Education
For All and of Millennium
Development Goals. That is the
reason why the country has
embarked on a 10-year Program of
Education Development (PDDE)
2003-2012
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CONTEXT (cont’d)
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In the process of implementing the
PDDE, a thorough diagnosis of the
country’s education system was
carried out in 2001. The following
weaknesses were therefore
identified :
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Context (cont’d)
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A very limited development of the
education system coupled with marked
disparities :
54.6 % of children of 7 to 12 years old do
not have access to primary education. ;
only 13 % of children of 13 to 16 years old
have access to secondary schools ;
and 80.1 % of adults are illiterate
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CONTEXT (cont’d)
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Profound gender gaps (54.2 %) for boys
versus 36.5 % for girls in 2002 - 2003) ;
Disparities between rural areas (44.3 %)
and urban areas (87.1 %) in 2002 2003 ;
Disparities between regions (94.9 % in
Niamey versus 32.9, 39.3 and 40 %
respectively in Zinder, Diffa and Tahoua in
2002 -2003) ;
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CONTEXT (cont’d)
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Very low intraschool performances
characterized by :
very high class repetition rates (36 % at
Primary 6 and 39 Secondary 4) ;
high rates of failure at cycle final exams
(52.8 % at CFEPD (Primary), and 46.7 %
at Secondary School Entrance exam in
2002 - 2003) ;
high rates of school leavers in literacy
centers (53 %)
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CONTEXT (cont’d)
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This program (PDDE) aims at improving
access and quality :
ACESS:The general objective assigned
to this component is to contribute to
a better access and accessibility to
primary education through an
increase and greater distribution of
educational facilities and enrolment
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CONTEXT (cont’d)
QUALITY:
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This concept aims at the general
following objectives :
Increase completion rates in Primary
and Junior Secondary ;
improve learners’ performances
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II. STATEMENT OF THE
PROBLEM
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To meet the requirements set by the
PDDE, 27, 723 Primary school
teachers are expected to be trained
by 2015, i.e., about 3000 teachers
per year.
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STATEMENT OF THE PROBLEM
(cont’d)
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Learners’ class performances and
their success rates to the final exams
are undoubtedly the indicators of the
quality of the education system. In
Niger, all the evaluations carried out
by the PASEC (CONFEMEN), the MLA
(UNESCO) and the SEDEP (MEBA)
unanimously pointed out that the
level of acquisition / learning in Niger
is the lowest in Sub – Sahara Africa.
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UNESCO results data
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Table : Comparative Basic Knowledge Test Results
Average Pass
rate in reading
Average Pass
rate in
Average Pass
rate in Life skills
and writing
Mathematics
NIGER
44,2
38,4
47,7
MLA COUNTRIES
53,4
47,2
60,8
Source : World Bank 2005.
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Table : Results on pupils skills in
French
Levels
Number of pupils reach or go
belong mastery line
CP
9,9 %
CE 2
14,3 %
CM 2
12,89 %
Source : SEDEP / Final Report - 27/11/2000
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Table : Results on pupils skills in
Maths
Levels
Percent
CP
52,37 %
CE 2
37,18 %
CM 2
41,53 %
Source : SEDEP / Rapport final/Mathématiques / NiGER (2000)
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III. RESEARCH QUESTIONS
• What are the consequences of the
lack of motivation of TTS trainers
upon their trainees ?
• Can training be efficient without
adequate learning materials ?
• Which competences are necessary
for TTS trainers to provide quality
training ?
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RESEARCH QUESTIONS (cont’d)
• How can insufficient incentives to training
influence trainers professional value ?
• What sort of opinions does the lack of
motivation of trainers instil in trainees
mind?
• Does a very mobile teaching staff acquire
enough experience to provide a quality
service ?
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IV. PURPOSE OF THE STUDY
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The aim of this study is thus to help
the country’s decision – makers to
utilize scarce resources effectively an
efficiently. To achieve its quality in
the struggle for education for all, the
stress should be put on the training
of trainers
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PURPOSE OF THE STUDY (cont’d)
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A well – trained teacher is in fact a
step towards settling the problems
of class – repletion and drop-outs.
Similarly, it could promote the school
integration into the community
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General objectives :
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Analyse the strengths and
weaknesses of the training of
trainers so as to improve quality in
education, with is the pillar in the
overall policy of the Ministry of Basic
Education.
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Specific objectives
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Analyze
Analyze
Analyze
Identify
the work conditions of staff
their profile
class practice of TTS trainers
the gaps to be filled
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Specific objectives (cont’d)
Provide decision – markers with data that
will help them implement efficient
training of trainers policy Provide training
institutions (colleges) with actual training
needs so as to devise and implement
sound training courses.
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V. STUDY HYPOTHESIS
The poor professional quality of TTS
trainers is linked to :
 Inadequate professional tutoring ;
 Lack of motivation.
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SCOPE OF STUDY
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The study will cover the five Teachers
Training Schools (ENI) of the country,
i.e., approximatively150 trainers of
trainers.
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SCOPE OF STUDY (cont’d)
TTS Staff
Catégories
Maradi
Tahoua
Tillabery
Zinder
Total
%
1
0
0
0
1
2
1%
Assistants
13
7
5
9
10
44
29 %
Primary schools
Inspectors
1
0
2
0
1
4
3%
J.S.S TEACHERS
0
2
2
1
2
7
5%
SUPERVISORS.
2
4
2
0
4
12
8%
2
2
2
2
1
9
6%
School Teachers
15
11
14
15
19
74
49 %
Total :……………
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26
27
27
38
152
100 %
High
Teachers
Physical
Teachers
Dosso
School
Ed.
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VI. LITERATURE REVIEW
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... learners are confronted with
learning obstacles and some of
them cannot make it at all, with
all dramatic consequences that
lie behind their failure.
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LITERATURE REVIEW
(cont’d)
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Develay M. (1996) points out
that ‘’there is no fatality in that,
and that if school as an
institution cannot alone heal all
the wounds of the community, a
better training of teachers is
likely to fight back school set –
backs in a significant way...
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Training of teachers before
independence
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The nigerien educational system
shows important changes in its
progression, mainly as regard to the
training of trainers.
However, no sound and well
established training policy has been
elaborated.
Trainers of trainers are usually
recruited without prior training.
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VII. CONCEPTUAL FRAMEWORK
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The present frame is borrowed from
Gerard (2001). It will not only help a
better understanding of strategies to
enhance quality in training trainers of
trainers, factors preventing and/or
facilitating quality in education, but it
will also help select adequate
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CONCEPTUAL FRAMEWORK
(cont’d)
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GERARD (2001) summarizes these
five (5) dimensions as follow :
EQUITY
PERFORMANCE
COMMITMENT
BALANCE COMPETENCE
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7.1 Performance
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To be of quality a training course
must be performing. There are two
(2) types of internal performance :
Evaluating internal performance
Evaluating External Performance
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7.1.1
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Evaluating internal
performance
In the education systems, the
indicators commonly used to assess
internal performance include success
in exams, class repetitions, dropouts, certificates or comparing the
sum of skills achieved at the entry
and the end of a training cycle
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Evaluating internal performance
(cont’d)
Candidates 2000-2001 2001-2002
2002-2003
2003-2004
2004-2005
Enlisted
96,688
76,565
72,221
85,948
100,161
Passed
29,102
36,168
38,799
51,616
65,575
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47
54
60
65
% of pass
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7.1.2 Evaluating External
Performance
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One way to achieve that objective is
to see the number of unemployed
students just after completion of
their studies, the number of job
requests not yet satisfied, but also
the quantity of job opportunities
from companies that are not met
because of lack of qualified laborhand, etc
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7.2. - Equity of Training System
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The concept of equity results from
social justice : the more equitable a
system, the fewer the disparities
between rich and poor are.
The following Table illustrates how
profound the disparities can be (stats
Directory, MEBA 2004-2005).:
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Equity of Training System
(cont’d)
Enrolment
Gross
Literacy rate
Completion
rate
Total
55
52
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Boys
63
62
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Girls
46
43
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Urban centers
92
57
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Rural areas
48
51
33
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7.3. - Efficiency in a training
system
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Efficiency is related to performance.
Evaluating efficiency should therefore
take into consideration all resources
used in training, financial, human,
strategies and methods, time
dedicated to training
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7.4 - Balance in an educational
system
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Balance is a component of the
pedagogical dimension. In effect, a
well-trained teacher is
he/she
who is able to take into account all
the dimensions of knowledge. He
therefore seeks to :
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Balance in an educational
system (cont’d)
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help learners to know how, to have skills
and knowledge ;
cover cognitive, physical and socioaffective fields ;
integrate those skills so as the learner not
only acquire knowledge, but also and
mainly use those elements to move
gradually towards competences that will
help him to manage various situations
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7.5.
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Commitment
The first and essential quality of any
training system is to give learners
(pupils, students, unemployed, civil
servants) the desire to learn and to
engage them in the entire
teaching/learning process.
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Commitment (cont’d)
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The following quality indicators will
be analysed : do teachers see their
role as a pleasant duty or as a
burden ? Does evaluation stress on
successes or failures ? Is the pupil an
active participant to the learning
process or a passive attendant of the
teacher’s lecture ?
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VIII. - METHODOLOGY
Target
Group
Instruments
Of collect
Questionnaires
Administration
DEF
IC
DRH/ ENI
MEBA Head
teach.
Traine
rs
ENI
Study
heads
Participants
School Assist
Teach. H.Teach
Total
Special
section
Interviews
-
-
-
-
152
-
-
-
-
Target group
-
-
-
-
-
5
5
5
15
Observation sheet
-
-
-
-
-
-
-
-
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IX - SCOPE OF STUDY
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This study aims at helping decision makers to be aware of the
importance of an educational policy
in the training of trainers.
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SCOPE OF STUDY (cont’d)
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It will also enable the department of
basic and in-service training to have
access to resources susceptible of
improving their decision-taking
ability. Eventually, this study will
enable the University to devise
adequate programme.
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