Transcript Slide 1
Practice of INSET in Mathematics and Science Teachers and its Impact on Quality of Basic Education in Kenya
By ADEA-WGMSE
CONTENT/OUTLINE
• Background: Education: access, quality and equity • SMASSE Project: Teachers’ quality: attitude, pedagogy, subject content • SMASSE Project Achievements • Conclusions – Challenges – Lessons – Way Forward
Enjoying Science !!!
Development Issues of Education. Issues : (1) Access = infrastructure and teachers’ number, (2) Quality = teachers’ and instructional material, (3) Equity/equality = policies on provision • Without quality teaching/learning, enrolments in formal education institutions falls • Meaningful extension and expansion of education and training must take into incorporate quality delivery of relevant curriculum.
• SMASSE/WGMSE’s concern m/sc teachers’ quality: attitude, pedagogy & content
Background
• • Situation: In Kenya, – Free Primary Education (From 2003) – Tuition Free Secondary Education (From 2008) • Effect: Strained quality of education – Low in Quantity: Participation, retention, low progression – Low in Quality: Poor performance in National Exams
Past
interventions: Increased inputs, employment of teachers, improved terms of service,
ad hoc in-service education for teachers.
Value of Education
• Without quality teaching/learning, enrolments in formal education institutions falls • Meaningful extension and expansion of education and training must incorporate quality delivery of relevant curriculum.
New Intervention: SMASSE
Goal and Objectives • To upgrade capability of youth in mathematics and sciences • Capacity building of teachers in mathematics and science through INSET • To strengthen INSET Administration at national and districts • To enhance teaching and learning capacity of teachers and students
Brief on SMASSE Project
• Establishing approx 110 INSET centres at existing secondary schools with basic equipment.
• Constructing INSET management systems in all districts.
• Training approx. 1,200 district INSET trainers.
• Training approx 20,000 mathematics and science teachers at all districts.
• Sensitising Principals and DEOs through workshops.
• Training QASOs to familiarise them with ASEI/PDSI approach • Organising stake-holders workshop to establish sustainable INSET system.
• Conducting M/E on quality of INSET and impact of INSET.
SMASSE Project: Implementation
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Baseline Survey
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A bottom-up/participatory approach to isolate factors which can be addressed with minimal resource interventions
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Attitude towards M/S; Pedagogy and Content mastery; infrequent inspection; weaker link between primary and secondary education Guiding Principles for INSET
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A ctivities S tudent-centred E xperiments I mprovisation / P lan D o S ee I mprove : ASEI / PDSI INSET Curriculum
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4 Cycles: Attitude change; Hands-on activities; ASEI Actualization and Effective classroom practices
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2 week per cycle, cascaded to the districts
Achievements:
Remarkable Achievements:
• The “capability” of students has been improved through implementation of SMASSE/INSET particularly in mathematics and biology.
• Positive impact was found on scores of students who were taught by teachers attended INSET and not attended.
• Principal’s encouragement affects the improvement of teaching process.
• Quality of INSET has impact on learning, and the impact has gradually come true through the quantity of INSET.
Achievements: Classroom Practices
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Data from same teachers observed in 2003/04 and 2007
4.0
2003/04 2007 3.0
2.4
2.4
2.3
2.3
2.0
1.2
1.1
1.0
1.0
0.8
0.0
Teaching Procedure Fundamental Technique/methodology Management Overall
Achievements: Classroom Practices
4.0
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Data from same teachers observed in 2003/04 and 2007
2003/04 2007 3.0
2.7
2.5
2.5
2.2
2.0
2.0
2.0
1.9
1.8
1.0
0.0
PROCESS SKILLS AFFECTIVE ASPECT COMMUNICATION SKILLS Aspects of student participation Overall Mean
Comparison between Teachers who attended INSET and not attended **: 5% level , ***: 1% level
Source: SMASSE 2008 Statistical analysis of SMASSE Project Impact Assessment Survey
Hypothesis of INSET IMPACT
INSET Practice of Innovative Lessons Quality Improvement Enhanced Capacity of students Teachers’ Attitude Students’ attitude Principals’ Attitude
Source: SMASSE, 2008, Statistical analysis of SMASSE Project Impact Assessment Survey
Implementation of SMASSE/INSET and Flow of Impacts
Quantity (Frequency) of INSET Quality of INSET Teacher’s teaching process (Practice of ASEI/PDSI) Teachers’ attitude change to teaching Students’ learning process (Practice of ASEI/PDSI) Students’ Attitude to Subject Improvement in Students’ performance
SMASSE 2008: Statistical Analysis of SMASSE Impact Assessment Survey
Lessons Learnt
• Government policies on regular and institutionalized INSET and political will is necessary for success • Need for sustainable funding mechanisms • Continuous M & E of INSET programmes and instruction is critical for improvement • Sustained capacity development of managers and stakeholders • Full-time deployment of core INSET trainers • Collaboration with institutions offering pre service teacher education and curriculum development is important
Challenges
• Some teachers yet to appreciate role of INSET in continuing professional development • Lack of support by some principals and field officers • Conflict of interests • High rate of staff turn-over • Different levels of training among participants • Limited opportunities for further training
Way Forward
• Establish strategic partnerships in capacity development for quality education delivery.
• Continue supporting other African countries wishing to adapt similar INSET programmes for professional development of teachers. • Establish viable and functional Research and Development Departments at CEMASTEA with units in WECSA member countries.
• Seek support and collaborate with AU/NEPAD by promoting mathematics and science education at basic education level through INSET (AU Second Decade of Education Plan of Action).
Networking of WGMSE in Africa