African Institute for Mathematical Sciences is committed to building the pipeline of students progressing to secondary and tertiary mathematics and science education, and to decrease the failure and drop-out rate of mathematics students at all levels. Through innovative pedagogical approaches, the use of technology, and continually updated curricula, AIMS is focusing on strengthening the mathematics teacher capacity and reaching as many students in Africa as possible.
4. Current SituationalAnalysis
Low transition rate in Science,
Technology, Engineering and
Mathematics (STEM) ;
Less than 25% of students
studying STEM in Africa;
Gender disparity in STEM
subjects and careers;
Low international standard levels
of students studying in STEM;
Low use of ICT for teaching and
learning;
Not enough teachers being trained to
satisfy the increasing number of
learners;
Lack of science literacy benchmarks
and mathematics standards for Africa
Negative perception of and bias
against Maths.
5. 5
Teachers and teaching/learning.
Curriculum and curriculum material/resources.
Availability, access and participation in
mathematics.
Finance and infrastructural development.
Government policy.
Current Challenges
6. Some Initiatives of Promoting
Mathematics Education in Africa
Special Scholarships in STEM
New Institutions (PANU, IMSP, EAIFR (ICTP), other centers
FEMSA (Female Education in Mathematics and Science in Africa)
Cameroon, Ghana, Tanzania, Uganda, Burkina Faso, Kenya,
Malawi, Mali, Mozambique, Sénégal, Swaziland and Zambia
IFADEM (Training of primary school teachers through la
Francophonie)
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7. The AIMS MathematicsTeacher
Training Model
AIMS - Mission and objectives
To enable Africa’s brightest students to flourish as
independent thinkers, problem solvers and innovators
capable of propelling Africa’s future scientific,
educational and economic self-sufficiency.
To develop mathematical sciences in Africa in order to
face world challenges.
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9. AIMSSEC
(African Institute for Mathematical Sciences Schools
Enrichment Centre www.aimssec.ac.za)
South Africa
MT Courses
Advanced Certificate in Education (ACE)
FaSMEd : Reinforce progress through formative evaluation in
Science and Mathematics
Mathematics Teacher Training
- Cameroon (2015)
- Rwanda (2017)
AIMSTeacherTraining Programs
11. MASTER TRAINERS
NATIONAL AND INTERNATIONAL
CONSULTANTS
INSPECTORS, PRINCIPALS,
IN- AND PRE-SERVICE
TEACHERS
AT HTTC YAOUNDE
AT THE TRAINING
CENTRES
+ TUTORS
PRACTICES IN TEACHING SIMULATION LABS
AND CLASSROOMS
TRAINING FRAMEWORK
PedagogicalCore
13. TT Program Stakeholders
AIMS-NEI, MCF
& Partners MINESUPMINESEC
MTT Program Team
(ENS Yaoundé)
3 HTTC + UB
(Training Units)
10 Regions
TrainingCoP
Awareness
M&E Report
Education Policy
Advocacy
Education Policy
Advocacy
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14. Objectives
Improve the quality of the teaching and learning of
mathematics in Cameroon;
Increase the number of qualified teachers (especially female)
in mathematics in Cameroon;
Increase the number of students (especially girls) enrolling for
STEM education in Cameroon;
Propose different career opportunities to STEM qualified
students;
Vulgarize, demystify and show the importance of mathematics.
15. Activities to meet the objectives
Build government relations
Establish governance body for TTP
Curricula development (gender sensitive) for Trainings
Train HTTC lecturers, Inspectors, in-service teachers,
sensitize school principals
Infrastructure development: office space in Yaoundé,
simulation laboratories at each HTTC, library resources at
each HTTC
Develop a community of practice (ICT platform, ICT resource
review panel, mathematics teachers exchange)
Develop a national award program to raise awareness
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16. Lecturers (at TTCs/Universities)
Teachers (secondary schools)
Pedagogic Inspectors
Delegates of education
School principals
Ministry officers
Students
Parents
Private sector partners
Civil society
Any other stake holders
Target Population
17. Implementation strategy
Partnership: MoU
Organizational and institutional development
Capacity building training of trainers cascade
model
Curricula development
Advocacy: MINESEC budget
18. After 5 years of the program:
More than 4000 teachers are trained.
More than 2 million secondary school students are
reached.
There’s an active and dynamic community
There’s an adapted and updated curriculum
The public is more informed and sensitized on STEM
The educational system is impacted
Expected Results
19. What Makes AIMSTeacherTraining
Innovative?
The way it is launched and is being implemented:
1. Baseline studies and measurable follow up indicators
2. AIMS trilogy (Curriculum, Labs, HR)
3. CoP, Online training component, Distance education
4. Involvement of all actors of the educational system
5. Toolkits and toolbox for upscale
6. Sustainability and upgrade towards STEM and tertiary
Originality (content, learn and teach maths differently i.e.
interactive and experimental maths, focus on learning,
competencies for students, professional development of
teachers)
20. Follow up (through Pedagogic Inspectors)
Collaboration with existing structures (in and out)
Certificates: recognized and valorized by the
Government
Quality: to meet international standards
Give back (TTP & AIMS Centers with Alumni)
It worked in South Africa since it’s implementation in
2003, it has just been launched in Cameroon and it will
be implemented in Rwanda
Bilingualism and 2 educational systems in Cameroon
facilitate the scale up
21. Bright future !
Governments attention is increasing;
More initiatives and finance;
Private sector and civil society interest is
growing;
Community is increasingly conscious.
Perspective on the promotion of
Mathematics Education in Africa