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.

1. AIMS-MASTERCARD FOUNDATION
TEACHER TRAINING PROGRAM IN CAMEROON:
AN OVERVIEW

2. 2
To enrich the pipeline

3. 3
TeacherTraining

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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8. AIMSTrilogy
EQUIPMENT
(Hardware)
TEACHERS
(HR)
CURRICULUM
(Software)

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

10. MathematicsTeacherTraining Program
in Cameroon
Enrich the pipeline
for students at AIMS
centers and students
in STEM Education

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

12. Teacher Training Framework
12

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