The document discusses initiatives in several African countries that aim to enhance teachers' skills and improve mathematics and science education through in-service teacher training projects. Specifically:
1) Projects like SMASSE in Kenya, Niger, Malawi and others target improving student learning by strengthening teachers' content and pedagogical knowledge through professional development opportunities.
2) The projects emphasize student-centered, inquiry-based learning and aim to positively shift teachers' and students' attitudes towards math and science.
3) They are designed to provide sustainable, long-term professional development for teachers led by experienced educators rather than university faculty. The overall goals are to upgrade students' abilities in math and science and improve classroom instruction and exam
Ensuring quality education in ghana experiences of basic school mathematics a...Alexander Decker
This document summarizes a study that investigated the benefits basic school teachers in Ghana perceived from participating in a Lesson Study model of in-service training. The study surveyed 46 teachers who had participated in the Ghana Education Service/Japan International Cooperation Agency Science, Technology, and Mathematics in-service training project between 2001-2011. Teachers completed a questionnaire and participated in focus groups. The results showed that teachers felt their competencies in subject matter knowledge, lesson planning, lesson preparation, teaching material preparation and usage improved significantly through the Lesson Study model. The Lesson Study model was introduced in Ghana as part of an effort to provide sustainable, cost-effective professional development for mathematics and science teachers.
This study examined science teachers' use of innovative teaching strategies for senior secondary school science subjects in Ilorin, Nigeria. The researchers administered a questionnaire to 256 science teachers to assess their utilization of 36 innovative strategies. The results showed that teachers frequently used only 2 of the 36 strategies, while rarely using the rest. Teachers' experience and qualifications did not significantly influence their strategy use. The study aimed to determine strategy use and identify factors that may impact it, in order to improve student performance in science subjects. It recommended that teachers make greater use of innovative strategies.
An analysis of the perceived challenges faced by student teachers during teac...Alexander Decker
1) The document discusses a study that investigated challenges faced by student teachers during their teaching practice exercises.
2) The study found that 15 out of 21 potential challenges were perceived as major challenges by most student teachers. Common challenges included lack of accommodation, insufficient instructional materials, no allowances provided, and clashes between teaching practice and on-campus lectures.
3) Additionally, the study found that the location of whether a school was in an urban or rural area did not significantly influence the challenges faced by student teachers.
Difficulty levels of topics in the new senior secondary school mathematics cu...Alexander Decker
This document summarizes a study that examined mathematics teachers' perceptions of difficulty levels of topics in Nigeria's new senior secondary school mathematics curriculum. The study found:
1) Teachers perceived newly added topics like modular arithmetic, coordinate geometry, differentiation, and integration as very difficult. Existing topics were mostly perceived as easy or averagely difficult.
2) There were no significant differences found in perceived difficulty based on teachers' gender, academic qualifications, professional qualifications, or years of experience.
3) It was recommended that teachers be provided training through workshops and seminars on the new topics, as well as relevant teaching materials to help them effectively teach the revised curriculum.
This document summarizes a study that examined the professional competencies of teachers trained through the National Teachers' Institute (NTI) Distance Learning Programme to obtain a Nigeria Certificate in Education (NCE) compared to those who attended full-time NCE programmes. The study found that both NTI and full-time NCE teachers had high commitment, motivation, morale and positive attitudes towards teaching. However, NTI teachers showed significantly higher commitment to teaching. While individual teacher characteristics did not significantly influence professional competence, all the factors combined accounted for a small percentage of variance in professional competence. The study concluded that NTI should ensure a favourable teaching environment to enhance teacher production and its teacher training programme through distance learning is important and should be
11.lecturers assessment of teaching practice exerciseAlexander Decker
The document examines education lecturers' assessments of the quality of teaching practice exercises in Nigerian universities. A survey was conducted of 691 lecturers across Nigeria who rated the quality of teaching practice as fairly above average. The study also found that experience and job status influenced assessments, while gender did not, and it recommends allotting more time to teaching practice and training lecturers on best practices.
Development and modification of curriculum for excellence in teacher educationAlexander Decker
This document discusses the development and modification of curriculum for teacher education programs. It notes that teacher education curriculum needs to be regularly updated to keep pace with changes in the field of education. The key components of a modern teacher education curriculum and how to accommodate new areas like communication skills within the constraints of time are discussed. Several models of curriculum organization are also mentioned. The importance of making the teacher education curriculum responsive to changing needs and aligning it with principles of modern pedagogy is emphasized.
Ensuring quality education in ghana experiences of basic school mathematics a...Alexander Decker
This document summarizes a study that investigated the benefits basic school teachers in Ghana perceived from participating in a Lesson Study model of in-service training. The study surveyed 46 teachers who had participated in the Ghana Education Service/Japan International Cooperation Agency Science, Technology, and Mathematics in-service training project between 2001-2011. Teachers completed a questionnaire and participated in focus groups. The results showed that teachers felt their competencies in subject matter knowledge, lesson planning, lesson preparation, teaching material preparation and usage improved significantly through the Lesson Study model. The Lesson Study model was introduced in Ghana as part of an effort to provide sustainable, cost-effective professional development for mathematics and science teachers.
This study examined science teachers' use of innovative teaching strategies for senior secondary school science subjects in Ilorin, Nigeria. The researchers administered a questionnaire to 256 science teachers to assess their utilization of 36 innovative strategies. The results showed that teachers frequently used only 2 of the 36 strategies, while rarely using the rest. Teachers' experience and qualifications did not significantly influence their strategy use. The study aimed to determine strategy use and identify factors that may impact it, in order to improve student performance in science subjects. It recommended that teachers make greater use of innovative strategies.
An analysis of the perceived challenges faced by student teachers during teac...Alexander Decker
1) The document discusses a study that investigated challenges faced by student teachers during their teaching practice exercises.
2) The study found that 15 out of 21 potential challenges were perceived as major challenges by most student teachers. Common challenges included lack of accommodation, insufficient instructional materials, no allowances provided, and clashes between teaching practice and on-campus lectures.
3) Additionally, the study found that the location of whether a school was in an urban or rural area did not significantly influence the challenges faced by student teachers.
Difficulty levels of topics in the new senior secondary school mathematics cu...Alexander Decker
This document summarizes a study that examined mathematics teachers' perceptions of difficulty levels of topics in Nigeria's new senior secondary school mathematics curriculum. The study found:
1) Teachers perceived newly added topics like modular arithmetic, coordinate geometry, differentiation, and integration as very difficult. Existing topics were mostly perceived as easy or averagely difficult.
2) There were no significant differences found in perceived difficulty based on teachers' gender, academic qualifications, professional qualifications, or years of experience.
3) It was recommended that teachers be provided training through workshops and seminars on the new topics, as well as relevant teaching materials to help them effectively teach the revised curriculum.
This document summarizes a study that examined the professional competencies of teachers trained through the National Teachers' Institute (NTI) Distance Learning Programme to obtain a Nigeria Certificate in Education (NCE) compared to those who attended full-time NCE programmes. The study found that both NTI and full-time NCE teachers had high commitment, motivation, morale and positive attitudes towards teaching. However, NTI teachers showed significantly higher commitment to teaching. While individual teacher characteristics did not significantly influence professional competence, all the factors combined accounted for a small percentage of variance in professional competence. The study concluded that NTI should ensure a favourable teaching environment to enhance teacher production and its teacher training programme through distance learning is important and should be
11.lecturers assessment of teaching practice exerciseAlexander Decker
The document examines education lecturers' assessments of the quality of teaching practice exercises in Nigerian universities. A survey was conducted of 691 lecturers across Nigeria who rated the quality of teaching practice as fairly above average. The study also found that experience and job status influenced assessments, while gender did not, and it recommends allotting more time to teaching practice and training lecturers on best practices.
Development and modification of curriculum for excellence in teacher educationAlexander Decker
This document discusses the development and modification of curriculum for teacher education programs. It notes that teacher education curriculum needs to be regularly updated to keep pace with changes in the field of education. The key components of a modern teacher education curriculum and how to accommodate new areas like communication skills within the constraints of time are discussed. Several models of curriculum organization are also mentioned. The importance of making the teacher education curriculum responsive to changing needs and aligning it with principles of modern pedagogy is emphasized.
Students and teachers’ views of difficult areas in mathematics syllabusAlexander Decker
1. The study investigated teachers' and students' views on difficult areas of the mathematics syllabus required for engineering education in Nigeria, using schools in Ogbomosho South, Oyo State.
2. Questionnaires were administered to 15 mathematics teachers and 180 secondary III students across 18 secondary schools to identify difficult topics.
3. The results from analyses using frequency count, percentage, t-test and Chi-square showed that both qualified and unqualified, experienced and less experienced teachers identified the same difficult areas of the mathematics syllabus.
An appraisal of the new nigerian senior secondary school physics curriculumAlexander Decker
The document summarizes and compares the old and new senior secondary school physics curriculums in Nigeria. The new curriculum will be implemented in 2011 and has six themes instead of five. An additional theme on physics in technology has been added. The new curriculum is more student-activity oriented with an emphasis on experimentation, questioning, discussion and problem solving. It also recommends an assessment protocol that evaluates students across three domains of learning. While the objectives remain similar between the old and new curriculums, the changes aim to better align the physics curriculum with national and global issues.
The document examines the professional competencies of teachers trained through the National Teachers' Institute (NTI) Distance Learning Programme for the Nigeria Certificate in Education (NCE) compared to those trained in full-time NCE programmes. It finds that while NTI NCE teachers were significantly more committed to teaching, factors like attitude, motivation and morale did not significantly influence professional competence. Together these factors only accounted for 1.4% of the variance in teachers' professional competence.
This document provides a critical appraisal of the secondary level mathematics curriculum in Kerala, India. It discusses the importance of mathematics based on national education policies and frameworks. The National Curriculum Framework (NCF) 2005 and Kerala Curriculum Framework (KCF) 2007 emphasize developing students' ability to think mathematically and solving problems. However, many students struggle with mathematics and consider it difficult. The document analyzes whether deficiencies in the current secondary curriculum contribute to these difficulties, and how well the curriculum aligns with NCF and KCF guidelines, with a focus on high school mathematics textbooks. Suggestions are provided to address limitations and improve the curriculum.
11.lecturers assessment of teaching practice exercise in nigerian universitiesAlexander Decker
The document examines education lecturers' assessments of the quality of teaching practice in Nigerian universities. It finds that lecturers rated the quality of teaching practice as fairly above average. Experience and job status were found to significantly influence lecturers' assessments, while gender had no influence. The document recommends allotting more time to teaching practice and organizing retraining programs for lecturers on best practices in the internship aspect of teacher education.
This document is a project report from Raffles Institution that aims to help Primary school students improve their ability to solve complex word problems in mathematics. It conducted a survey and interview with a math teacher to understand the challenges students face. It was found that students struggled most with multi-step word problems and running out of time. The project designed worksheets that broke down word problems into simpler concepts and tested students before and after to measure the impact of this modified teaching approach. The post-test results revealed improvements in student performance.
This document summarizes a study on educators' perceptions of continuing professional development for teachers in South Africa. The study aimed to explain educators' views of continuing professional development in light of South Africa's National Policy Framework for Teacher Education and Development. The study found that educators had differing views in three main areas: 1) their overall view of professional development in the education system, 2) their experiences with different types of professional development programs, and 3) the impact of professional development programs on schools.
This document discusses a study that examined South African educators' perceptions of their increasing workload due to administrative and professional duties. The study found that educators face a heavy workload without adequate support from the Department of Education. It recommends implementing an internship program called READ (Relieve Educators' Administrative Demands) to help educators deal with their workload by assisting with administrative tasks. The document provides background on the roles and responsibilities South African educators are expected to fulfill, which involve both administrative and professional duties. It notes that educators struggle to fulfill all their duties due to the large amount of paperwork and other administrative requirements.
The document summarizes the key aspects of the Kerala School Curriculum 2013 for higher secondary education. It discusses how curriculum reforms in Kerala have been influenced by national reports and policies. It outlines the chief characteristics of the 2013 curriculum, which include being learner-centered, activity-based, and focusing on skills, values, and continuous evaluation. The curriculum aims to provide internationally accepted teaching models and ensure students are equipped to face contemporary challenges as knowledge society members.
This document outlines the course syllabus for an educational development course in Nepal. The course aims to acquaint students with the history of educational reforms in Nepal through examining four distinct periods: opposition to education, quantitative growth of schooling, centralization and nationalization of education, and democratization of education. It also covers contemporary issues like access, equity, and the roles of agencies like the Ministry of Education. The course is divided into six units covering topics like historical reforms, curriculum development, education structures, central agencies, and current issues. Students will be evaluated through internal and external assessments consisting of exams, presentations, papers and projects.
This document summarizes a paper presented at a conference on technical and vocational education and training in Malaysia. It discusses the development of competency for vocational teachers in Malaysia from a curriculum development perspective.
The paper addresses the training of vocational teachers, focusing on curriculum development to meet stakeholder requirements. It outlines frameworks and standards for quality teaching, including the expected attributes of vocational teachers in Malaysia. It also describes the curriculum development process used by one university, the University Tun Hussein Onn Malaysia, to improve teacher competency. The new curriculum is intended to provide teachers that meet the requirements of the Ministry of Education.
The document discusses innovations in education and the 2002 Basic Education Curriculum implemented in the Philippines. It describes how innovations are necessary to keep pace with societal changes. The 2002 BEC aims to raise quality and accessibility of education through a restructured curriculum focusing on five learning areas. It emphasizes interactive, collaborative and innovative teaching approaches like thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies across subjects.
An investigation into the challenges facing the implementation of technical c...Alexander Decker
This document summarizes a study that investigated challenges facing the implementation of technical college curriculum in South West Nigeria. The study found that 65.83% of teachers and instructors were professionally qualified to teach. Major challenges identified included lack of in-service training and poor working conditions for teachers, outdated equipment, unstable government policies, lack of standard workshops and modern instructional materials. There was no significant difference found between teachers and instructors' views on implementation challenges. The study concluded that poor implementation is due to many factors including insufficient resources in technical colleges.
The Primary Exit Profile: What does this mean for STEM in Jamaican Primary Sc...Lorain Senior
This document represents my original contribution as a part of the criteria for completion off the Capstone Experience Project in fulfillment of the M/Ed. in S.T.E.M Leadership at the American College of Education.
Project CHILD is an instructional program developed at Florida State University that uses technology to enhance curriculum. It modifies school structures and creates classrooms conducive to learning with technology. Teachers become specialists in reading, writing, or math and students rotate between classrooms to receive instruction from each teacher in their cluster. The program focuses on self-contained K-5 classrooms and uses stations for different types of learning activities.
This article discusses the development of an effective strategy for teacher involvement in curriculum development in South Africa. It notes that while policy documents call for greater teacher participation, the extent of their actual impact has been questionable. The proposed strategy involves formal teacher training through semester-long accredited courses, with phased implementation of the curriculum development process. It also calls for shared responsibility between the Department of Education and higher education institutions for in-service teacher training. The research found that dedicated time is needed during each school term for large-scale in-service programs to allow for meaningful teacher contribution to curriculum development.
Quality of Secondary Schools Trained Geography Teachers in Universities and D...MOHAMEDMUCHIRI
There has been a concern about the quality of secondary schools teachers being prepared and produced by University and Teachers Training Colleges especially in pedagogy and use of instructional resources which is naturally and technically a pedagogical issue. The study was guided by Shulman`s concept of pedagogical content knowledge. A total sample of the study was ten (10) secondary schools, ten (10) Heads of department, fifty (50) Geography teachers and five hundred (500) Geography students. Schools, Geography teachers and Heads/Chairs of departments were purposively selected while form three (3) and form four (4) classes were selected by simple random method. The researcher used a descriptive cross-sectional survey research design involving both qualitative and quantitative methodologies. Data were collected using questionnaires for Geography Teachers and interview schedules for Heads/Chairs of departments, observation schedules, and resources checklist. The major findings were most of University trained Geography teachers were not competent enough in pedagogy and faced difficulties in utilization of educational technology in teaching/ learning process which included: insufficient knowledge of meaningful instructional activities, fewer lessons in the timetable as recommended by the ministry, inadequacy of teaching/learning resources, examination oriented programme, cheating and inadequate teacher professional development in Geography. It was also noted most of TTCS trained teachers had been effectively oriented on the use of instructional resources but follow- up a mechanism like in-service training was inadequate. Based on research findings, the study recommended that Geography teachers should be in-service in the use of practical approaches and at least have six lessons per week to enable them to cover syllabus on time. It was also recommended that the ministry of education modernize all secondary schools in Kenya by technologizing them to make them tandem with the expectation of modern education. In addition, it was further recommended that most of the Geography departments should have Geography rooms which should be well equipped.
11.development and modification of curriculum for excellence in teacher educa...Alexander Decker
This document discusses the development and modification of curriculum for teacher education programs. It addresses several key points:
1) Teacher education curriculum must be regularly updated and modified to keep pace with changes in educational goals and the changing environment. Static curricula will not adequately prepare teachers.
2) Many factors influence the quality and coverage of teacher education programs, including the curriculum content and how it is delivered. The curriculum must aim to develop teaching competencies within the constraints of program duration.
3) There have been numerous theories and frameworks proposed for curriculum development and modification over the years. Modern teacher education curricula need to incorporate current concerns and developments to achieve excellence.
4) Ongoing review and revision
Implications of the Unavailability of Resources on the Implementation of New ...ijtsrd
This study intended to examine the unavailability of resources on the Implementation of the New Teacher Training Curriculum in South West Region of Cameroon. Questionnaires and focus group discussions were used in collecting data. Questionnaires were completed by 180 teacher trainers drawn from 5 Teacher Training colleges in three divisions. There were two focus groups. The random and purposive sampling techniques were employed in selecting the divisions and the schools. Data collected from the field were analyzed using descriptive and inferential statistics. For descriptive statistics, frequencies, percentages, bar charts and pie charts were used. The Pearson Product Moment Correlation Coefficient Value r was used to test the hypotheses. The findings revealed that, majority of respondents were in the opinion that resources were rarely or unavailable. The teacher trainers outlined some of the effects and constraints they encountered in the course of implementing the new curriculum. One main recommendation is that, the ministry of secondary education, educators and facilitators of teacher training colleges should ensure that teacher trainers are taught and trained on the new pedagogic practices that are introduced in the course of implementation of a curriculum before implementation begins. They should also ensure that resources are adequately available. Considering the limitations of the study, the researcher made recommendations for more research by employing a multi dimension in extending to other regions and even carrying out a comparative study between public and private teacher training institutions. Ediage Grace Melioge "Implications of the Unavailability of Resources on the Implementation of New Curriculums in Teacher Training Colleges in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38454.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38454/implications-of-the-unavailability-of-resources-on-the-implementation-of-new-curriculums-in-teacher-training-colleges-in-the-south-west-region-of-cameroon/ediage-grace-melioge
IntroductionThe purpose of writing this research is to know .docxBHANU281672
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teach?
How important do you think the professional development plan is ...
the impact of the professional development plan on teachers in KSA.docxkailynochseu
the impact of the professional development plan on teachers in KSA
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teac.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria. by Osiesi Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 7 (Jul. 2020), 111-118. DOI:https://doi.org/10.31149/ijie.v3i7.507. https://journals.researchparks.org/index.php/IJIE/article/view/507/484 https://journals.researchparks.org/index.php/IJIE/article/view/507
Students and teachers’ views of difficult areas in mathematics syllabusAlexander Decker
1. The study investigated teachers' and students' views on difficult areas of the mathematics syllabus required for engineering education in Nigeria, using schools in Ogbomosho South, Oyo State.
2. Questionnaires were administered to 15 mathematics teachers and 180 secondary III students across 18 secondary schools to identify difficult topics.
3. The results from analyses using frequency count, percentage, t-test and Chi-square showed that both qualified and unqualified, experienced and less experienced teachers identified the same difficult areas of the mathematics syllabus.
An appraisal of the new nigerian senior secondary school physics curriculumAlexander Decker
The document summarizes and compares the old and new senior secondary school physics curriculums in Nigeria. The new curriculum will be implemented in 2011 and has six themes instead of five. An additional theme on physics in technology has been added. The new curriculum is more student-activity oriented with an emphasis on experimentation, questioning, discussion and problem solving. It also recommends an assessment protocol that evaluates students across three domains of learning. While the objectives remain similar between the old and new curriculums, the changes aim to better align the physics curriculum with national and global issues.
The document examines the professional competencies of teachers trained through the National Teachers' Institute (NTI) Distance Learning Programme for the Nigeria Certificate in Education (NCE) compared to those trained in full-time NCE programmes. It finds that while NTI NCE teachers were significantly more committed to teaching, factors like attitude, motivation and morale did not significantly influence professional competence. Together these factors only accounted for 1.4% of the variance in teachers' professional competence.
This document provides a critical appraisal of the secondary level mathematics curriculum in Kerala, India. It discusses the importance of mathematics based on national education policies and frameworks. The National Curriculum Framework (NCF) 2005 and Kerala Curriculum Framework (KCF) 2007 emphasize developing students' ability to think mathematically and solving problems. However, many students struggle with mathematics and consider it difficult. The document analyzes whether deficiencies in the current secondary curriculum contribute to these difficulties, and how well the curriculum aligns with NCF and KCF guidelines, with a focus on high school mathematics textbooks. Suggestions are provided to address limitations and improve the curriculum.
11.lecturers assessment of teaching practice exercise in nigerian universitiesAlexander Decker
The document examines education lecturers' assessments of the quality of teaching practice in Nigerian universities. It finds that lecturers rated the quality of teaching practice as fairly above average. Experience and job status were found to significantly influence lecturers' assessments, while gender had no influence. The document recommends allotting more time to teaching practice and organizing retraining programs for lecturers on best practices in the internship aspect of teacher education.
This document is a project report from Raffles Institution that aims to help Primary school students improve their ability to solve complex word problems in mathematics. It conducted a survey and interview with a math teacher to understand the challenges students face. It was found that students struggled most with multi-step word problems and running out of time. The project designed worksheets that broke down word problems into simpler concepts and tested students before and after to measure the impact of this modified teaching approach. The post-test results revealed improvements in student performance.
This document summarizes a study on educators' perceptions of continuing professional development for teachers in South Africa. The study aimed to explain educators' views of continuing professional development in light of South Africa's National Policy Framework for Teacher Education and Development. The study found that educators had differing views in three main areas: 1) their overall view of professional development in the education system, 2) their experiences with different types of professional development programs, and 3) the impact of professional development programs on schools.
This document discusses a study that examined South African educators' perceptions of their increasing workload due to administrative and professional duties. The study found that educators face a heavy workload without adequate support from the Department of Education. It recommends implementing an internship program called READ (Relieve Educators' Administrative Demands) to help educators deal with their workload by assisting with administrative tasks. The document provides background on the roles and responsibilities South African educators are expected to fulfill, which involve both administrative and professional duties. It notes that educators struggle to fulfill all their duties due to the large amount of paperwork and other administrative requirements.
The document summarizes the key aspects of the Kerala School Curriculum 2013 for higher secondary education. It discusses how curriculum reforms in Kerala have been influenced by national reports and policies. It outlines the chief characteristics of the 2013 curriculum, which include being learner-centered, activity-based, and focusing on skills, values, and continuous evaluation. The curriculum aims to provide internationally accepted teaching models and ensure students are equipped to face contemporary challenges as knowledge society members.
This document outlines the course syllabus for an educational development course in Nepal. The course aims to acquaint students with the history of educational reforms in Nepal through examining four distinct periods: opposition to education, quantitative growth of schooling, centralization and nationalization of education, and democratization of education. It also covers contemporary issues like access, equity, and the roles of agencies like the Ministry of Education. The course is divided into six units covering topics like historical reforms, curriculum development, education structures, central agencies, and current issues. Students will be evaluated through internal and external assessments consisting of exams, presentations, papers and projects.
This document summarizes a paper presented at a conference on technical and vocational education and training in Malaysia. It discusses the development of competency for vocational teachers in Malaysia from a curriculum development perspective.
The paper addresses the training of vocational teachers, focusing on curriculum development to meet stakeholder requirements. It outlines frameworks and standards for quality teaching, including the expected attributes of vocational teachers in Malaysia. It also describes the curriculum development process used by one university, the University Tun Hussein Onn Malaysia, to improve teacher competency. The new curriculum is intended to provide teachers that meet the requirements of the Ministry of Education.
The document discusses innovations in education and the 2002 Basic Education Curriculum implemented in the Philippines. It describes how innovations are necessary to keep pace with societal changes. The 2002 BEC aims to raise quality and accessibility of education through a restructured curriculum focusing on five learning areas. It emphasizes interactive, collaborative and innovative teaching approaches like thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies across subjects.
An investigation into the challenges facing the implementation of technical c...Alexander Decker
This document summarizes a study that investigated challenges facing the implementation of technical college curriculum in South West Nigeria. The study found that 65.83% of teachers and instructors were professionally qualified to teach. Major challenges identified included lack of in-service training and poor working conditions for teachers, outdated equipment, unstable government policies, lack of standard workshops and modern instructional materials. There was no significant difference found between teachers and instructors' views on implementation challenges. The study concluded that poor implementation is due to many factors including insufficient resources in technical colleges.
The Primary Exit Profile: What does this mean for STEM in Jamaican Primary Sc...Lorain Senior
This document represents my original contribution as a part of the criteria for completion off the Capstone Experience Project in fulfillment of the M/Ed. in S.T.E.M Leadership at the American College of Education.
Project CHILD is an instructional program developed at Florida State University that uses technology to enhance curriculum. It modifies school structures and creates classrooms conducive to learning with technology. Teachers become specialists in reading, writing, or math and students rotate between classrooms to receive instruction from each teacher in their cluster. The program focuses on self-contained K-5 classrooms and uses stations for different types of learning activities.
This article discusses the development of an effective strategy for teacher involvement in curriculum development in South Africa. It notes that while policy documents call for greater teacher participation, the extent of their actual impact has been questionable. The proposed strategy involves formal teacher training through semester-long accredited courses, with phased implementation of the curriculum development process. It also calls for shared responsibility between the Department of Education and higher education institutions for in-service teacher training. The research found that dedicated time is needed during each school term for large-scale in-service programs to allow for meaningful teacher contribution to curriculum development.
Quality of Secondary Schools Trained Geography Teachers in Universities and D...MOHAMEDMUCHIRI
There has been a concern about the quality of secondary schools teachers being prepared and produced by University and Teachers Training Colleges especially in pedagogy and use of instructional resources which is naturally and technically a pedagogical issue. The study was guided by Shulman`s concept of pedagogical content knowledge. A total sample of the study was ten (10) secondary schools, ten (10) Heads of department, fifty (50) Geography teachers and five hundred (500) Geography students. Schools, Geography teachers and Heads/Chairs of departments were purposively selected while form three (3) and form four (4) classes were selected by simple random method. The researcher used a descriptive cross-sectional survey research design involving both qualitative and quantitative methodologies. Data were collected using questionnaires for Geography Teachers and interview schedules for Heads/Chairs of departments, observation schedules, and resources checklist. The major findings were most of University trained Geography teachers were not competent enough in pedagogy and faced difficulties in utilization of educational technology in teaching/ learning process which included: insufficient knowledge of meaningful instructional activities, fewer lessons in the timetable as recommended by the ministry, inadequacy of teaching/learning resources, examination oriented programme, cheating and inadequate teacher professional development in Geography. It was also noted most of TTCS trained teachers had been effectively oriented on the use of instructional resources but follow- up a mechanism like in-service training was inadequate. Based on research findings, the study recommended that Geography teachers should be in-service in the use of practical approaches and at least have six lessons per week to enable them to cover syllabus on time. It was also recommended that the ministry of education modernize all secondary schools in Kenya by technologizing them to make them tandem with the expectation of modern education. In addition, it was further recommended that most of the Geography departments should have Geography rooms which should be well equipped.
11.development and modification of curriculum for excellence in teacher educa...Alexander Decker
This document discusses the development and modification of curriculum for teacher education programs. It addresses several key points:
1) Teacher education curriculum must be regularly updated and modified to keep pace with changes in educational goals and the changing environment. Static curricula will not adequately prepare teachers.
2) Many factors influence the quality and coverage of teacher education programs, including the curriculum content and how it is delivered. The curriculum must aim to develop teaching competencies within the constraints of program duration.
3) There have been numerous theories and frameworks proposed for curriculum development and modification over the years. Modern teacher education curricula need to incorporate current concerns and developments to achieve excellence.
4) Ongoing review and revision
Implications of the Unavailability of Resources on the Implementation of New ...ijtsrd
This study intended to examine the unavailability of resources on the Implementation of the New Teacher Training Curriculum in South West Region of Cameroon. Questionnaires and focus group discussions were used in collecting data. Questionnaires were completed by 180 teacher trainers drawn from 5 Teacher Training colleges in three divisions. There were two focus groups. The random and purposive sampling techniques were employed in selecting the divisions and the schools. Data collected from the field were analyzed using descriptive and inferential statistics. For descriptive statistics, frequencies, percentages, bar charts and pie charts were used. The Pearson Product Moment Correlation Coefficient Value r was used to test the hypotheses. The findings revealed that, majority of respondents were in the opinion that resources were rarely or unavailable. The teacher trainers outlined some of the effects and constraints they encountered in the course of implementing the new curriculum. One main recommendation is that, the ministry of secondary education, educators and facilitators of teacher training colleges should ensure that teacher trainers are taught and trained on the new pedagogic practices that are introduced in the course of implementation of a curriculum before implementation begins. They should also ensure that resources are adequately available. Considering the limitations of the study, the researcher made recommendations for more research by employing a multi dimension in extending to other regions and even carrying out a comparative study between public and private teacher training institutions. Ediage Grace Melioge "Implications of the Unavailability of Resources on the Implementation of New Curriculums in Teacher Training Colleges in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38454.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38454/implications-of-the-unavailability-of-resources-on-the-implementation-of-new-curriculums-in-teacher-training-colleges-in-the-south-west-region-of-cameroon/ediage-grace-melioge
IntroductionThe purpose of writing this research is to know .docxBHANU281672
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teach?
How important do you think the professional development plan is ...
the impact of the professional development plan on teachers in KSA.docxkailynochseu
the impact of the professional development plan on teachers in KSA
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teac.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria. by Osiesi Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 7 (Jul. 2020), 111-118. DOI:https://doi.org/10.31149/ijie.v3i7.507. https://journals.researchparks.org/index.php/IJIE/article/view/507/484 https://journals.researchparks.org/index.php/IJIE/article/view/507
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria by OSIESI Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 10 (Oct. 2020), 48-55. DOI:https://doi.org/10.31149/ijie.v3i10.677 https://journals.researchparks.org/index.php/IJIE/article/view/677/639 https://journals.researchparks.org/index.php/IJIE/article/view/677
Assessment of attitude of education students towards teaching practice in na...Alexander Decker
This document summarizes a study that assessed the attitudes of education students towards teaching practice at Nasarawa State University Keffi in Nigeria. The study found that (1) students generally showed a positive attitude towards teaching practice, but (2) female students showed a more positive attitude than male students. It also identified several problems hindering effective teaching practice. The study concluded that adopting strategies to improve student attitudes could have a positive impact, and recommended establishing a micro-teaching laboratory to better prepare students for practical experience before sending them to schools.
This document discusses curriculum innovations in the Philippines from 2002 to the present. It outlines several major innovations including the 2002 Basic Education Curriculum, Third Elementary Education Program, Secondary Education Improvement and Development Program, and the K-12 Basic Education Curriculum. The key innovations include strengthening early childhood education, making the curriculum more relevant, ensuring integrated learning, building proficiency in language, and gearing students for the future and 21st century skills. The document also discusses global concerns around quality learners, learning environments, content, processes and outcomes that curriculum innovations aim to address.
11.lecturers assessment of teaching practice exercise in nigerian universitiesAlexander Decker
The document examines education lecturers' assessments of the quality of teaching practice in Nigerian universities. A survey of 691 lecturers found that they rated the quality of teaching practice as fairly above average. Experience and job status were found to significantly influence lecturers' assessments, while gender had no influence. It was recommended that more time be allotted to teaching practice and re-training programs be organized for lecturers on best practices in the internship aspect of teacher education.
11.lecturers assessment of teaching practice exercise in nigerian universitiesAlexander Decker
The document examines education lecturers' assessments of the quality of teaching practice in Nigerian universities. It finds that lecturers rated the quality of teaching practice as fairly above average. Experience and job status were found to significantly influence lecturers' assessments, while gender had no influence. The document recommends allotting more time to teaching practice and organizing retraining programs for lecturers on best practices in the internship aspect of teacher education.
Staff development programmes and secondary school teachers'Alexander Decker
1. The study investigated the influence of staff development programs on secondary school teachers' job performance in Uyo Metropolis, Nigeria.
2. The findings showed that teachers who participated in staff development programs performed better in their job performance in terms of knowledge of subject matter, classroom management, teaching methods, and student evaluation compared to teachers who did not participate.
3. It was recommended that the Ministry of Education and Secondary Education Board should regularly organize training programs for teachers related to subject content, teaching aids, lesson preparation, classroom management, and student evaluation.
Mathematics is essential to everyday life. Nature demonstrates many mathematical concepts. A curriculum framework defines learning standards and outcomes for students. Study groups regularly meet to discuss shared fields of study in educational and professional settings. This document discusses curriculum frameworks in India including the National Curriculum Framework (NCF) and Kerala Curriculum Framework (KCF), and also describes some study groups like the School Mathematics Study Group (SMSG) and Nuffield Mathematics Project (NMP).
Teacher preparation the case of the two years “in” and one year “out” policy ...Alexander Decker
This document summarizes a study that investigated Ghana's "In-In-Out" teacher training program, where trainees spend two years on campus and one year teaching in schools. The study examined how trainees are prepared and the roles of various stakeholders. It found that (1) on-campus training adequately prepares trainees, but (2) some mentors in schools were not fully supporting trainees. The study recommends all stakeholders work together to ensure the program's success.
This document summarizes a research article that examines the potential for continuing professional development for teachers (CPDT) in South Africa, as outlined in the national policy framework, to contribute to teacher development as proposed by social learning systems. The summary discusses how the national policy aims to improve education quality by focusing on teacher professional development. However, conceptual frameworks for learning in social learning systems may conflict with effective professional development programs and CPDT. The research aims to determine if CPDT has the potential to develop teachers as social learning systems propose, in order to inform policy implementation.
A wee evaluative study of the academic orientationAlexander Decker
This document summarizes a study that investigated the academic orientation of junior secondary school teachers in Lagos, Nigeria. 384 teachers across 6 educational districts participated. The study found that teachers in Arts/Religion departments had slightly higher academic orientation than others. Teachers in Educational District 5 had the highest mean orientation, followed by District 6. In general, teachers' academic orientation was rated as "fair". No significant differences were found based on discipline or district. The document discusses the concept of academic orientation for teachers, which emphasizes subject matter expertise and transmitting knowledge. Effective teacher training is important for transforming education systems.
A wee evaluative study of the academic orientationAlexander Decker
This document summarizes a study that investigated the academic orientation of junior secondary school teachers in Lagos, Nigeria. 384 teachers across 6 educational districts participated. The study found that teachers in Arts/Religion departments had slightly higher academic orientation than others. Teachers in Educational District 5 had the highest mean orientation, followed by District 6. In general, teachers' academic orientation was rated as "fair". No significant differences were found based on discipline or district. The document discusses the concept of academic orientation for teachers and different approaches to teacher training internationally and in Nigeria. It emphasizes the importance of subject matter knowledge and conceptual understanding for effective teaching.
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
The document summarizes STEM education initiatives in Malaysia led by the Ministry of Education. It discusses how STEM education integrates the four disciplines of science, technology, engineering, and mathematics in an interdisciplinary approach. The Ministry of Education recognizes the importance of STEM education for Malaysia to achieve developed nation status. Its initiatives include enhancing the curriculum, training teachers, and collaborating with other institutions. The University of Science Malaysia supports these efforts through workshops, conferences, and research partnerships to further strengthen STEM education in Malaysia.
1. Enhancing Teachers’ Capacity Through In-Service Education And Training: A Reflection On
Projects For Strengthening Mathematics And Science Education∗
Kisangi Albert†and Ateng’ Ogwel‡
Centre for Mathematics, Science and Technology Education in Africa
1 Introduction
The current reform efforts in mathematics and science education recognize the crucial role that teachers play
(Van Driel, Beijard and Verloop, 2001), and thus target them as curriculum innovators and implementers
through In-service Education and Training (INSET). There is a growing consensus that improving students’
learning depends on a teaching force with appropriate beliefs and attitudes towards teaching and learning;
and who possess content and pedagogical knowledge quite distinct from the usual instructional practice in
most classrooms (Even, 1999; Zaslavsky and Leikin, 2004). While initial teacher training nurtures these
characteristics, it is insufficient to prepare teachers for the greater challenges of everyday teaching, where,
time constraints and pressure from summative assessments overwhelm both newly qualified and experienced
teachers. Besides, in rare cases where there are innovative practices, these are individual initiatives rarely
supported by others due to lack of opportunities for sharing, efforts which consequently dampen with years
of service.
Whereas in-service teacher education complements initial teacher training, there is lack of adequate
and appropriate opportunities for most practising teachers to enhance their skills and align their practice to
the reform visions in education (Britt, Irwin and Ritchie, 2001; Ottevanger, Macfarlane and Clegg, 2005).
Moreover, professional development which focuses on practice alone without reflective lenses—in terms of
theoretical perspectives (Krainer, 1999; Even, 1999) runs the risk of reinforcing traditional instruction or
promoting practices misaligned with changing trends in education. In order to uphold a dynamic approach
to teachers’ professional development, this paper reflects on initiatives in some African countries that seek
to enhance teachers’ pedagogical content knowledge and improve students understanding and motivation,
particularly in science and mathematics. The rationale for this reflection is to first, reiterate the continued
relevance of the existing projects and thus motivate other countries to initiate similar initiatives; and secondly,
to highlight possible areas for improving quality of classroom practices.
2 Strengthening of Mathematics and Science Education Initiatives
2.1 Background to the SMASE Projects in Africa
The Jomtien declaration on Education for All (EFA) in 1990 marked a shift of Japan’s focus from ‘hardware’
type of projects, for example the supply of school equipment and construction of school buildings, to soft
areas in basic education (Kuroda, 2005). Like most donor countries, her aid allocation to basic education
by the mid 1990s was generally low, probably due to inadequate visibility, little influence on the education
landscape, and not being foreign exchange intensive (Lockheed et al, 1994). In addition, at the General
Conference of The United Nations Conference on Trade and Development (UNCTAD) in April 1996, Japan
expressed her interest in supporting education development in Africa (Kuroda, 2005). Moreover, during
∗
A Paper Presented During the 7th SMASSE-WECSA Annual Conference Held in Lusaka, Zambia
†
National Trainer, Biology Education
‡
National Trainer, Mathematics Education
2. the G8 Summit held in Kananaskis, Canada, in June 2002, Japan proposed the Basic Education for Growth
Initiative (BEGIN) with “the aim of effectively utilizing Japan’s educational experience in support of the
educational development of developing countries” (Japan International Cooperation Agency, 2004, p. 7).
BEGIN recognized the need for assistance for improving the quality of education and identified assistance
for science and mathematics education, teacher training, school administration and management as some of
the key areas.
While discussing Japan’s potential in mathematics and science education in Africa, Nagao (2004) enu-
merated Japan’s Official Development Assistance (ODA) in Education to include Japan’s widespread dif-
fusion of mathematics and science education for all; her long experience in planning and implementing
curriculum changes in mathematics and science under severe resource constraints; and the accumulated
knowledge and experience in material development and teaching methods, emphasizing observation and
experimentation. Besides, Japan has a history of in-service teacher training; experience of linking mathe-
matics and science education to industrial applicability and enhanced employability; and a unique approach
to reforming of instructional practices through lesson-study (Stigler and Hiebert, 1999).
Within this background, the initiatives in Africa in which Japan plays a significant role, seek to strengthen
mathematics and science education, and enhance learners’ ability through improved teachers’ content mas-
tery and pedagogical skills. In addition, they seek to positively enhance both teachers and learners attitudes
towards mathematics and sciences. These initiatives include Strengthening of Mathematics and Science in
Secondary Education (SMASSE-Kenya; SMASSE-Niger, SMASSE-Malawi and the proposed SMASSE-
Rwanda); Strengthening of Mathematics and Science Education (SMASE-Nigeria); Secondary Science and
Mathematics Teachers Project (SESEMAT-Uganda) and Strengthening of Mathematics, Science and Tech-
nology Education (SMASTE-Zambia). In the next sections, we highlight some common features of these
projects with other initiatives and recommendations of continuing professional development.
2.2 General Characteristics of the Projects
The current initiatives that seek to enhance students’ ability in mathematics and science in some African
countries are unique professional development opportunities. First, unlike other programs which are specific
to particular disciplines, the SMASE initiatives simultaneously target mathematics and natural sciences for
secondary schools or general science in elementary schools. These projects are best suited for most African
countries and developing countries which face severe resource constraints, since they focus on strengthen-
ing education within the existing structures; emphasize the need for mobilization and prudent utilization
of local resources, and recognize the value for building consensus on educational issues. Secondly, they
involve generic pedagogical approaches which transcend all disciplines as well as subject-specific topics.
Third, unlike most professional development programs within faculty or university departments, for exam-
ple, Pedagogy and Subject-specific Methodology for Teachers (PFL) in Klagenfurt, Austria (Krainer, 1999);
Kidumatica in Ben Gurion and Manor in Weizmann, Israel (Even, 1999; Fried and Amit, 2005) and TEAMS
in University of Dar es Salaam (Ottevanger, Feiter, O-saki and Van de Akker, 2005), they are located outside
institutions of higher learning; are managed by qualified and experienced school teachers rather than univer-
sity lecturers; and aim at sustainable and institutionalized in-service education and continuing professional
development.
Despite these unique features, they have common principles with reform visions which advocate for
more student-centered instruction(e.g., National Council of Teachers of Mathematics, 1989; National Re-
search Council, 1996; Ottevanger, Macfarlane and Clegg, 2005) and involve elements of the constructivist
and situated perspectives in education. For instance, they invariably use ASEI-PDSI– a paradigm shift to-
wards student-centred learning that also emphasizes practical and contextual aspects of learning– a blend
constructivism in terms of inquiry learning and situated cognition perspective through emphasis on improvi-
sation of resources (SMASSE Project, 2004). Like in the National Science Education Standards (National
Research Council, 1996), it is believed that “ASEI movement enables the pupils to develop an inquiry mind,
develop the skill of making accurate observations, drawing conclusions, and holding discussions to enhance
learning and development of skills” (SMASSE Project, 2002, p. 70).
2
3. 3 Design and Organization of the Projects
3.1 Overall Goals and Project Purposes
The SMASE projects have overall goals of upgrading students’ abilities in mathematics and sciences in sec-
ondary/ high school (SMASSE-Kenya, SMASSE-Niger, SESEMAT and SMASSE-MALAWI) and primary
schools (SMASE-Nigeria). The assumptions are that these goals are achievable through improved perfor-
mance in examinations, positive attitude and students’ participation during classroom instruction. On the
other hand, SMASTE has three overall goals towards sustainable school-based Continuing Professional De-
velopment (CPD) that recognizes teachers’ integrity; responsive lesson demonstrations in line with teachers’
needs and diffusion of effects of the Project from pilot region to other regions within Zambia.
In particular, the projects seek to strengthen quality of mathematics and science education (e.g., SMASSE-
Kenya); improve teachers’ attitude towards mathematics and sciences; enhance pedagogical content knowl-
edge in mathematics and sciences (SMASSE-Niger); and develop the ability of trainers to provide INSET
(SMASE-Nigeria). The SMASTE project further aims at improving classroom teaching learning activities
in the pilot region through lesson demonstrations. The progress towards these specific purposes are verified
through teachers’ practice of ASEI-PDSI (SMASE-Niger); positive attitude amongst students (SMASE-
Nigeria; SMASSE-Niger); students’ participation (SMASE-Nigeria; SMASSE-Niger); teachers’ improved
pedagogical content knowledge (SMASE-Nigeria); a list of indices based on modified Likert-scales includ-
ing lesson observation, participant attitude and mastery of ICT mode of instruction (SMASE-Nigeria); and
comparison of classroom practice and perception of students, teachers and principals with the pre-CPD sit-
uation (SMASTE). These goals reflect visions of reform in education which posit that students learn better
when teachers alter their beliefs and conceptions towards teaching and learning; increase opportunities for
students to take charge of their learning; establish groups for professional networking; and base instruction
on students’ understanding and conceptions (Britt, Irwin and Ritchie, 2001; Hoffstein, 2005; Krainer, 1999;
Stigler and Hiebert, 1999).
Similar goals have been addressed by other professional development initiatives, for example, the IN-
STANT Project (Namibia) which sought to guide the educational and curriculum reforms, and enhance teach-
ing methodologies among unqualified teachers (Ottevanger, Macfarlane and Clegg, 2005). It specifically set
to assist the Ministry of Basic Education and Culture to design and implement new science and mathematics
curriculum in secondary schools in response to the post- independence needs in Namibia. Although SMASE
initiatives do not seek to reform mathematics and science curricula, curricula reorganization are likely to
emerge from lesson planning to establish sequence of instruction. In addition, the Manor Project which
targeted in-service teacher educators, like national and regional trainers in SMASE projects, was based on
the overall vision of “Tomorrow 98” of improving science and mathematics teaching and learning in Israel.
Other visions included providing science (and mathematics) teachers with opportunities for continuous pro-
fessional development; facilitating collegiality and collaboration among teachers of specific disciplines; and
incorporating change process in professional development (Hoffstein, 2005). In particular, the Manor Pro-
gram aimed at developing an understanding of existing conceptions of teaching and learning mathematics,
development of leadership and mentoring skills in teacher education, and creation of professional reference
groups (Even, 1999).
Networking and reflective practice evident in the foregoing goals, alongside inculcation of principles of
action, reflection and autonomy were the focus in the PFL (Krainer, 1999). Krainer (1999) further outlines
benefits of networking to include professional exchange of knowledge, making innovative work accessible
and promoting a culture of communication on educational issues. Besides networking amongst teachers
during INSET and lesson demonstrations, there are potential gains in regional networks through sharing of
experiences and good practices. Similarly, Ottevanger, Feiter, O-saki and Van de Akker (2005) observed
that, one of the specific goals of the TEAMS project in Tanzania, a joint venture between University of Dar
es Salaam and three Dutch universities, was to enhance international exposure of staff through conferences
seminars and partnerships. That is, the concept of networking needs to be extended beyond teachers in a
particular country to regional networks, implying need for relevant and supporting policy structures.
3
4. 4 Project Inputs
4.1 Policy Issues
Reforms in education, including teacher education require informed policies that recognize the need for
change, appreciate possible challenges and set guidelines for effecting the changes in mathematics education
(see for example Advisory Committe on Mathematics Education, 2002, 2005). Within the present SMASE
initiatives, the significance of mathematics, science and technology in stimulating socio-economic develop-
ment is documented in most educational policies. The Kenya Education Sector Support Program (KESSP)
in Kenya, for example, recognizes the need for sustainable professional development within constrained re-
sources, and outlines other policy measures regarding funding of various education initiatives (Ministry of
Education, Science and Technology, 2005). Similarly, success of development initiatives depends on com-
mitment from the funding partners, adherence to memoranda of agreements and formulated policies, and
political will towards the values of the initiatives. The latter further depends on political stability–a major
challenge in some conflict-ridden African countries, and thus to the expansion SMASE initiatives. Such
stability would guarantee identification and upholding of educational values and a shift in funding priorities,
for instance from military and security issues to education and other critical service sectors of economy.
4.2 Inputs from Implementing Countries
A common characteristic in the project designs is the clear definition of inputs by the SMASE-WECSA mem-
ber countries and the Japanese government through JICA. The “recipient” countries provide office space;
meet recurrent budget for INSET, and assign counterpart and administrative staff to the projects. The ratio-
nale is to enhance rather than replace existing educational structures, therefore the appearance of strengthen
in the SMASE initiatives.
The counterpart personnel are qualified and experienced teachers and education officials deployed as
trainers and coordinators. The merit is that assignment of staff whose salaries do not raise recurrent costs
enhances ownership and sustainability of in-service education and training. In SMASE-Nigeria for exam-
ple, the National and State Trainers are deployed on part-time basis, while Quality Assurance and Stan-
dards Officers and District Trainers (SMASSE-Kenya), like Cluster Trainers (SMASTE-Zambia) perform
project activities alongside their regular duties. Furthermore, in order ground professional development in
classrooms, assignment of experienced teachers ensures familiarity with targeted educational contexts and
growth through peer mentoring, unlike if the programs were facilitated by university staff. This, however,
does not contradict teacher education programs at the universities, as the criteria for selection is professional
qualification of at least a first degree in relevant field of education.
These staff characteristics are similar to those in the Manor Project for example, as well as others within
the broader Tomorrow 98 programmes in Israel, where participants were experienced and reputable teachers
(Fried and Amit, 2005; Zaslavsky and Leikin, 2004), whose qualifications ranged from first university de-
grees in mathematics or mathematics related disciplines, master’s holders and a Ph.D holder (Even, 1999).
Other criteria for selection included experience in teaching mathematics in Grade 9 and above; agreement to
conduct in-service training weekly; reputation as a successful teacher and reasonable spread of participants
across the country.
The characteristics of staff at the national and regional in-service centers within SMASE projects also
create opportunities for professional growth through peer mentoring, (also Advisory Committe on Mathemat-
ics Education, 2002; Britt, Irwin and Ritchie, 2001); enhances their confidence in facilitation of workshops
and motivate them to be part of change agents in mathematics and science education (cf Even, 1999; Za-
slavsky and Leikin, 2004). Such opportunities for on-the-job development run parallel to structured capacity
development, an element of input from the Japanese Government.
4.3 Inputs from the Japanese Government
The Government of Japan, through Japan International Cooperation Agency (JICA), provides equipment to
facilitate effectiveness and efficiency in the delivery quality INSET, and assign short-term and long-term
experts in the projects to provide technical assistance and linkage between JICA and the implementing coun-
4
5. tries. In addition, they provide opportunities for counterpart training in Japan and Third-Country Training in
Philippines, Malaysia and Kenya in order to enhance the capability and capacity of the trainers in providing
quality INSET. The rationale for Third-Country Training programmes in the Philippines, Malaysia or Kenya
is to bring together people with common history, challenges and similar resource endowments to share ex-
periences and challenges, in order to ultimately develop home-grown solutions to the problems in education
in their respective countries—an element of ownership. Although distinct from the SMASE initiatives, the
TEAMS project in Tanzania– a joint partnership between the Dutch government and University of Dar-es-
Salaam similarly developed the capacity of staff through sponsorship of masters and doctoral studies as a
means of developing quality teacher education programmes (Ottevanger, Feiter, O-saki and Van de Akker,
2005).
The opportunities for capacity development of project staff and provision of equipments are signifi-
cant in enhancing efficiency and effectiveness of the programmes, and minimize assignment of Japanese
experts in the projects. This ultimately ensures that professional development of teachers becomes institu-
tionalized, continuous and sustainable. However, possible challenges to capacity development include lack
of assignment of the staff on relevant tasks—therefore reduced efficiency; little regard for internal capac-
ity development through opportunities for sharing such knowledge with colleagues and teachers; and high
rate staff-turn over. There is need, therefore, for the hosting countries to complement the opportunities for
staff development provided by the donor partner, improve conditions of service and develop policies that
recognize the developed capacities. Moreover, in order to minimize high rate of staff turn-over, there is
need for policy frameworks on deployment, and more significantly, due recognition of higher educational
qualifications in the teaching service outside the universities.
4.4 Project Activities
Broadly, the activities of the SMASE projects include baseline surveys and needs assessments; establishment
of systems of In-service Education and Training; and development of necessary materials for training and
curriculum for capacity development of trainers. They also include implementation of the programs and
establishment of support systems and sensitization of stakeholders. An overarching activity is monitoring
and evaluation, both for the quality of INSET and impact of various training and workshops geared towards
the overall goals of the projects.
Baseline surveys are meant to establish existing situation and isolate factors and issues which may
be addressed within existing resource constraints and project time-frames. In addition, they are meant to
respond to the weaknesses of top-down formulation of professional development programmes and enhance
the initiatives’ core values of relevance, ownership and sustainability. Alternatively, needs assessment in
other professional development programs, Manor for example, are based on views on learning reflected in
literature (Britt, Irwin and Ritchie, 2001; Even, 1999). Although, both approaches to needs assessment have
merits, there is need for the SMASE initiatives to occasionally base the programs on current research and,
thus, localize educational issues in line with global trends.
As Even (1999) also argues, opportunities to reflect on activities in literature are significant in linking
theory to practice with two overarching benefits—expanding theoretical knowledge and learning about real
students in a situation relevant to teachers’ practices. In addition, existing research may also illuminate
students’ learning difficulties in mathematics and science, and highlight probable approaches relevant to
sustainable professional development. Furthermore, there is need to reflect on ASEI-PDSI whose emphasis
on ‘hands-on’ activities corresponds to the Standards in the past decades (National Council of Teachers of
Mathematics, 1989; National Research Council, 1996) which, however, appear to be under review with the
introduction of Curriculum Focal Points in the US (National Council of Teachers of Mathematics, 2006).
This would further develop conception of bridge in ASEI-PDSI and enhance higher order thinking skills
(HOTS) besides addressing the missing transition to tertiary education.
To establish systems of INSET at national or regional levels, the SMASE projects develop and imple-
ment criteria for recruitment of trainers in the respective levels; develop curricula, objectives, and materials
necessary for quality INSET, and implement the programs. The need for national and regional infrastruc-
ture for professional development was one of the recommendations in the UK, including the necessity for
adequate funding and support (Advisory Committe on Mathematics Education, 2002). Other similar activ-
5
6. ities include adequate preparation, adequate resources and development of specific materials for planning
learning experiences (Advisory Committe on Mathematics Education, 2002; Even, 1999; Hoffstein, 2005),
besides creation of professional reference groups.
In SMASTE (Zambia)– a school-based continuous professional development similar to the Japanese
lesson study, initial activities include review of existing situation of SPRINT-CPD, development of strategies
for scaling up from the pilot to other regions, and identification of degree and time-frame for expansion
from the Central Province to other regions. Similarly, development and utilization of materials necessary for
lesson demonstrations, obtaining feedback from experiences of lesson demonstrations and improvement of
subsequent lessons are other critical activities for the success of the project. Like the other SMASE projects,
identification of counterparts for capacity development and development of training curricula are projected
activities for enhancing quality of the SMASTE project programmes. Moreover, monitoring and evaluation
of teachers’ practices during lesson demonstrations is crucial in sustaining gains from the project and gauging
its impact.
Implementation of the programs is intended to directly link the inputs and projected goals, and is based
on isolated issues from the needs assessments and baseline surveys. Consequently, there are thematic cycles
with sessions aimed at addressing attitude change, lesson planning and hands-on activities, actualization and
impact in the classrooms (e.g. SMASSE, 2002). As already argued, possible improvements of the programs,
especially within institutionalized professional development need to be based on evidence from research,
incorporate more subject-specific pedagogical and content issues and enhance students’ potential for further
education. The merits of such approach were observed in Kidumatica, where an activity based on Bruner’s
concept of spiral curriculum was used to demonstrate coherence and progression (also Schmidt, Wang and
McKnight, 2005) in mathematics from middle school to high school content (Fried and Amit, 2005).
In an attempt to incorporate other stakeholders in the solution of problems in mathematics and science
education in the respective countries, there are management workshops for principals and other education
officials. Other means of popularizing the projects are through sensitization and publication of newsletters.
Moreover, monitoring and evaluation is critical in verifying whether the inputs and activities are aligned to
the outputs of quality INSET and impact in the classrooms. That is, feedback, genuine for that matter, are
intended to provide evidence on areas that require improvement.
4.5 Project Outputs
One of the long term outputs is to establish systems of regular and institutionalized INSET in recognition of
the need for continuity from projects to programmes. It is worth noting that the inputs from staff deployment,
capacity building and operations within existing systems, for example SMASTE, correlate directly with this
outcome. The establishment of CEMASTEA in Kenya confirms the importance of cooperation between
the funding partners in realizing the goal of institutionalizing INSET. Similar recommendations for con-
tinuing professional development in the UK included establishment of a National Center for Excellence in
Mathematics (NCETM) to coordinate various professional development programs in mathematics (Advisory
Committe on Mathematics Education, 2002, 2005).
The system of institutionalized INSET is not limited to institutional structures, but includes enabling
mathematics and science teachers to develop positive attitude towards teaching and learning; improve their
pedagogical skills, and upgrade content mastery in the respective disciplines. Unlike the existing situation in
most classrooms, there is a growing belief that innovative practices are those which promote inquiry-based
learning where students take responsibility for their learning, and acquire problem-solving skills necessary in
and out school (see National Council of Teachers of Mathematics, 1989; National Research Council, 1996).
Thus, the student-centered pedagogy promoted in the SMASE projects, including utilization of low-cost and
improvized resources are critical means of addressing the overall goals of the projects
Correspondingly, the Manor Project realized personal, professional and social development of the par-
ticipants. According to Even (1999), elements of personal development included credits, expectation to be
part of leadership to improve mathematics education, desire for continuous learning and willingness to accept
challenging leadership. On the other hand, learning how to plan, conduct and evaluate change initiatives;
working with teachers; and an understanding that change in school mathematics is a slow and complicated
process were forms of professional development. Moreover, social development included teamwork, col-
6
7. legiality and collaborative work; learning to work with other people in the educational system; need for
ownership, planning, decision making and assignment of roles and sharing of responsibilities.
In order to further improve teachers’ pedagogical content knowledge, there are opportunities for teach-
ers to act and reflect on their teaching through lesson actualization (SMASSE-Kenya) or lesson demonstra-
tions (SMASTE). As indicated earlier, professional development require that teachers share their experi-
ences within authentic classroom practices, as reflective practitioners through peer mentoring, autonomy and
networking (Krainer, 1999). The concept of action research that underlies the SMASE projects further re-
quires a complementary conception of theory and practice, where practitioners “build upon and interpret their
experience-based knowledge using research-based knowledge; and examine theoretical knowledge acquired
from literature and discuss research in the light of practical knowledge” (Even, 1999, p. 12). Such ap-
proach has been used in the Department of Mathematics Education in Hiroshima University, through weekly
seminars– shou-zemi– that brings together graduate students, university researchers and practicing teachers
to reflect on literature in mathematics education.
Research further indicates that meaningful changes in classroom practices are evolutionary, for example
the Japanese lesson study (Shulman, 2006; Stigler and Hiebert, 1999). In an address to the Maths and
Science Partnership (MSP) Workshop, Lee Shulman whose seminal work on teachers’ knowledge informed
conception of pedagogy beyond mastery of content, observed a need for
[P]edagogy for teacher education that combines the best features, on the one hand, of case method– where
you’re dealing with the rich, growing archive of existing cases. And on the other end, our best ideas from
lesson study, where you’re now setting teaching and learning objectives, jointly designing instruction to
accomplish those goals, actively engaging in teaching to try out the design, seeing how it works, and
bringing that back to the seminar or workshop in which you’re working on learning to teach. (Shulman,
2006)
Another output is the establishment of supporting systems for INSET at different levels through the in-
volvement of stakeholders in education. This uniquely sets SMASSE-like activities from others that view
education to only involve teachers and students. Similar efforts, for example in the UK through feasibility
study on the establishment of National Centre for Excellence in Teaching of Mathematics (NCETM), rec-
ognize the importance of sensitizing other players on the rationale of continuous professional development
(Advisory Committee on Mathematics Education, 2005).
Furthermore, monitoring and evaluation reports on the impact and progress of the projects are neces-
sary outcomes for the funding partners and improvement of the activities. The expansion to national phase
and incorporation of primary teachers training college tutors in SMASSE-Kenya better exemplifies the dy-
namism of the project designs and activities. In order to strengthen the process of generating feedback, it
would be necessary for the SMASE projects to diversify from the current questionnaires structured to capture
teachers’ self reports on a five-point Likert scale to more descriptive responses. Besides institutionalization
of in-service teacher education and training (e.g., CEMASTEA) imply increased public concerns with the
activities. Thus, there is also need to extend current reporting of project activities to include research publi-
cations.
There are implications in terms of enhancing staff capabilities in research skills and increasing oppor-
tunities for teachers to share innovative practices with the international community, and broaden the scope
of consumption of SMASE activities hitherto limited to internal reports. Such case studies of lesson demon-
strations would certainly promote teacher responsibility as part of professionalism, and enhance their psychic
rewards (Lortie, 1975).
5 Conclusions
Most African nations certainly experience shortage of qualified teachers, and thus require better infrastruc-
ture of initial teacher training. However, the potential of improving teacher education lies in enhancing the
quality of trained teachers through professional development, within authentic learning environments for
teachers—the classrooms. Besides, improving access and equity in basic education remains an urgent con-
cern for most countries, but improving the quality of students learning’ in mathematics and sciences may
sufficiently address socio-economic and technological development. In particular, there is need for harness-
7
8. ing the synergies in education development, where policy issues are addressed at ministerial levels, while
quality of classroom practices are improved, for example, through the SMASE initiatives.
The reflection on the design of projects within the SMASE-WECSA reveals that these projects are rele-
vant and consistent with global trends in education; and are designed to address ownership and sustainability
of teachers’ professional development. In addition, there is correspondence between inputs and outputs, and
complementary contributions by the funding partners, and similarities with programs elsewhere. While the
hosting countries provide staff, the Japanese government develops their capacity and provides equipments
which enhance their efficiency. The initiatives also empower the implementing countries to determine their
core priorities in education; minimize donor dependency through establishment of systems of professional
development, mobilization and prudent utilization of resource. Moreover, the bottom-up approach of needs
assessment, the involvement of critical stakeholders and recognition of existing education structures ensure
local relevance and motivate responsibility among the African states. Furthermore, the opportunities for
growth of the trainers through continuous mentoring (see also Even, 1999; Zaslavsky and Leikin, 2004), ex-
change of experiences and the improvement of teachers pedagogical content knowledge is a common output
of the projects.
Whereas the designs of the projects capture aspects ownership and sustainability through assignment of
staff in regular workforce, there is need for policy guidelines on structural systems on personnel to minimize
rates of staff turn-over. In addition, critical challenges facing these initiatives include incessant political strife
and lack of clear policy guidelines, commitment and adherence to established policies on project implemen-
tation. Without doubt, most African nations are under massive resource constraints, but the approach of
strengthening education in the SMASE initiatives have more implications on attitude, responsibility and ac-
countability than on resources– therefore professionalism in every sector of the society. That is, it is through
sustained efforts, and positive attitude, mobilization and optimal allocation of resources among competing
activities in the educational sector that the long term goal of enhancing students’ abilities can be realized.
Furthermore, collaboration and networking in education is fast gaining currency as educators in dif-
ferent countries seek to share experiences, challenges and solutions, for example, BAsic COmponent of
Mathetics Education for Teachers (BACOMET) (Christiansen, Howson and Otte, 1986). There are vast op-
portunities for the African region for learning from each other, as most countries face common challenges of
limited resources and enormous problems in education. Accordingly, the success of the current initiatives in
Africa in carving a niche in the international arena depends on how the member countries utilize the emer-
gent opportunities through classroom demonstrations and actualization of innovative practices. A probable
avenue is through building networks of collaboration, enhancing classroom-based research in which excel-
lent and innovative experiences are accumulated, analyzed, documented and shared within the region and the
international community. That is, the SMASE initiatives must sustain the current high profile, and maximize
the relative advantage they have in classroom-based professional development.
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