Académique Documents
Professionnel Documents
Culture Documents
Abbreviation ................................................................................................................... 4
Acknowledgements ......................................................................................................... 5
1 Introduction .............................................................................................................. 6
2.1 Summary of Major Activities during Oct. 2002- Mar. 2003 .............................. 10
2.3 Coordination in the Ministry on TOR (Jan. 2003 – Mar. 2003) ........................ 15
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3.5.3. Biology Lesson Presentation from Malawi ....................................................... 35
3.5.4. Biology Lesson Presentation from Kenya ......................................................... 38
3.5.5. Chemistry Lesson Presentation from Kenya ..................................................... 45
3.5.6. Physics Lesson Presentation from Kenya.......................................................... 47
3.5.7. Integrated Science Lesson Presentation from Malawi ...................................... 53
3.5.8. Biotechnology Lesson Presentation from Malawi............................................. 55
3.5.9. Human Ecology Lesson Presentation from Malawi .......................................... 57
3.5.10. Physical Science Lesson Presentation from Malawi ......................................... 61
4.2. Issues........................................................................................................................... 75
4.2.1. When will Restructuring Be Done? ...................................................................... 75
4.2.2. Is the Restructuring DCE a Panacea for Filling the Gap? .................................... 75
4.2.3. How Much will really be Disbursed for INSET Activities? ................................. 75
4.2.4. How Can the Continuity Maintain at the Policy Level? ....................................... 75
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5.2.2. Issues of Supporting Education Sector ................................................................. 78
5.2.3. Supports to Education Sector by Japan ................................................................. 80
5.2.4. Proposed Schedule for Transforming into Programme-Based Support ................ 83
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ABBREVIATION
-4-
UNICEF United Nations Children’s Fund
USAID United States Agency for International Development
WB World Bank
WSSD World Summit for Sustainable Development
ACKNOWLEDGEMENTS
We would like to thank the Government of Malawi, through the Ministry of Education,
Science and Technology (MoEST) for the support rendered to SMASSE activities in
Malawi.
We also sincerely thank JICA-Malawi for the moral, material and financial support
rendered to us throughout previous SMASSE activities until now. In particular, we are
grateful to Mrs. K. Yamamoto, Senior Volunteer (Domasi College of Education) and Mr. S.
Nkoka, Aid Coordinator, (JICA-Malawi),
We also feel equally indebted to JICA-Kenya and SMASSE-Kenya for the technical
advice rendered to us before and during the Trainers of Trainers workshop.
We would like to thank Management of Domasi College of Education for accepting to
conduct SMASSE activities at DCE. To all Faculty of Science members, especially, Mr.
Chimenya and Mr. Phaundi Shonga for their dedicated support, we are grateful for
professionally conducting themselves during the workshop.
We are also very thankful to Management of the South East Education Division (SEED)
and the five schools within, namely, Zomba Catholic, Saint Mary’s, Mulunguzi, Likangala
and Malosa for accepting to release their teachers who are part of the Trainers of Trainers in
this pilot project.
Yoshihito NAKAYAMA
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1 INTRODUCTION
Since mid 1990s, we have witnessed that the phrase of “capacity building for sustainable
development” obtains the civil right among all development partners who are involved in
social and economic development in Africa. One of the trials to realise this development
goal is the Pilot Programme for establishment of SMASSE INSET Malawi. This is a
preliminary stage in order to launch and institutionalise the system in which the sustainable
in-service training system for secondary teachers, especially strengthening mathematics and
science subjects in Malawi will be established. Main activities have started in 2002 followed
The report titled “SMASSE INSET Malawi Pilot Project – its position and possibility –”
and the PROGRESS REPORT I were published in December 2002 and in February 2003
respectively. The former report shows the situation analysis in secondary education and
development after looking at the overview of education sector in Malawi and proposes
in-service training system for secondary education. The latter contributes to demonstrate the
results of the 1st Needs Assessment Survey, the 1st and 2nd Stakeholders’ Meeting conducted
during October to December 2002. Although part of the programme design has already
proposed in the above two reports, reviewing the past activities and re-conceptualising the
programme schedule or input for the effective management are surely worthwhile. Therefore,
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Review main activities between August and December 2002 to understand their
outcomes and impact on the programme;
Report the “Malawi-Kenya Joint Workshop for National INSET Trainers of Trainers”
conducted in March/April 2003 at Domasi College of Education;
Recommend appropriate remedial action for the programme components for the way
forward.
In February 2000, the SMASSE Kenya Team conducted a regional study in Tanzania,
Malawi and Zambia to see the possibility of regional cooperation targeting on the capacity
building for science and mathematics education at secondary level. As outputs through this
countries by combination of the third country counterpart training and in-country training
was proposed in the mid-/long-term support. In August same year, JICA Education
Planning Adviser, two officers from the Ministry (Principal Education Methods Adviser in
the Headquarter and Senior Education Methods Adviser in South East Education Divisional
Office) and the Head of Science Faculty at Domasi College of Education participated in the
In February of the following year, 2001, the 1st SMASSE-ECSA Regional Conference
was held in Nairobi in which 11 countries1 were invited to discuss about the issues that each
1
11 countries are Kenya, Uganda, Lesotho, Malawi, Mozambique, Rwanda, South Africa, Swaziland, Tanzania, Zambia and Zimbabwe.
Delegates at the 2nd Regional conference in June 2002, changed the name of the Association from SMASSE-ECSA to SMASSE-WECSA,
(Strengthening Mathematics and Science in Secondary Education in Western, Eastern, Central, And Southern Africa), to reflect the
inclusion of Ghana representing West Africa.
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country was facing in secondary education. At the end of the conference, it was agreed to
formulate the regional network to elaborate the cooperation to improve secondary education,
On the process of discussions for the regional cooperation with SMASSE Kenya, it was
proposed that in Malawi, from the aspects of the necessity for urgent supports with
with the experience and know-how of SMASSE Kenya project but it would be applied in the
context of Malawi’s conditions of existing teacher training system, contents of INSET and
needs for training was assessed as effective. With this appraisal, the JICA Education
Planning Adviser in Malawi visited the 3rd SMASSE National INSET in August 2001 to
make plan for the Kenya-Malawi Joint SMASSE Workshop for the sensitisation of
in Malawi for the fist time. Through this workshop, the importance and necessity to
establish SMASSE-typed INSET were addressed and be shared among the Malawian
counterparts. And March of the same year, the overall action plan to support in-service
training system for secondary mathematics and science education in Malawi with special
emphasis on regional cooperation was formulated under the tripartite agreement among
Kenya), JICA Malawi and JICA Kenya Office. Based on this tripartite agreement, between
August and November 2003, two counterparts from Malawi (Mrs. Soko, Principle Education
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Methods Adviser and Mrs. Sineta, Senior Education Methods Adviser2) were participated in
the 4th SMASSE NATIONAL INSET and the 2nd SMASSE DISTRICT INSET in Kenya in
evaluating and financial management. With these counterparts, JICA Education Planning
Adviser based on Lilongwe and Science Education Adviser in Domasi, Malawi visited
Nairobi to make detailed schedule and action plan based on the original made in March.
Having followed the action plan, stakeholders’ meeting and needs assessment survey were
conducted in 2002.
2
Job titles for two counterparts are as of August 2003.
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2 REVIEW OF THE ACTIVITIES BEFORE JOINT WORKSHOP IN
APRIL
Since the tripartite agreement was exchanged in March 2002 for the promotion of
regional cooperation to support SMASSE INSET Malawi, several activities have been
conducted. The table and figure below summarises main activities and their objectives
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Figure 1: Main Activities and their Objectives
Activity 1
THIRD COUNTRY TRAINING PROGRAMME: 11 August – 7 November 2002
<Objectives>
- Upgrade knowledge and capability in the management of In-service training and apply the
same to actual educational situations in Malawi.
Activity 2
THE 1st STAKEHOLDERS’ MEETING: 24 October 2002
<Objectives>
- Sensitise stakeholders on the need for INSET provision and the INSET Pilot project in SEED;
- Build the common consensus about the roles of each stakeholder in the INSET pilot phase;
- Introduce the need for cost sharing during INSET activities;
- Develop a sustainable model for the institutionalisation and regularization of the SMASSE
INSET in Malawi.
Activity 3
NEEDS ASSESSMENT STUDY:
21-25 October, 4-8 November, 23 November-6 December 2002
<Objectives>
- Identify the issues of teaching and learning science and mathematics in secondary education;
- Identify difficult areas/topics in science and mathematics that need to strengthen/improve
teaching and learning methodology through INSET
- Study on relevance between study purposes for each topics and their teaching methodology;
Activity 5
COORDINATION IN THE MINISTRY ON TOR: January – April 2003
<Objectives>
- Revise the TOR originally made in October 2002 to be approved by the Ministry
- Identify the list of members of steering committee and technical committee for the programme
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Activity 6 WSSD FOLLOW-UP MEETING: 30 March – 4 April 2003
<Objectives>
- Receive and discuss a report on the Needs Assessment Survey for the pilot project (baseline
study data) and suggest the way forward
- Approve ToRs and working schedule for the INSET programme for each stakeholder
- Formulate the Steering and Technical committee for the project
Science in Malawi. The followings are summaries of outcomes and remaining issues
through them.
<Outcome>
Two ministry officers, one is working for the headquarter and the other is for divisional
education office, were trained in INSET management and became core facilitators of
the programme;
Questionnaires for Needs Assessment Study was developed as the output of training;
The draft of Action Plan was made.
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<Issues>
Although the counterparts who participated training programme could obtain the
knowledge of INSET management, the impact through their job positions (Principal and
Senior Education Methods Adviser) were not strong enough to influence the dicision
making process in the Ministry;
Building the common consensus on policy for INSET programme in the Ministry is
identified crutial matter for making progress of the programme;
Having compared with the the case of SMASSE Kenya, the capacity at Domasi College
of Edcuation has been facing less full-time staff beloging to INSET programme only;
A colaboration with other development partners, especially CIDA which has been
conducting SSTEP project at Domasi College of Education is still under discussion.
<Outcome>
The key principle of SMASSE INSET Malawi and basic policy to support from JICA
were formally informed and sensitized to the
Four key areas, 1) financial, 2) management and organization, 3) INSET policy, and 4)
participation, were identified and recommendations were set; (each are listed in
<Issues> below);
<Issues>
MoEST needs to prepare SMASSE-INSET budget and incorporate it into the National
Budget;
The way of cost sharing between the school level, divisional level and the ministry level
is still unclear;
The resistance based on ‘allowance syndrome’ is still not overcome;
The perspective of INSET is not decided yet, in other words, how extend this
programme can be targeting, only mathematics and science or covering all other
subjects is not clear;
Strengthening the network system with other stakeholders is necessary.
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2.2.3 Needs Assessment Study
<Outcome>
Staffs of Domasi College of Education (DCE) were given a research opportunity so that
it strengthened their research ability;
By inviting counterparts from SMASSE Kenya to support data analysis, the regional
cooperation was promoted;
The following baseline data was collected;
General information such as teacher qualification, experience, specialization and
subjects actually teaching;
Teachers’ and students’ attitude in Mathematics and Sciences towards new curriculum,
assessment and teaching methodology;
Topics that teachers and students find difficult;
The factors which make students like/dislike Mathematics and Sciences;
Possible ways of improving performance in Mathematics and Science.
<Issues>
Although the data collected was good as the first study, it was not enough to support the
development of INSET curriculum so that the futher study is prerequisit for the next
step;
Analytical tools and a logical framework need to be improved;
<Outcome>
The identified issues of mathematics and science in secondary education through Needs
Assessment Study were reported and shared with stakeholders;
Through the discussion among stakeholders on the draft of Terms of References (TOR)
(See Annex 1) in which overall programme design was specified, a sense of ownership
and commitment were promoted;
<Issues>
The draft of TOR was not approved and constituted by stakeholders due to the lack of
authority to commit issues at policy level;
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2.3 Coordination in the Ministry on TOR (Jan. 2003 – Mar. 2003)
The Ministry welcomed the new Secretary of Education, Science and Technology
(SEST), Mr. Zanga Chikhosi, in December 2002 just after the Joint Sector Review Meeting.
His former serving organisation was Ministry of Agriculture so that during the period
between January and March was spent to discuss about the situations and challenges,
especially on mathematics and science education with Mr. Chikhosi to share ideas and views
The Ministry understands that the improvement of the quality in secondary education is
crucial matter for the effective development of human resources and moreover the
the strategy for the way forward. Mr. Chikhosi took initiatives to review and revise the
original TOR for the SMASSE INSET Malawi programme (See Annex 2). Based on the
discussions with the Ministry, the Steering Committee is expected to be held by the
During the World Summit for Sustainable Development (WSSD) held in 2002 in
South Africa, JICA registered “Capacity Development for Mathematics and Science
Education in Africa” with the United Nations (UN) under type 2 initiative. Under this
initiative, JICA tries to seek for strengthening and expanding the SMASSE-WECSA
association.
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As a follow up to WSSD, the SMASSE-WECSA Secretariat in Nairobi Kenya
organised a conference in order to chart out the way forward. The conference’s theme was
strengthening and expanding the Network for “Enhancement of Mathematics and Science
the conference in addition to 10 other countries. Two officers from the Ministry, Mr. R.
Agabu (Deputy Director of Education Methods Advisory Services: EMAS) and Mr. A.
Mwanza (Deputy Principal of Domasi College of Education) attended the conference. The
follows.
2.4.1 Observations
The team observed that the 11 African countries represented at the conference
worked as a team and very hard towards a common goal.
The Japanese counterparts also worked very hard and cooperatively throughout the
conference deliberations.
Among the 11 countries, Malawi was rated as one the few countries implementing
most of the recommendations of the two regional conferences.
Malawi has not yet paid its membership fees: Registration fee of US $100 and an
annual subscription fee of US $300. The deadline was by December, 2002.
The SMASSE-WECSA/JICA five-year work plan formulated at the conference was
realistic, achievable and a step towards improving the quality of Maths and Science
Education in Africa.
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Ghana would be hosting the 2003 Regional SMASSE-WECSA conference in June.
All identified participants will be sponsored by SMASSE-WECSA secretariat.
Malawi may be hosting the 2004 Regional SMASSE-WECSA conference.
In-service training of teachers (INSET) is vital tool in a world undergoing rapid
changes and developments. Malawi’s efforts towards establishing an INSET system
for secondary education were commended.
A joint meeting/workshop between Domasi College of Education and
SMASSE-WECSA Secretariat to design the curriculum for the pilot INSET system
has been scheduled for March 30-April 4, 2003.
Some activities identified for the SMASSE-WECSA/JICA cooperation work plan
will be supported by either the SMASSE-WECSA or in-country JICA offices.
2.4.2 Recommendations
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3 NATIONAL TRAINERS’ TRAINING – MALAWI-KENYA JOINT
WORKSHOP
Between 30 March and 4 April 2003, the National Trainers’ Training Workshop with
SMASSE Kenya Team was held at Domasi College of Education (DCE). This was the
second joint workshop that both Malawian and Kenyan Team gathered to expose their
teaching methodologies in mathematics and science. Moreover, this joint workshop had
been taken for not only “continuous workshop to promote mutual relationships with Kenya”
but also “the opportunity to appraise the REAL OWNERSHIP to precede SMASSE INSET
Malawi”.
Workshop participants were from Malawi and Kenya. The Malawian team comprised of
lecturers from the Faculty of Science, Domasi College of Education, Mathematics and
Science teachers from schools in the South East Education Division, Ministry of Education
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Science and Technology MoEST) representatives and Field Supervisors for the Secondary
Kenyan Team
Mr. Bernard Njuguna Head, SMASSE INSET Unit, KSTC
Mr. Michael Waititu Subject Administrator, Physics Dpt,
SMASSE
Mrs. Peula Lelei Subject Administrator, Biology Dpt,
SMASSE
Mr. Ndelela Masoka National Trainer, Chemistry Dpt, SMASSE
Mr. John Muiruri National Trainer, Mathematics Dpt,
SMASSE
Mr. Tomoki Tokuda JICA expert, Mathetica Dpt, SMASSE
Malawian Team
Mr. M.C. Chimenya Biology DCE
Mr. P.R.F. Phwetekere Biology Zomba Catholic
Mr. Sanudi Biology DCE
Mr. Macocho Biology DCE
Mr. P. Shonga P/Science DCE
Ms. K. Yamamoto P/Science DCE
Mrs. E. Meke HEC DCE
Mr. W. Navicha HEC DCE
Mrs. A Kayuni HEC Likangala
Mrs. Kamala HEC St. Mary’s
Mr. M. January Maths DCE
Mr. S. Mkandawire Maths DCE
Mr. A. Msekandiana Maths St. Mary’s
Mrs. C. Soko Maths MoEST
Mr. G. Chikwezga Sce/Tech DCE
Mr. E. Kuzemba Sce/Tech Mulunguzi
Mr. P. Ndolo Sce/Tech Malosa
Mr. C. Mataya-Phili CIDA SSTEP Project Field Supervisor
Mr. R.S.K Vakusi CIDA SSTEP Project Field Supervisor
Mr. I.K. Lisimba CIDA SSTEP Project Field Supervisor
Mrs. C. Ziba CIDA SSTEP Project Field Supervisor
Mrs. Sineta PEMA South East Division Office
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3.3. Preliminary Presentation - Formal Curriculum Design in
Malawi -
development in general and for Malawi in particular. His presentation was based on;
An exploration of various definitions of curriculum as offered by several leading
scholars in education cues;
A critique of curriculum development models vis-à-vis cyclic and dynamic models ;
The Malawi curriculum development model as cited from Kaperemera (1990).
Mr. Chimenya further challenged the participants with three key questions pertaining
to the attainment of objectives for Trainers of Trainers (TOT) INSET workshop; namely:
At what stage in the SMASSE INSET curriculum development was Malawi?
With reference to the Dynamic model, where did the SMASSE-INSET curriculum
development for Malawi start?
In the current TOT INSET Workshop, who was a trainer? Who was a trainee?
His presentation was concluded by calling upon the Malawi core trainers to be as
interactive as possible with the Kenya-team in order to benefit fully from the Kenyan
All the learning which is planned and guided by the school…John Kerr (1968)
“A plan for learning.” Taba (1962)
“Formal and informal content and process by which learners gain knowledge.” Doll
(1978)
“All learning opportunities provided by the school.” Tyler and Alexander (1966)
“The educational programme of the school.” Oliver (1977)
“A plan, a system and a field of study.” Beauchamp (1968)
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3.3.2. Images of Curriculum
Adapted from Tyler, Hilda Taba, Wheeler, Oliva and Walker curriculum development models
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3.3.4. Malawian Curriculum Development Model
Situation Analysis
Implementation
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3.4. Principle of ASEI/PDSI Lesson
Mr. Waititu’s from Kenya presented an exposition on ASEI / PDSI based lessons
Why ASEI
Baseline findings indicated many issues that hampered realisation of good
performance in Science and mathematics. Among these many issues was the nature of
teaching that was taking place in science and mathematics classrooms. What are the findings
on this aspect?
Teaching was knowledge based. The emphasis was to memorise facts, with
little concern for understanding, expecting students to regurgitate the facts at
examinations.
Teaching methodology was basically chalk and talk. There were very few
instances where teaching made use of variety of activities, leave alone adequate
numbers of activities for a lesson.
Experimental work whenever/wherever conducted was for occupying students.
Teachers tended to disrespect preparation of experiments and they expressed
that it was the wok of technicians.
Poor mobilisation of available T/L materials The tendency of teachers in this
aspect was to use recipe type experiments where there is little or no effort to
modify/simplify experiments for enhancement of understanding; using T/L
materials in a very uneconomical way; failing to make use of materials and
examples available in students’ world of life.
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After SMASSE
Pre-ASEI
During SMASSE
Condition Project
Project
(ASEI condition)
What is ASEI?
measure in the name of ASEI movement. ASEI is an acronym that stands for Activity,
Activity
The lesson to have adequate Activities for achievement of lesson objectives. Such
activities are: Demonstrations, class experiments, making models, games, drills, exercises,
discussions, etc.
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Student-participation
Experiment(s)/practical work
Experiments’ effectiveness in achievement of the lesson objective(s):
Enhancing their understanding of concepts;
Development of process skills;
Verifying students’ hypotheses/predictions;
Solving problems;
Stimulating and sustaining students’ interest in the lesson;
Developing scientific attitude.
Improvisation
Improvisation is evident in the lesson through:
Economical use of materials: Scaling down materials for experiments e.g.
diluting chemicals to suitable levels and use of small quantities of chemicals
(economical use of materials);
Teacher utilized available materials in the students’ immediate environment
to raise interest and curiosity teacher produced and/or utilized improvised
equipment;
Modified/simplified experiment(s);
Use of a non-conventional apparatus in lesson delivery.
that every trained teacher has at the back of his/her mind. In this type of lesson presentation,
the students are provided with meaningful learning activities, the meaningfulness of these
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activities being discerned from extent of achievement of lesson objectives. ASEI based
In many instances teachers used notes that were as old as the teachers years in the
profession.
The baseline studies also found that many of the teachers were using inappropriate
continuously applying the lecture method (i.e. chalk and talk). This method was very
popular since it requires very little planning and preparation. The students were relegated
to the peripheral in the learning, and the only learning activity was copying notes without
understanding. In conduct of practical work learners in many of the schools surveyed were
- 26 -
rarely exposed to practical work and in a number of others laboratories were only accessible
What is PDSI?
With this kind of situation, of course very little learning took place in the Science
and Mathematics lessons. The SMASE project then realised that in order to achieve the
ASEI condition in T/L there was need to emphasise use of PDSI. PDSI stands for Plan, Do,
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Teacher to deal with students’ questions, misconceptions and reinforced learning at
each step;
The lesson to encourage active participation of students in the main teaching steps.
Conclusion
Lesson to encourage students to draw conclusions;
Lesson be well summarized and follow-up activities be given;
The lesson to assist learners to view the content in relation to what they come across
in the society;
Checking of accuracy, correctness, depth and appropriateness of the content through
question and answer techniques well conducted;
Class management
Teacher to organise and conduct lesson taking into account the individual differences
in student capability
Instructional materials/media well managed
Instructional materials/media effectively made use of
Improvement:
Improvement evident in the way teacher responded to emerging issues in the lesson
Adjustments to delivery plan
Rephrasing questions/instructional statements accordingly
Benefits of PDSI
PDSI ensures lesson is delivered to the satisfaction of both the teacher and the
learners because of:
1. Considerations made of learning ability of learners
2. Appropriate utilisation of time available
3. Teachers’ confidence in direction of lesson flow
4. Enhanced teachers’ competence in content/skills after trying out lesson activities
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3.5. Lesson Presentations
TEACHING METHODOLOGY:
Question and Answer.
Demonstration.
PREREQUISITE KNOWLEDGE:
Pupils already know
• x-axis, y-axis, plotting coordinates, four quadrants, origin of the axes, scale.
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PRESENTATION
TIME TEACHER ACTIVITY PUPIL ACTIVITY
3 min INTRODUCTION
⇒ Locate the x and
Draws the Cartesian plane on the chalkboard and asks y-axes
one pupil to locate the x and y-axes.
Asks a pupil to locate the point P (2,3) on the Cartesian ⇒ Locates the point P
plane. (2,3) on the Cartesian
plane.
Asks pupils what 2 stand for and 3 stands for.
⇒ Answer 2 stands for
x-coordinate and 3 for
y-coordinate.
10 min DEVELOPMENT
Step 1
Writes the lesson title (Drawing linear graphs) on the
chalkboard.
Writes the linear equation y = 3 x + 5 and the table of
corresponding x and y values.
x -2 -1 0 1 2 3 4
y -1 8 ⇒ Listening.
Demonstrates how to find the corresponding values in
the 1st and 4th columns. ⇒ Listening.
Tells pupils that y is dependent value and x is
independent value.
⇒ Come forward to fill
Ask pupils to find the corresponding values of y in the the value of y in the
remaining columns. column by
demonstrating how
x -2 -1 0 1 2 3 4 he/she got the value.
y -1 2 5 8 11 14 17
Step 2
Draws the Cartesian plane taking 1cm to represent 1unit
on the x-axis and 1cm to represent 2 units on the y-axis.
Ask pupils to locate points on the Cartesian plane. ⇒ Locating the points on
Asks a pupil to state the trend of the points. (Are they in the Cartesian plane.
a straight line or scattered) ⇒ Answer orally (they
Asks one pupil to join all the points with a straight line. are in straight line)
y-axis
⇒ One pupil come
forward and joins the
y =3x +5 points with a straight
line.
-1.6 0
x-axis
- 30 -
Step 3
y =4x+3
-0.75
x-axis
3 min CONCLUSION
Teacher summarizes the lesson by reminding the pupil ⇒ Listening and taking
what they have learnt down short notes.
• axes
• scale
• coordinates
• need at least 3 points to draw linear graph
• join the points with straight line
• linear graph (because the highest power of x is 1).
- 31 -
The following comments were made on the lesson:
The teacher was strong in the areas of content, use of names of pupils where calling on
them to answer question and questioning techniques.
Generally, it was pointed out that most teachers often lose pupils while teaching. It
was thus felt that it was important for teachers to think about the pupils before going to class.
Teachers ought to balance teaching for understanding and meeting requirements for
examination. In this regard, it was felt that pupils needed an explanation or practical
- 32 -
3.5.2. Mathematics Lesson Presentation from Kenya
- 33 -
STEP 4. (MINDS-ON ACTIVITIES)
What do you discover?
Mr. Muiruri emphasized that during planning, it is important to plan an activity for more
than one objective. This was ably demonstrated in the exposition.
He highlighted the following points:
demonstrations start off the learning progress in students, and can be used in
teaching Mathematics;
activities planned for the students must enhance skills of observation and
communication;
activities must challenge the students and stimulate to think beyond the
computations in the given activities.
- 34 -
Comments
The lesson was well received and enjoyed by the group. It was also learn from Mr.
Muiruri that the activities in the lessons are sometimes adapted from school textbooks work.
However, in SMASSE, it is envisaged and compulsory for the teacher to spend a lot of time,
thinking and trying out several things in order to generate activities for use in class. He
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PREREQUISITE KNOWLEDGE:
Blood contents
Blood circulation
Movement of mineral salts and water through diffusion and osmosis
PRESENTATION
Stages Teacher activity Students activity
Introduction Ask questions: 1 name the substances found in blood plasma, Answer the questions
2 which blood
vessels transport
oxygenated blood
from aorta to the
kidney?
Step 1 Explain the structure and function of the parts of the excretory Label parts of the
system of human excretory system
Give the students a blank chart showing the human based on the teachers
circulatory system explanation
Step2 Explain the structure and function of the kidney Identify parts of a
Give the students a fully labeled diagram of a kidney and fresh kidney
fresh dissected kidney specimen compared
to the diagram
Step3 Explain the function of the different parts of a nephron Label parts of a
nephron from a blank
diagram
Step4 Describe the process of urine formation in human Describe the
adaptations of a
Demonstrate diffusion and the effect of lumen diameter of a nephron to the
hose pipe on pressure process of urine
formation based on
the demonstrations
Conclusion Teacher summaries the lesson (stating parts of the excretory
system in human parts and function of the kidney and
adaptations of a nephron for urine formation)
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Ask summative questions
eg. What is the function of the following Ureter? Glomerulus?
Collecting duct?
After the lesson the following comments were made and the strong points of the teacher
were:
He quickly changed the use of beaker to petridish to hold the specimen (kidney of goat)
He maintained fine eye contact with the class.
He was able to answer most questions from the class despite being asked very difficult
questions.
He got feedback from groups.
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3.5.4. Biology Lesson Presentation from Kenya
Previous knowledge:
Meaning of excretion
Excretory organs in a mammal
Mammalian excretory products
Materials:
Mammalian Kidney (fresh), Scalpel blade/knife, hand lens, dissecting board
References. Secondary biology and Biological Sciences Pupils’ Book 2. K.I.E, page 96 -
100
Practical biology for schools, R .W. Mwangi, George A. O. Seko, page 117
Principles of Biology, Vol 1, P.M. Muchiri, page 239-242
Step and Time Teaching/Learning Activities Remarks
Introduction Teacher reviews the previous lesson by
(5 min) asking the following questions;
• Define excretion
(Separation and elimination of
waste products of metabolism
from the body)
• Where does excretion take place in
mammalian body?
(Kidney, skin, lungs, liver)
• Give examples of mammalian
excretory products
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(Carbondoixide, urea, excess
water, excess mineral ions,)
Lesson development Learners form groups.
Step 1 Teacher provides worksheet and the materials
(4 min) and gives brief instructions
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STUDENT WORKSHEET (Teachers copy)
Name:
Class:
Date:
Time:
Topic: Excretion
Sub-topic: Structure of mammalian kidney
Materials and apparatus: Mammalian Kidney (fresh), Scalpel blade, hand lens, dissecting board
Experimental procedure Observation
(Sample results)
- 40 -
Activity 3
You are provided with a diagram showing a magnified - coiled tubules forming loops extending from the
portion of a section of the kidney. cortex to medulla
Study it and describe your observations - blood vessels
- Collecting duct
- 41 -
STUDENT WORKSHEET
Name:
Class:
Date:
Time:
Topic: Excretion
Sub-topic: Structure of mammalian kidney
Materials and apparatus: Mammalian Kidney (fresh), Scalpel blade, hand lens, dissecting board
Experimental procedure Observation
Activity 1
1. Place the mammalian kidney provided on a
dissecting tray
2. Examine it carefully and record your
observations
3. Make a labelled drawing of the kidney
3.5.4.1.1. Question
1. State the function of renal artery, renal vein and
ureter
2. Describe the external structure of mammalian
Kidney
Activity 2
4. Slice the kidney vertically from the convex side
with a scalpel blade to make two equal halves
5. Using a hand lens, examine the section and
record your observations
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Assignment
Name:
Class:
Date:
Time: 40 minutes
Topic: Topic: Excretion in Mammals Sub-topic: Structure of mammalian Kidney
1. Draw and label the structure of a nephron
2. What substances does the kidney excrete?
2. Which part of the lesson did you find most interesting and why?
4. What do you think should have been done differently to make the lesson better?
- 43 -
Student Worksheet
The exposition was about showing simple activity in a lesson on human excretion and
Comments
The exposition revealed that activity is not always experiments; it can take any form and
that many activities on the same subject / topic do not necessarily retard progress in class,
The groups also felt that worksheets could be substituted by use of blackboard. It was also
mentioned that in activities, pupils ought to be used to clear the room, after the lesson is
over.
- 44 -
3.5.5. Chemistry Lesson Presentation from Kenya
- 45 -
Teaching/Learning activities/Steps Teaching Points Remarks
Introduction: 5 MINUTES Characteristics of Physical change
Review of previous lesson through question and Easy to revert back to original state
answer method: No new substance(s) formed
Characteristic of a chemical change
What are the characteristics of a physical and It is usually very difficult to change
chemical change? back into the original substance
New substance formed.
Examples to be given by the students
Give examples of each case
Development:
Step 1. (10 MINUTES) Demonstration of A chemical reaction brings about a
chemical a reaction; chemical change.
-Teacher demonstration by igniting a mixture of
ammonium nitrite and Potassium dichromate.
Students observe as they answer posed questions. New words:
Reactants
Students are supplied with matchboxes and Products
are told to ignite and make observations Thermal Decomposition
How did you ignite the matchstick? (ACTION)
What did you observe as the matchstick was
burning? (REACTION)
Is the burning a physical or chemical change?
Explain.
Q. From what you have observed above what
do you think is meant by the terms chemical
reaction? Ways of effecting chemical reactions
By direct Heating (burning of
Step 2. 10 MINUTES substances)
Teacher uses students to demonstrate ways of By indirect Heating (heating in a
effecting chemical reactions. Students watch container)
and record their observations: By mixing substances
T/S discussion to explain what happened, leading By mixing and heating directly or
to introduction of chemical (word) equation, indirectly
using the following examples
Burning a piece of magnesium ribbon in air.
Heating copper(ii) sulphate.
Mixing
Heath salt with water
Zinc granules with dilute hydrochloric acid
Sodium chloride and Lead (ii) nitrate solutions
Heating mixture of Iron fillings and sulphur
powder.
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Discussions. 10 MINUTES - A chemical equation is a short way
Representing the above reactions by using word of representing a chemical reaction
equations by using words or symbols.
- It shows the substances taking part
and those formed when a chemical
reaction takes place.
Examples:
Magnesium + Oxygen
Magnesium oxide
Zinc + Dilute hydrochloric acid
Zinc chloride +hydrogen
Summary/Conclusion: 3 MINUTES
Q/A method to summarize and evaluate the lesson
Evaluation: 2 MINUTES
Students to give own opinions concerning the
lesson
Comments
The group were refreshed by manner in which the exposition was handled, and simply
thanked the Mr. Masoka.
- 47 -
vector quantities. Most measurements in science are classed as either scalar or vector
quantities.
A scalar quantity is one that has magnitude (size) only
A vector quantity is one that has magnitude as well as direction
Scalars Vectors
Distance (extent of length) Displacement
Time (extent of duration)
Speed = Distance moved/time taken Velocity = displacement/time taken
Acceleration
Mass of an object (amount of substance) Weight of an object
Force applied
200 books on the selves (number of pieces)
50 litres of petrol (amount of volume)
Temperature (extent of hotness or coldness)
Volume (amount of space)
Money (number of pieces)
Density (Quantity of matter in unit volume)
Background knowledge
Ability to carry out ordinary arithmetic
Arithmetic of scalar quantities
Consider 5 pieces of stones and 3 pieces of stones. The scalar quantity is number of the
pieces.
In adding together these pieces we get 8 pieces. Now if we remove (subtract) 3 pieces of
stones from the 5 pieces, the remainder is 2 pieces of stones. Thus in addition or
subtraction of scalar quantities, we only do the ordinary arithmetic. The number of pieces
has no direction.
Question to students
Where is the learner who was walking in the class?
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There is no answer. The person could have moved 10 steps in any direction or even in a
circle. To predict the position of the learner after making the 10 steps, it is necessary to
know the direction of movement.
Numbers of steps, meters, kilometres etc are scalar measures of distance (extent of length).
In order to describe fully where the learner is we would give the extent of length (distance)
from the starting position, and also give direction of his/her position from a specified
reference.
If you are told that a person has moved a distance of 1 kilometre from a particular spot and
then you are asked to try to answer the question “where is the person?” Again this
question has no particular answer. To give an answer to this question, specification of
direction of movement is necessary
I travelled a
Fig. 1
distance of 20km
on foot. The distance 20km is a scalar measure.
Zomba
N
Combining of vectors
Let us now study how to combine vectors. There are two methods of combining vectors:
graphical method and analytical method.
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Graphical method of combining vectors
Background knowledge/skill
Drawing and interpretation of scale representations; meaning of parallelogram
In graphical method a vector can be represented by a line drawn to scale that shows both
size (magnitude) and direction. The length of the line represents the magnitude of the
quantity and its direction gives the line of effect. In this section we will study examples of
vectors combinations for displacements, velocities and forces.
Combining vectors applies the parallelogram law which ensures that their directions as well
as their magnitudes are considered. The parallelogram law of adding vectors states that:
If two vectors are represented in size and direction by sides of a parallelogram drawn from
their point of effect, their resultant is represented in size and direction by the diagonal of the
parallelogram drawn from the point
Girl’s
Combinations of displacements house
Example
A girl was sent to the shops, 150m away from their house
to buy some cooking fat. A return to the house would
have made her to cover 300m. However, her 150m
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Combinations of velocities
Background knowledge: meaning of Speed and velocity
In ordinary conversation the term velocity is used interchangeably with speed. In science,
however, these terms have specific meanings. Velocity is the rate of change of
displacement with time, while speed is the rate of change of distance with time. Velocity is
therefore a vector quantity whereas speed is a scalar quantity. For instance, a bus may be
observed to travel at a steady speed of 20km/h along a straight stretch of road in a direction
300 east of south, the velocity is 20km/h 300 east of south. If the bus rounds a bend at the
same speed, the direction of motion would be changing continuously and therefore its
velocity would be continuously changing, as the speed remains constant.
Addition of velocities
Fig 4
Combinations of forces
Students’ activities
Forces of 2N and 3N acting in the same direction add up to give a resultant force of 5N
5N
2N 3N
Fig 5
4N 2N
Fig 6
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Forces of 3N and 3N acting in opposite directions give a zero resultant force.
3N 3N
Fig 7
4m
Example
θ
A student walks 4m eastward and then 3m southward. How far is
5m 3m
the student from the starting point?
The triangle formed is a right-angled triangle. Therefore using
Fig 9
Pythagoras theorem we get the direct distance from the start to the
finish is 5m. Direction of the student at the finish from the starting point is given by
tan θ = ¾
- 52 -
⇒ θ = 36.90
Therefore the position of the student at the finish from the start is 5m, 36.90 s
Comments
Again the group focused on how these Kenya-SMASSE colleagues come up with such
stimulating activities that both enthuse students and facilitate their learning in a challenging
way. Hard work and time were cited as some elements needed for one to become adapted
- 53 -
PRESENTATION:
INTRODUCTION
TEACHER ACTIVITY PUPIL ACTIVITY
-Revise previous lesson -Respond to questions.
on atoms and molecules by asking -Identify atoms and molecules from chart.
questions.
-Use charts to identify atoms
DEVELOPMENT
TEACHER ACTIVITY PUPIL ACTIVITY
-Introduce lessons topic by coming with different combinations
Putting the pupils in 5 groups and give of atoms to form molecules.
them the labeled bottle tops.
-Using chart on the board ask pupils to Coming up with comments on the
come up with different combinations of combinations.
atoms to form molecules.
-Explain these differences and define
Elements and compounds
CONCLUSION:.
Discuss the different combinations made.
Give a summary of the major points.
Emphasize that atoms must be chemically joined to form elements and compounds.
Comments
The exposition was good. Suggested improvements included the following:
The term ‘chemically joined’ was not appropriate as it implies use of chemical to join atoms
examined and together with the students cross out all the impossible.
- 54 -
Those combinations not consistent with valency of the atoms involved. This progress of
crossing out impossible combinations immediately was very important as it would present
by Mr. Chikwezga
Subject: Science and Technology Class: Form 3
Topic: Biotechnology Time: 40 mins
Subtopic:Agricultural biotechnology No. of pupils: 40
Aim:
To enable students to appreciate the application of biotechnology in agriculture.
Specific Objectives:
By the end of the lesson students should be able to :
.identify examples of agricultural biotechnology
.explain the principle of selective breeding as applied to agricultural
biotechnology
.assess the impact of agricultural biotechnologies on the well being of man.
Prerequisite Knowledge
.definition of biotechnology
.types of biotechnologies
.microorganisms
.plant and animal pests and diseases
.cell biology
.gene concept
Teaching and Learning Aids
.charts of animals ( cattle, chicken, pests ) and maize
.maize cobs, seeds of different varieties
- 55 -
PRESENTATION
Teacher activity Pupil activity
Introduction (5mins)
. ask pupils to discuss the desirable .respond.
characteristics in cattle kept for meat
. ask the desirable characteristics in maize . respond
. comment / verify the responses using cattle . listen, observe, take notes and ask
charts and maize cobs / seeds. questions
Development
.explain the concept of genetic influence on . listen, observe, take notes
the desirable characteristics of cattle and
maize using cattle / chicken
charts and maize cobs / seeds notes and ask questions
asks the importance of genetic manipulation .respond, ask questions
with reference to the charts, materials etc.
. explain other arising biotechnologies in .respond.
agriculture
Conclusion
.summarise the key points of the lesson . listen, take notes
.invites questions from pupils requiring . copy the activity
clarifications on misconceptions,
misunderstandings etc.
. ask pupils to explain the importance of
agricultural biotechnology to an individual as
a follow-up activity
Comments
It was felt very strongly that the lesson exposition was not what the participants expected.
The participants hard expected a sample of the ideal situation on which they could give
constructive criticism. Some of the comments were:-
It was also pointed out that the lesson prepared for this exercise (see appendix) was
far superior to the one presented. This departure from workshop objectives was
severely reprimanded, since the results of the baseline study already revealed this.
The teacher defended his departure to reflect a typical situation in schools resulting
from lack of lesson preparation, which in the pre-ASEI condition.
- 56 -
Otherwise on the actual lesson presented, participants had the following comments:
It did not draw on the current issues of GMO (genetically modified organisms) to
arose controversy and interest in learners
It lacked specimens of biotechnology such as hybrids of animals such as chickens eg
a six week old hybrid and local (non-hybrid) chicken for comparison.
It dwelt more on introducing the term biotechnology as though it was being taught
for the first time. Rather, the introduction have dwelt on environmental technology
- 57 -
INTRODUCTION
Time Teacher’s Activity Pupil’s Activities Resources
5minutes . Asks pupils to define fibres, . Answer orally -
yarns and fabrics
. Asks pupils to give types of
fibres and their sources . Answer orally -
.Tells pupils that they are going to
learn about fabric tests with special
emphasis on burning test . Listen -
DEVELOPMENT
Time Teacher’s Activities Pupil’s Activities Resources
10minutes .Asks pupils if they know any fabric . Answer orally
test
- 58 -
tests on polyester and nylon and
in their groups cotton
. Conduct burning
tests on polyester and burning candles
nylon tins
polyester and
.Write down their nylon fabrics
observations tongs
.Asks pupils to explain what they
observed during fabric tests on
polyester and nylon .Answer orally
Their
experiences on
the burning
polyester and
nylon fabrics
CONCLUSION
Time Teacher’s Activities Pupil’s Activities Resources
5minutes Asks pulpils to
. mention four types of fabric tests .Answer
. explain results of fabric tests on
cotton, polyester, nylon
Students were given less time to do the activity (burning test) because the teacher spent a lot
of time explaining and demonstrating the burning test. It was not necessary to demonstrate
and explain the burning test, rather, the teacher allowing the students to do the test on their
own, and discuss the results afterwards highlighting the essential points.
- 59 -
Students could also have been given the opportunity to decide on the materials to use and
the procedure to follow. The teacher should have highlighted the unique characteristics of
fabrics that could be used to identify the fabrics. This could have better been done during the
- 60 -
3.5.10. Physical Science Lesson Presentation from Malawi
INTRODUCTION
Review of previous work. What happens when magnets and magnetic materials are
brought closer? Answer: Materials are attracted to the magnet.
DEVELOPMENT
Activity 1:
Suspend a magnet on the pencil/ball pen with a string.
Swing it and let it settle.
Repeat step 2, at least three times, and write your observations.
Observation: Settles in N-S direction.
Repeat step 2, at least three times, and mark part pointing north – N and south – S.
Result: Part pointing north, always points north. Similarly part pointing south, always
points south.
Conclusion : - A suspended magnet settles in N-S direction. Part pointing north, always
points north and one pointing south points south.
- The part of magnet that points north is called north seeking pole and one
pointing south, south seeking pole.
- 61 -
Activity 2:
Bring like poles closer and write your observation.
Repeat step 1 with unlike poles.
Observation: Like poles repel, unlike poles attract.
Activity 3:
Put a paper on a magnet. Spread iron filings on the paper and write your observation.
Observation : More iron filings are attracted on the poles.
Conclusion : Magnets have strongest force on the poles.
CONCLUSION
Ask students to mention properties of magnets they have learnt.
Answers: 1. A suspended magnet settles in N-S direction. Part pointing
north, always points north and one pointing south points south.
The part of magnet that points north is called north seeking pole and
one pointing south, south seeking pole.
2. Like poles repel, unlike poles attract.
3. Magnets have strongest force on the poles
Comments
Following the fair presentation, the participants wondered why this topic was perceived as
difficult. Some speculated that the non-contact nature of the magnetic force is what baffles
many students.
- 62 -
It was also indicated that it was possible to make magnets locally in schools. The groups
also felt that things that were obvious may not be that obvious to students and after all, they
are the ones that pause as serious difficulties in learning. Due too this fact, it was
recommended that the teacher ought to do a lot of background reading. For instance, why
do magnets don’t point in the W-E position? This would explain why a freely suspended
Such as x +3
x3 + 7 x 2 − 5 x + 9
- 63 -
Finally, he solved the sums himself on the chalkboard, with students calling out answers to
various stages as teacher solved the questions. He then invited questions from the class after
the going through all the questions. Upon receiving no questions, he ended the lesson.
COMMENTS
The teacher, plus a colleague a Diploma teacher, joined the participants to DCE
After receiving a few comments on what went well and more on what could be
improved, it transpired that this evaluation exercise was not going to help the teacher
concerned and the participants. It was then resolved to adopt a new strategy in analysing the
lesson. The participants were then asked to come up with alternative ways of teaching the
groups made.
Each alternative lesson plan aroused heated debate. Many searching questions were
asked and were not answered. What was even more striking was the sharp difference
plans; the group with more of Kenyans, produced a more pupil activity oriented lesson plan
- 64 -
LESSONS LEARNT FROM THIS EXERCISE
The topic polynomials were difficult to teach. It required a lot of planning to make
the abstract nature of polynomials become easily understood and appreciated by the students.
It required some higher degree of content mastery by the teacher for the topic to be taught
competently.
- 65 -
OMMENTS:
It was felt the following issues could be addressed in
the lesson:
Lack of activity involving the eggs: a boiled
egg cut in half (vertically) would have
sufficed for teaching structure of the egg;
Bad eggs (rotten) and good fresh eggs could
have helped in the group activity;
Actual heating of the eggs to show effect of
heating could have been done
- 66 -
3.7. Major Issues in INSET Curriculum Development for Malawi
ASEI/PDSI in Kenya and went on to say that if its pleased Malawians, they could as well
embrace the Kenyan ASEI/PDSI philosophy. With respect to issues emerging from the
study, it was important to decide how much time would be needed to deal with each of the
issues. For instance would the tackling of sensitisation be a continuous process or not?
Written curriculum is important as it ensures continuity beyond project period. Themes for
each set of interaction during (INSET cycles) would probably follow a format described
below:
- 67 -
In here, the focus is on directing teachers energy to hands on activities. While
dealing with this, we continue focusing on attitude as well since it takes a long time to effect
an change in attitude. Mr. Waititu reported of a sit-in teachers organized during a 2nd cycle
of INSET in Kenya. In this instance, SMASSE-Kenya made it very clear to the teachers the
importance of upholding the ASEI/PDSI philosophy and asked them to leave for their
homes if they found the philosophy not welcome. As turned out, the teachers decided to stay
determining the slope of the curriculum, determining objectives related to the baseline study
finding for each INSET. The INSET session plan or programme must ensure a good show to
occupy the participants meaningfully. Developing training manuals and teaching materials
the event of donors pulling out of the project and quality control
Attained curriculum that comprised the extent of capacity development in teachers and
- 68 -
This project (SMASSE-Malawi) was our (core trainers) responsibility. We could kill
it or build it;
Partnership between the core team was very important. It was very important to
desist;
From slave-master relationship;
That all in core team share experiences and not that some supervises, or advises
anyone;
As in Kenya, it was important to develop a working relationship where all seen as
equals;
That DCE must have resources open to all core team all the time;
That Ms. Yamamoto must find space beside the table; get involved in activities of
SMASSE; and not only Mr. Nakayama who is the preacher and financier for
SMASSE-Malawi;
The project, teachers, Ministry Hqs (MoEST) JICA, and students expect a lot from
the core team;
Core team members were expected to live consistently with the philosophy that was
preached;
It is important to answer and explain all whys, by the core team?
Any complaints within the core team must not spill over to the rest of the teachers;
As much as possible, the team must portray unity all the time.
Comments:
That baseline study had not revealed all information needed. Hence, there was need
to identify key issues which Malawi would like to focus on. The evaluation from Kenya
would be used as guide for Malawi too and that there was need to list all cross cutting issues
that make a teacher a professional.
- 69 -
Prioritisation Of Problems Identified In The Baseline Study:
The group (core team) was divided into 4 subject teams to prioritise the problematic
topics. The participants identified and prioritised the way forward. People responsible for
each of the tasks to be done before the September Trial INSET were identified (see way
forward).
At the end of the workshop, Malawian members took an initiative to draw the action plan
for the way forward. All participants witnessed that Malawi SMASSE INSET Team had
strong ownership to hold the “Trial INSET” in this coming September 2003, in which draft
of INSET curriculum and teaching materials will be practiced and examined to test their
feasibility and appropriateness.
- 70 -
When (Time schedule) 2003 By whom (responsible
Remarks
4 5 6 7 8 9 persons)
What ( Activities)
1 Set up College Based INSET Committee Mr. Chimenya
2 Further Baseline Study Mr. Phaundi-Shonga
3 Finalise INSET Curriculum Mr. Mkandawire
4 Develop INSET Modalities (prior + sept) Mr. Ndolo
Ms. Meke (HEC)
Mr. Kuzemga (Physical
5 Subject Group Meeting Science) Mr.
Msekandiana (Math)
Mr. Phwetekere (Bio)
6 Develop Training Manuals Mrs. Yamamoto
7 Plan Lessons (resources) All TOTs
Ms. Meke (HEC)
Mr. Kuzemga (Physical
8 Procurement of Materials Science) Mr.
Msekandiana (Math)
Mr. Phwetekere (Bio)
9 Peer Teaching Among Core Trainers All TOTs
10 INSET Programme Mr. Chimenya
Identify Trainers from Secondary
11 All TOTs
Schools
12 Invitation of Trainers Mr. Chimenya
13 Conduct INSET All TOTs
* Detailed time schedule for each activity shall be drawn by the responsible person and be aware
among all TOTs.
Table 4: Action Plan for Trial INSET
- 71 -
4 ACHIVEMENTS AND ISSUES THROUGH THE JOINT
WORKSHOP WITH KENYA
4.1. ACHIEVEMENTS
- 72 -
about the status quo and issues in the education sector, the supporting structure from
policy side toward Malawi SMASSE INSET has being arranged based on his strong
leadership. By which, the Terms of References (TOR) was revised (See Annex 2). This
extends the first draft (Annex 1) to identify the roles of the Steering Committee, the
Technical committee and their memberships. These two committees are expected to
manage, supervise, monitor and evaluate each activity for SMASSE INSET.
- 73 -
interest on the programme were asked to be involved positively in the process of
preparation for the joint workshop with SMASSE Kenya. Not only be a part of
members, but they played an important role in the workshop. Hereafter they became
members of taskforce team organised at DCE and to be in course of enhancing the
activities of the programme.
- 74 -
If this plan became true, the institutionalisation of INSET would be visible in
staffing, budgeting and structuring for the future sustainability.
4.2. Issues
- 75 -
5 SMASSE INSET MAL AWI AND ITS FUTURE
JICA has been providing technical supports for the establishment of SMASSE
INSET Malawi system with the cooperation from SMASSE Kenya and the regional
association for strengthening mathematics and science in secondary education. These
supports have been small-scale but flexible since the funding resource is based on the
budget for promoting local activities (BLA) by the Education Planning Adviser who is
based on the Ministry of Education, Lilongwe. There are two approaches to be
considered for bordering the scope of technical cooperation as follows;
1) Continuing the support by BLA (as we are undertaking);
2) Extending it into “Technical Cooperation Project (TCP)” type support in which
the organised technical cooperation and the clear expected output are expected.
The table below is the comparison, advantages and disadvantages between two
approaches.
- 76 -
5.2. Proposals for Technical Cooperation–Minimum Requirement
But Wider Approach-
3
The budget for higher and vocational education has not been approved.
- 77 -
Sub-Sector Budget (MK) Share out of the Total (%)
Administration and Management 206,095,600 4.1
Primary 3,827,576,100 75.8
Secondary 667,266,000 13.2
Teacher Education and Development 350,983,000 6.9
Total 5,051,920,700 100.0
Table 6: Budget Allocation for each sub-sector
(Unit:MK;Malawi Kwacha、1$=90MK April 2003)
Source: MoEST(2002) Understanding Education Budget, P13.
- 78 -
Other Development Partners
Assistance by Japan
All Development Partners:
Technical Advice and Capacity Building on
Policy Planning, Management, Monitoring
Education Administration (Ministry, Division,
and Evaluation
District)
UNICEF:
Development Study:NIPDEP
HIV/AIDS Club, Girls’ Education,
JICA Expert:Education Planning Adviser Education for out-of-school children
Formal Education NGO:
Non Formal Education - CRECCOM
Tertiary
(HIV/AIDS Edu.,Civic Edu.) - Save the Children (UK,US)
- Africare etc.
Teacher
Grant Aid: Dev.&
The Project for Domasi College of Edu.
Education GTZ: MIITEP
SV:Science Education Methods Adviser Vocationally WB: SEP
- 79 -
5.2.3. Supports to Education Sector by Japan
The supports to education sector in Malawi by Japan can be expressed as “marking
points” through technical support of planning and implementing the projects in each
scheme of “Development Study 4 ” and “Grant Aid 5 ”, by the displacement of the
“Education Planning Adviser” in the Ministry of Education, Science and Technology
(See Figure 4).
The support for education development needs multidimensional approaches.,
Several dimensional approaches, for example, in order to enhance the quality of
education, not only the improvement of facilities but training teachers with providing
effective learning materials, sensitising in the community on understanding of education
and capacity building at administrative level are necessary. For that reason, Japan is
required to take the program approach, which promotes to relate on-going supports
which marked as “a point” in order to transform them into “holistic or comprehensive”
technical assistance in the future. In other words, it is important to support education
sector in Malawi as an organic/strategic programme in which each project would be
integrated to supplement each other under the overall programme.
Moreover, with looking at the supports by other development partners on primary
education, it is strongly recommendable to commit the secondary education and teacher
education so that the well-balanced support in education sector as a whole could be
achieved and the relative advantage in assisting the development at that level of
education by the maximum usage of experiences and know-how in Asian countries such
as Philippine, Cambodia or other African countries such as Ghana, Kenya and South
Africa could be applied.
Figure 5 demonstrates the concept of programme support to education sector in
Malawi by integrating on-going projects.
4
2000-02: National School Mapping and Micro-planning, 2002-04: National Implementation
Programme for District Education Plans
5
2003: The basic design study for the project for the improvement at Domasi College of Education
- 80 -
3rd Stratum
2nd Stratum
Capacity Building
in Educational Administration
: NIPDEP Pilot Areas
1st Stratum
Secondary & Teacher Development
Grant Aid for
strengthening the
capacity of facilities
Domasi College of
Education (DCE)
SMASSE INSET
Malawi
Support
- 81 -
Division as the pilot area where DCE is also located. The SSTEP project by CIDA is
strengthening the subject knowledge to upgrade their certificates from primary to
secondary level and the SMASSE INSET Malawi is expected to strengthen how that
knowledge can be transferred to students in the class, in other words, empowering
teaching methodologies of teachers. Besides, the secondary demonstration school is on
the plan through the grant aid project, at which INSET workshop will be implemented
to embody the harmonisation hardware supports with software ones.
The second stratum is the support for capacity building for education administrators
through the Development Study, NIPDEP. At present, NIPDEP is under going to
strengthen the administrative capacity and to promote decentralisation in education
through the implementation of District Education Plans made in micro-planning phase I.
This stratum is playing an important role to assist the secondary and teacher
development education that is the first stratum from administrative perspectives. The
effects of the support for teaching/learning materials and teacher development would be
decreased if the administrative supporting system were vulnerable. Therefore, for the
effective support to enhance the implementation of education development policy, the
collaborative matching the first stratum with the second is critically important.
The third stratum is the support through regional cooperation in Africa. SMASSE
INSET Malawi, the first stratum, has been conducting the preparatory stage through
technical exchanges or tripartite counterpart trainings since 2001. The more the regional
network on secondary mathematics and science education under the umbrella of
SMASSE-WECSA is strengthen, the more SMASSE INSET Malawi will be
empowered through sharing and exchanging the experiences and knowledge in the
African region.
As mentioned above, the approach how Japan supports the education sector in
Malawi is not “point marking” but “comprehensive and holistic”. Three strata, which
have been built by the assistance in the past, should be integrated to encourage synergy
effects in which each support can be interrelated in an effective manner.
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5.2.4. Proposed Schedule6 for Transforming into
Programme-Based Support
The Table 7 shows the time framework for each on-going projects.
With this given schedule, three scenarios can be considered for the transforming the
existing projects into programme-based supports as the following.
A) Dec. 2003 / Jan. 2004 ~: The point when the Stage 27 of SMASSE INSET
Malawi preparatory programme finishes
B) Apr/May. 2004~ : The point when the Pilot Project 1 of NIPDEP
finishes
C) Dec. 2004 /Jan. 2005~ : The point when the Stage 3 of SMASSE INSET
Malawi Preparatory programme finishes
6
For the detailed information about the schedule of each project, see Annex 3 (NIPDEP)
and Annex 4 (SMASSE INSET Malawi).
7
See Annex 5 for the expected purposes and activities for each stage of the preparatory
stage of SMASSE INSET Malawi system
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(c) Cost-efficiency on the An indicator to assess how cost-effective for the
procedure: transition into programme-based support
(d) Ownership of the An indicator to assess when the sense of
programme: ownership can sustain
(e) Budget undertakings An indicator to assess how budget commitment
from Malawi: from Malawi side can be secured
(f) Sustainability: An indicator to assess when is appropriate to
ensure the sustainability of the programme
Indicators
Total
(a) (b) (c) (d) (e) (f)
Scenario Evaluation
A ◎ ○ ○ ○ ○ ○ 1
B ○ ◎ ○ ○ △ ○ 2
C △ △ ◎ ○ △ ○ 3
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supporting SMASSE INSET would be disbursed on proper time and place. That is why
the Budgeting factor is the question in scenario B and C. The fiscal calendar of Malawi
is from July to next June. On the condition that the budget for SMASSE is secured at
the beginning of the 2003/04 fiscal year, around the time that scenario A proposes is
more favourable than B and C because on the earlier of the fiscal year is, the more
possible to disburse budget to specific activities. And the budget planning for the next
fiscal year is not fixed yet.
In conclusion, the scenario A or B is recommendable for the timing to transform
project-based support into an integrated programme.
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science is established in the pilot area.
3) Capacity in teaching methodologies of mathematics and
science among teachers in the pilot are improved
4) The roles of DCE as resource centre in implementing
INSET is strengthen
Major Activities 1-1: To select divisional trainers in the pilot area
1-2: To train divisional trainers for the pilot area at DCE
1-3: To conduct monitoring/evaluation in are of
effectiveness of INSET
1-4: To support INSET through follow-up activities
2-1: To select trainees and schools for INSET in the pilot
area
2-2: To improve teaching and learning conditions in
mathematics and science at the selected schools in the
pilot area
2-3: To implement INSET at DCE
2-4: To promote secondary educational management courses
for relevant officers at MoEST and school managers in
the pilot area
3-1: To study, analyse and evaluate the present situation,
problems and needs in mathematics and science
education at secondary level in the pilot area
3-2: To conduct the study in subject teaching methodology
and contents of pre-service teaching manuals in
mathematics and science
3-3: To upgrade the capacity of counterparts in managing the
projects
3-4: To develop and produce syllabi/curricula for INSET on
the mathematics and science subjects
3-5: To develop and produce training materials for INSET
on the mathematics and science subjects
3-6: To develop and produce teachers’ guides and manuals
for experiments which are based on the maximum usage
of local resources and situations
3-7: To develop and produce manuals for management of
teaching/learning resources
4-1: To establish and promote to exchange information on
subject matters among secondary school teachers when
need arises
4-2: To promote and practice mathematics and science
activities when need arises
Project Areas South East Division
Target Groups Secondary teachers in mathematics and science (including
Home Economics) who are under-qualified
Inputs 1. Malawian side:
a) Offering offices and other necessary facilities
b) Assignment of Malawian counterparts at DCE
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c) Assignment of administrative counterparts at MoEST
d) Expenses necessary for the implementation of the
activities
e) A certain percentage of expenses for mathematics and
science teachers to attend INSET at DCE in the pilot
area
2. Japanese side*:
a) Dispatch of long-term technical experts
b) Dispatch of short-term technical experts
c) Provision of counterpart training
d) Provision of equipment
Supervising Agency Ministry of Education, Science and Technology
Implementing Agency Domasi College of Education
The technical adviser dispatched to Planning Department in the Ministry is expected to be a team leader
and to hold the post of adviser for Administrative Capacity Building, component 2 in the programme
support.
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Reference For developing
DCE S/A teaching and
books
learning materials
Strengthening
Japan/
Counterpart SMASSE-W Kenya SMASSE/Ghana 10-30/ capacity in
Training SMC year INSET
ECSA
management
* S/A: Situational Assessment is necessary
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administrative personnel at each level
3-7: To develop and produce manuals for management of
educational offices at each level
4-1: To establish and promote effective information flow
between central offices and district level
4-2: To promote and practice educational activities in
administration when need arises
Project Areas Whole nation
Target Groups Ministry officers at Central, divisional and district level
Inputs 3. Malawian side:
a) Offering offices and other necessary facilities
b) Assignment of Malawian counterparts in the Ministry
at Lilongwe, Mzuzu and Blantyre
c) Assignment of administrative counterparts at MoEST
d) Expenses necessary for the implementation of the
activities
e) A certain percentage of expenses for manageing
activities
4. Japanese side*:
a) Dispatch of long-term technical experts
b) Dispatch of short-term technical experts
c) Provision of counterpart training
d) Provision of equipment
Supervising Agency Ministry of Education, Science and Technology
Implementing Agency Ministry Headquarter, North Divisional Office, South West
Divisional Office and relevant districts education offices
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* Proposed Input from Japanese side:
Assigned/Distributed
No. Purposes
Organisation
Planning Department
1
(Team Leader) Technical support
on planning,
Technical North Divisional Office monitoring and
Cooperation Experts (Mzuzu) 1 evaluating the
programme for
administrative
South West Divisional capacity building
1
Office (Blantyre)
MoEST Headquarters 1
(Lilongwe)
North Divisional Office For the effective
Vehicle 1 management of
(Mzuzu) activities
Support of
Equipment South West Divisional 1
Office (Blantyre)
Office For effective office
Equipment The pilot areas S/A work in planning
and management
Japan/ Strengthening
Counterpart Africa-Asia Tanzania/Colombo Plan 10-20/ capacity in
Training regional Secretariat year administrative
cooperation management
* S/A: Situational Assessment is necessary
Please see the footnotes of Component 1.
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