Professional Documents
Culture Documents
THE ESTABLESHMENT OF
PILOT PROGRAMME
- Needs Assessment Survey & The 1st and 2nd Stakeholders’ Meetings -
February 2003
1
Contents
Acknowledgements ………………………………………………………………. 4
Preface ……………………………………………………………………………. 6
List of Abbreviations ……………………………………………………………… 8
Chapter 1 …………………………………………………………………………. 11
1st Stakeholders’ meeting …………………………………………………………. 11
Introduction ……………………………………………………………………….. 11
Opening of the 1st Stakeholders’ meeting ………………………………………… 12
Recommendation from the 1st Stakeholders’ meeting ……………………………. 12
INSET plans in the pipeline ………………………………………………………. 14
Programme and list of stakeholders that attended the 1st Stakeholders’
meeting on 24/1/02 ………………………………………………………………. 15
Presentation on 1st Stakeholders’ meeting ……………………………………… 18
Chapter 2 ………………………………………………………………………… 22
2nd Stakeholders’ meeting ………………………………………………………. 22
Introduction ………………………………………………………………………. 22
Opening of the 2nd Stakeholders’ meeting ……………………………………….. 22
Keynote address for the meeting …………………………………………………. 23
Deliberations, programme and list of participants to the 2nd Stakeholders’ meeting.36
Chapter 3 …………………………………………………………………………. 39
Needs Assessment ………………………………………………………………. 39
Introduction ……………………………………………………………………… 39
Plans for school pre-visits and field survey …………………………………….. 40
Presentation of results of the survey ……………………………………………….41
Background to Education in Malawi ………………………………………………41
Key issues in secondary school Mathematics and Science (1994-2002) ………… 42
Emerging issues in secondary education (1994-2002) ………………………….. 43
Mathematics and Science Education ……………………………………………. 44
Methodology ……………………………………………………………………… 45
Framework of draft report ………………………………………………………… 45
Rationale ………………………………………………………………………….. 45
Expectations …………………………………………………………………….. 46
2
General information ……………………………………………………………… 46
Teacher qualification ……………………………………………………………… 46
Teaching experience ……………………………………………………………… 47
Subjects taught in schools ………………………………………………………… 48
Teaching and learning of Mathematics and Science ……………………………….48
Methods and assessment ………………………………………………………… 48
Attitude of pupils towards teaching and learning ………………………………….50
Difficult topics ………………………………………………………………….. 52
Suggestions for improvements ……………………………………………………. 56
Other challenges ………………………………………………………………….. 58
Staffing and Teacher qualifications …………………………………………….. 59
Administration capabilities ………………………………………………………. 59
Facilities and materials in schools ……………………………………………….. 59
Recognition and consensus of all stakeholders …………………………………….59
Donor coordination ……………………………………………………………….. 60
Overlapping programmes ………………………………………………………… 60
Financial support …………………………………………………………………. 60
Technical support ………………………………………………………………… 61
Availability of facilities, teaching and learning materials …………………………61
Ways forward and the INSET …………………………………………………….. 61
Stakeholders’ meetings …………………………………………………………… 61
INSET implementation …………………………………………………………… 61
Third country counterpart training …………………………………………………62
General comments on needs assessment survey ………………………………… 62
Comments made by the Head of Kenya SMASSE Unit and
Head of SMASSE WECSA, Mr. B. Njuguna ……………………………………. 63
General comments on proposed Terms of references (ToRs) and ways forward… 68
Draft terms of reference ………………………………………………………….. 68
Discussions on proposed Terms of references (ToRs) ………………………….. 74
Activities immediate in the pipeline……………………………………………… 75
Proposed schedule for the establishment of INSET in Malawi …………………... 76
Appendices ……………………………………………………………………….. 77
3
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 are also grateful to the Director of Education Methods Advisory Services (DEMAS), Mrs.
M. Kabuye for giving keynote addresses in SMASSE functions.
We would also like to acknowledge the full support and participation of other Ministry of
Education, Science and Technology officials; Mrs. R.M. Ngalande, Acting Coordinator,
TDU (MoEST), Mr. E.B. Thomo, TDU (MoEST), Mrs. L.V. Magreta, DDSE (MoEST), Mr.
R.J. Nthengwe, ADSE, (MoEST), Mrs. C. Soko, PEMA, (MoEST), Ms. E. Chinguwo, SPO
Education (MoEST), Mr.s C.C. Mussa, Division Manager, (SEED), Mrs. V. Sineta, PEMA
(SEED) and many others who rendered support to us in one way or the other.
We also sincerely thank JICA-Malawi for the moral, material and financial support rendered
to us throughout previous SMASSE activities. In particular, we are grateful to Mr. Y.
Nakayama, Education Planning Advisor, MoEST/JICA, Mr. Aoki, JICA Short Term Expert
(DCE), Mrs. K. Yamamoto, Senior Volunteer (DCE) and Mr. S. Nkoka, Aid Coordinator,
(JICA-Malawi),
We feel equally indebted to JICA-Kenya and SMASSE-Kenya for the technical advice
rendered to us before, during and after the needs assessment. In a special way, we are
thankful to Mr. B. M. Njuguna, CPL-Head (SMASSE-Kenya) and Mr. H. Hattori, JICA
Expert (SMASSE-Kenya).
We are also very thankful to management, staff and pupils from the twenty-eight pilot
schools in the South East Education Division (SEED) for accepting us to conduct the survey
in their institutions.
4
Lastly but least, we thank all the stakeholders drawn from the pilot schools in SEED for
offering constructive advice and patronizing our meetings.
5
Preface
This report is on the 1st and 2nd stakeholders’ meetings as well as the needs assessment
survey that was conducted in 28 secondary schools in the South Eastern Education Division
(SEED) which comprises of Zomba, Machinga, Balaka and Mangochi Districts in Malawi.
These 28 schools included Government, Conventional, Private, Community Day and Grant
Aided Secondary Schools.
The broad objectives for the 1st stakeholders’ meeting were to sensitize stakeholders on the
need for INSET provision and the INSET Pilot project in SEED, to psychologically prepare
stakeholders for their roles during the pilot phase as well, to introduce the need for cost
sharing during INSET activities and to develop a sustainable model for the
institutionalization and regularization of the SMASSE INSET in Malawi. The main expected
output was to come up with recommendations for sustaining INSET activities in Malawi.
Aims for the 2nd stakeholders’ meeting were to approve Terms of references (ToRs) for each
stakeholder, to formulate the financial committee for the project and receive and discuss
findings on the needs assessment survey for the pilot project (baseline study data).
The needs assessment survey was aimed at finding out areas of need in Mathematics and
Science Education at secondary school level in order to develop curricula for an INSET in
Malawi.
6
Mrs. C. Soko PEMA EMAS, MoEST Hq.
Mrs. V. Sineta PEMA South East Division
Mrs. N. Kachoka Science Teacher Masongola Secondary School
Mrs. A. Kamala HoD, Science St. Mary’s Secondary School
In collaboration with;
Mr. Y. Nakayama Education Planning Advisor, MoEST, Malawi
Mr. H. Hattori JICA Expert-SMASSE, Kenya.
Mr. B. M. Njuguna Head, SMASSE Unit, Kenya.
It is therefore our hope that this report will form a basis for all stakeholders to see the
demand and need for INSET provision in Mathematics and Science at secondary school level
not only in the South East Education Division but also for the whole Malawi.
Above are the Core Team for the organization and implementation of the 1st and 2nd
Stakeholders’ Meeting and Needs Assessment in SMASSE-INSET Provision in South East
Education Division.
7
List of abbreviations
ADSE Assistant Director, Secondary Education
8
KSTC Kenya Science Teachers’ College
Feedback
SE Secondary Education
Level
T2 CERT T2 Certificate
9
UPE Universal Primary Education
10
CHAPTER 1
The main expected output was to come up with recommendations for sustaining INSET
Provision in Malawi.
Major topics that were discussed during the 1st stakeholders’ meeting included the
following:-
Donor policies on INSET
Challenges of INSETS in Malawi
Background to SMASSE-INSET Pilot Project
INSET institutionalization, regularization and sustainability
MoEST and JICA collaboration in the education sector
Plans in the pipeline for the INSET Pilot Project
11
1.1 Opening of the 1st stakeholders’ meeting
The meeting was opened by the Principal of Domasi College of Education, Mr. N.T.
Kaperemera. In his speech, he stressed the necessity and importance of establishing a
sustainable INSET system in Mathematics and Science for secondary school teachers. The
Acting Deputy Principal of Domasi College of Education, Mr. A.L.D. Mwanza, outlined
events that had led to inception of the SMASSE INSET in Malawi since 2000. Mr.
Nakayama, Education Planning Advisor- JICA/MoEST, gave a presentation on Effective
Collaboration between Malawi and Japan in the Education Sector. He talked much on how
the INSET system could be institutionalized and regularized in the education system. The
keynote address was delivered by the Director of Education Methods Advisory Services
(DEMAS) from MoEST, Mrs. M. Kabuye. Her speech emphasized on strengthening and
improving Science and Mathematics teaching methodologies at secondary school level.
1.2.1 Financial
Recommendation on financial included:-
The need for MoEST to prepare SMASSE-INSET budget and incorporate it into the
National Budget
The Need for students to contribute towards conducting SMASSE-INSET activities at
local level
The need for increasing fees to enhance contribution for the implementation of
INSET activities
The need to establish mutual partnership with industries towards supporting
SMASSE-INSET
The need to sensitize stakeholders on the threat of ‘allowance syndrome’
The need to integrate Mathematics and Science teaching with other subjects
12
It was however observed that there were some limiting factors when it comes to finances.
Some of these included:-
Some pupils drop out of school due to lack of money
With cash budget system, government would not provide the whole amount of money
as required
Low-income base and large family sizes may constrain teachers from contributing
1.2.4 Participation
On participation participants recommended that:-
All stakeholders need to have a sense of ownership
All stakeholders should be civic educated on INSET
The project should not fully depend on donor support
The cost sharing issues need to be instituted from the onset of the project
13
All stakeholders need to be involved in decision making and fund raising
There is a need to form networking system with other stakeholders
Open and education days on SMASSE need to be introduced
Government through MoEST needs to recognize SMASSE INSET certificates for
professional growth of certificate holders.
Once contributions from Kenya are received, they shall be incorporated into final versions of
questionnaires and field survey shall be conducted between 4th-8th November 2002.
Secondary schools where the field survey will be conducted shall be visited to confirm the
dates and time. The pre-visit trips shall end on 1st November 2002.
14
1.3.3 2nd and 3rd Stakeholders’ Meetings
These also fall under preparations and were planned for December 2002 and February 2003.
The 2nd stakeholders’ Meeting will attract heads of departments and some heads of
institutions from surveyed secondary schools. This group will discuss the way forward upon
receiving feedback on needs assessment. In addition, policy and decision makers shall be
involved.
16
3.00- Plans in the pipeline for INSET
4.00 institutionalisation at DCE/SE
Division. (Needs assessment, 2nd and Mr. P. Shonga
3rd stakeholders’ meetings, and INSET
Pilot Phase).
Action Plan: formation of specific
INSET Team (Finances, Content,
Action Plan)
4.00- Administrative announcements Caretaker Dean of Science, DCE.
4.05 Post-Test Questionnaire Mr. Chimenya
4.05- Principal, DCE: Mr Kaperemera
4.15 Closing remarks
17
Presentation on 1st Stakeholders’ meeting
E ffe c tiv e C o lla b o ra tio n
b e tw e e n M a la w i & J a p a n
in th e E d u c a tio n S e c to r
Y o s h ih ito N A K A Y A M A
E d u c a tio n P la n n in g A d v is e r
M o E S T /J IC A
P u rp o s e o f T o d a y ’s P re s e n ta tio n
•T h e E m e r g e n t N e e d fo r E s ta b lis h m e n t o f
S u s t a in a b le I N S E T s y s te m fo r S e c o n d a r y E d u c a tio n
• T h e P o lic y o f J IC A s u p p o rt fo r E d u c a tio n S e c to r
in M a la w i
In p u t & O u tp u t
3 0 ,0 0 0
2 5 ,0 0 0 N ig h t S c h o o l
< B o y s > P r iv a t e
G o v e r n m e n t D a y : 3 7 .9 %
G o v e r n m e n t B o a r d in g : 3 4 .0 % C D S S
G r a n t A id e d : 5 8 .0 % G ra n t A id e d
2 0 ,0 0 0 C D S S : 1 0 .0 % G o v e rn m e n t
P r iv a t e : 4 2 .3 %
N ig h t S c h o o l: 1 4 .5 %
1 5 ,0 0 0
< G ir ls >
G o v e r n m e n t D a y : 2 0 .2 %
G o v e r n m e n t B o a r d in g : 2 2 .0 %
1 0 ,0 0 0
G r a n t A id e d : 4 6 .1 %
C D S S : 3 .7 %
P r iv a t e : 2 5 .7 %
N ig h t S c h o o l: 8 .5 %
5 ,0 0 0
0
B o y s B o y s B o y s B o y s G ir ls G i r ls G ir ls G ir l s
F o rm 3 F o r m 4 M S C E M S C E F o rm 3 F o r m 4 M S C E M S C E
(1 9 9 8 ) (1 9 9 9 ) e n te r e d p a s s e d (1 9 9 8 ) (1 9 9 9 ) e n te re d p a s s e d
(2 0 0 0 ) (2 0 0 0 ) (2 0 0 0 ) (2 0 0 0 )
In te rn a l In e ffic ie n c y
In e ffe c tiv e U s a g e o f e x is tin g re s o u rc e s
F o rm 3 (1 9 9 8 ) 3 5 ,9 1 6
M S C E E n te re d (2 0 0 0 ) 3 6 ,2 3 0
* in te rn a l c a n d id a te
M S C E P a s s (2 0 0 0 ) 8 ,4 6 7
W h a t w ill w a it f o r 2 7 ,7 6 3 s tu d e n ts a fte r
S e c o n d a ry E d u c a tio n ?
18
IS S U E S o n th e S e c o n d a ry T e a c h e r
E d u c a tio n a n d D e v e lo p m e n t
A c c e ss
E q u ity
R e le v a n c e
M a n a g e m e n t
P la n n in g
F in a n c e
Q u a lity
P r io r it y in a c c o r d a n c e w it h t h e O b je c t iv e s b y D iv is io n (D E P s )
N o rth C e n tra l E a s t
Q u a lit y A c c e s s E q u it y M a n a g e m e n t R e le v a n c e F in a n c e P la n n in g Q u a lit y A c c e s s E q u it y M a n a g e m e n t R e le v a n c e F in a n c e P la n n in g
C e n t r a l W e s t S o u t h E a s t
Q u a lit y A c c e s s E q u it y M a n a g e m e n t R e le v a n c e F in a n c e P la n n in g
Q u a lit y A c c e s s E q u it y M a n a g e m e n t R e le v a n c e F in a n c e P la n n in g
S o u t h W e s t S h ir e H i g h la n d s
Q u a l it y A c c e s s E q u it y M a n a g e m e n t R e le v a n c e F in a n c e P la n n in g Q u a l it y A c c e s s E q u it y M a n a g e m e n t R e le v a n c e F in a n c e P la n n in g
A p p ro a c h to Im p ro v e
Q u a lity o f S e c o n d a ry E d u c a tio n
M a in T a rg e t = > C D S S
In s titu tio n a lis in g th e IN S E T S y s te m
S u s ta in a b le F u n d in g S y ste m
19
C o lla b o ra tio n w ith S M A S S E
K e n y a P ro je c t
S u c c e s s fu l F a c to rs in S M A S S E
K e n y a
B S u s tin a b le F u n d in g S y s te m
7 0 -1 5 0 K s h /s tu d e n t/y e a r
B C la rific a tio n o f e a c h p la y e r
M o E S T , J IC A , D E S s
B P o litic a l a n d A d m in is tra tiv e C o m m itte m e n t
P ro fe s s io n a l a n d “ P a ra -P ro fe s s io n a ls ”
? ? F u n d a m e n ta l Q u e s tio n ? ? :
A re te a c h e rs m e m b e rs o f a p ro fe s s io n ?
T e a c h in g s h o u ld b e re g a rd e d a s a p ro fe s s io n :
it is a fo rm o f p u b lic s e rv ic e w h ic h re q u ire s
o f te a c h e rs e x p e rt k n o w le d g e a n d s p e c ia lis t
s k ills , a c q u ire d a n d m a in ta in e d th ro u g h
rig o ro u s c o n tin u in g s tu d y ; it c a lls a ls o fo r a
s e n s e o f p e rs o n a l a n d c o rp o ra te
re s p o n s ib ility fo r th e e d u c a tio n a n d w e lfa re
o f p u p ils in th e ir c h a rg e .
U N E S C O & IL O (1 9 9 6 ) R e c o m m e n d a tio n s C o n c e r n in g th e S ta tu s o f T e a c h e r s :
S p e c ia l I n te r g o v e r n m e n ta l C o n fe r e n c e o n th e S ta tu s o f T e a c h e r s , P a r is ,
R e c o m m e n d a tio n 6
20
G a p s b e tw e e n te a c h e rs a n d
o th e r p ro fe s s io n a ls
N o t s e lf-e m p lo y e d
N o p ro f e s s io n a l a s s o c ia tio n
O v e rs e e in g a s ta n d a rd o f g o o d p ra c tic e
N o t a lw a y s h ig h s ta tu s a n d h ig h s a la rie s
= > P a r a -P r o fe s s io n a ls
w ith th e e x p a n s io n o f e d u c a tio n a n d th e g ro w th o f
c o m m u n ity -s u p p o rte d in itia tiv e s to w id e n
e d u c a tio n a l a c c e s s a n d re le v a n c e
P re re q u is ite fo r S u ita b le T e a c h e r
T ra in in g S y s te m
“ T R A IN IN G ” A L O N E is e n o u g h to p ro v id e g o o d
q u a lity o f s e c o n d a ry e d u c a tio n ?
↓
L o w p a y m e n t & s ta tu s
⇒ L a c k m o tiv a tio n to p e rfo rm w e ll o r in v e s t tim e a n d
e ffo rt in p ro fe s s io n a l d e v e lo p m e n t
• M o tiv a tin g F a c to r s fo r e n c o u r a g in g te a c h e r s to
b e p r o fe s s io n a ls (tr a in in g = > s ta tu s ↑ )
• S ta tu s o f D o m a s i C o lle g e o f E d u c a tio n
F o r w h o m IN S E T P ro g ra m e is fo r?
J IC A P ro g ra m m e S u p p o rt P o lic y
B J IC A is re a d y to s u p p o rt th e B J IC A is n o t w illin g to s u p p o rt
in s titu tio n a lis in g th e s y s te m . th e p ro je c t w h ic h w ill
B J IC A is w illin g to s u p p o rt d is a p e a re a fte r th e p ro je c t
s u s ta in a b ility . e n d s.
B J IC A is p le a s e d to s u p p o rt B J IC A is n o t h a p p y to b e a s k e d
th o s e h e lp th e m s e lv e s in th e to c o v e r e v e ry th in g .
lo n g ru n .
T h a n k fo r y o u r c o o p e ra tio n !
T h e ro a d M t. E v e re s t s ta rts fro m th e
s m a ll b u t s te a d y a n d s tro n g F irs t S te p .
T h e p e rs o n w h o c a n ta k e th a t F irs t S te p
is c a lle d P IO N E E R .
21
CHAPTER 2:
22
The acting Deputy Principal of Domasi College of Education, Mr. A.L.D. Mwanza, gave a
review of the 1st stakeholders’ meeting and stated the purposes of the 2nd stakeholders’
meeting. He indicated that major objectives of his presentation were to remind participants
about the issues and recommendations raised during the 1st stakeholders’ meeting and
psychologically prepare participants for issues that would be discussed in the 2nd
stakeholders’ meeting, both of which were ably done.
The Principal, Domasi College of Education, Mr. N.T. Kaperemera, and Management, staff
of Domasi College of Education,
The Head of SMASSE Unit-Kenya who is also the Head of the Regional Association for
Western, Eastern, Central and Southern Africa, SMASSE-WECSA, Mr. Bernard M. Njuguna,
23
Mr. Nakayama-MoEST Planning Advisor, Malawi
Ms Yamamoto, Senior Volunteer, SMASSE-Malawi resident at DCE,
Mr. Hattori, SMASSE-Kenya:
The Head of Curriculum and Teaching Studies, Chancellor College, Dr. N. Mbano
Heads, HoDs, Board and PTA Chairs for the pilot secondary schools in SE Division,
Good morning!
I feel greatly honoured to have been invited, once again, to open this important 2nd
Stakeholders’ Meeting on Strengthening of Mathematics and Science at Secondary School
(SMASSE) Pilot Project in Malawi. I am well aware that this meeting is a follow-up to the 1st
Stakeholders’ Meeting that was held here at Domasi College of Education two months ago
on 24th October 2002.
For and on behalf of MoEST-Malawi, allow me, at this juncture, to welcome you all to this
meeting. In a special way, allow me to extend a warm welcome to our visitors from Kenya,
Mr. B. Njuguna and Mr. H. Hattori as well as the senior JICA Volunteer, Mrs. Yamamoto. I
hope that they are enjoying their stay in Malawi.
Ladies and gentlemen, distinguished participants, allow me to briefly state events that
have occurred and in a way, given birth to this baby we are now calling SMASSE-Malawi.
I am aware that this is the third time here at Domasi College of Education I am addressing
such a group of stakeholders in INSET activities in Malawi.
24
This gathering is however a special one as it occurs after several strides in institutionalizing
and regularizing INSET activities have been achieved here in Malawi.
Ladies and gentlemen, distinguished participants, I am therefore left with no option other
than choosing a theme of my speech as “a steadfast road towards the institutionalization
and regularization of INSET activities in MALAWI”
25
b) Malawi team visits SMASSE-Kenya
26
Soon after this conference, MoEST developed a project proposal to meet some of the
challenges as prescribed by the outcomes of various visits.
Ladies and gentlemen, distinguished participants, key features in the rationale included
the following:-
27
Ladies and gentlemen, distinguished participants, apart from the above rationale,
delegates to the January 2002 Workshop came up with a number of recommendations as
follows:-
Institutionalization and regularization of INSET in Malawi
Community Day secondary Schools (CDSS), which are in majority specifically be
considered by teacher training institutions
Strengthening of school and cluster based INSET activities
Need to address the need of resource utilization and development by
secondary schools
School management to support Mathematics and Science education financially
Recognition of INSET certificates by MoEST
Encouragement of Team Planning and Team Teaching by teachers at
secondary school level
Adoption of the ASEI movement and PDSI approaches in the teaching and
learning of Mathematics and Science in secondary schools
Need for schools to share existing resources
Ladies and gentlemen, distinguished participants, following the January 2002 workshop
on Strengthening of Mathematics and Science Education at Secondary school Level
(SMASSE), a meeting was held on 21st March,2002 in the MoEST Headquarters in order to
discuss the laid down recommendations. In attendance to this meeting were the following:-
Mr. B. Munthali, MoEST.Hq.Chair,
Mr. C. Gunsaru, MoEST Hq
Mr. J.B. Matola, MoEST Hq
Mrs. M.G. Kabuye, MoEST Hq
Mr. A.L. Mwanza, MoEST, DCE,
Mr. K. Okitsu, JICA Malawi office
Ms. S. Muto MoEST-JICA
28
Ladies and gentlemen, distinguished participants, on this meeting, it was unanimously
agreed that the recommendations made were realistic and commendable despite the fact that
they had financial implications. Some of the suggested way forward from this meeting
included the following:-
Put a budget line for strengthening of science and Mathematics
Develop cost sharing mechanisms for INSET: sensitize teachers that INSET courses
are not beneficial to the ministry alone but to individuals as well
Need to have contact person in the MoEST Headquarters to make things move.
Ladies and gentlemen, distinguished participants, another team from Malawi attended the
2nd Regional Conference on Science and Mathematics Education in the Western, Eastern,
Central and Southern Africa from where the Regional Association-SMASSE-WECSA was
born. The Malawi team comprised Mrs. C. Soko (PEMA-MoEST), Mr. M.C. Chimenya
(DCE, Acting Dean, Faculty of Science), Mrs. V. Sineta (SEMA-South East Division), Mr. P.
Ndolo (HoD, Science-Malosa Secondary School ) and Ms. S. Muto (JICA Education
Planning advisor-MoEST).
It pleases me, Ladies and gentlemen, distinguished participants, to inform you all that
MoEST was well informed through the report by this team that the SMASSE-WECSA
Constitution was deliberated upon and adopted. The report further stipulated that each
member country had to subscribe to this mother body annual dues amounting to U$ 100,
which Malawi has not yet paid as of now. May I take this opportunity to request the Head of
SMASSE–Kenya who is also the Head of SMASSE-WECSA to make available all necessary
documents such as a copy of the SMASSE-WECSA Constitution to MoEST so that they are
referred to in order to make our annual subscription. I want to assure you, Sir, that SMASSE
Malawi would indeed be glad to be an affiliate member of SMASSE-WECSA and as such,
this opportunity cannot be wasted.
29
Ladies and gentlemen, distinguished participants, once again, at this juncture, allow me to
take this opportunity to thank Mr. B. Njuguna for being the first Head of SMASSE-WECSA
and JICA for having SMASSE-WECSA registered with World Body, United Nations. This is
no mere achievement. Please accept my congratulations!
Ladies and gentlemen, distinguished participants, let me inform you that the team that
attended the 2nd Regional Conference on SMASSE was faced with an enormous task to
ensure the continuity of all the previous efforts to regularize and institutionalize INSET
activities in Malawi. Therefore, a series of meetings by this team thereafter resulted into the
realization of the INSET Pilot Project executed by MoEST in the South East Education
Division through Domasi College of Education. This project will continue in the South
East Education Division until 2004. You can therefore see what challenges we are faced with
as Malawians!
Ladies and gentlemen, distinguished participants, within the scope of the INSET Pilot
Project, another team from Malawi went to Kenya to attend a two-week 4th Cycle of National
INSET organized by the SMASSE INSET Unit- KSTC-Kenya in August 2002. The
Malawian team comprised of Mrs. C. Soko, (PEMA-MoEST), Mr. P. Shonga (DCE-Physics-
Faculty of Science), Mrs. V. Sineta (SEMA-SE Division), Mr. Nakayama, (MoEST Planning
Advisor) and Mr. Aoki (DCE-JICA-Expert in Science Education). The trip was one of the
activities put in place to prepare Malawi for the execution of a SMASSE type project. In
addition, Mrs. Soko and Mrs. Sineta have undergone a three-month training at SMASSE
INSET UNIT-Kenya in INSET Management from 11th August to 7th November 2002.
Ladies and gentlemen, you can now imagine for yourselves what strides Malawi has
undertaken to make INSET activities come into reality.
30
Ladies and gentlemen, distinguished participants, I am however aware that most of
delegates to this 2nd stakeholders’ Meeting attended the 1st Stakeholders’ Meeting on which I
myself was present. Allow me, Ladies and gentlemen, distinguished participants, to
reiterate the major outcomes from the 1st Stakeholders’ Meeting.
Major issues tackled included the following issues:
1) Financial
(i) Need for MoEST to incorporate SMASSE INSET Budget into its
national budget
(ii) Need for students to contribute towards inset activities such as through
fees at local level
(iii) Need to establish mutual partnership with industries in Malawi
towards supporting INSET activities
(iv) Need to sensitize all stakeholders on threats to INSET sustainability
due to “allowance syndrome”
(i) Need for MoEST to incorporate SMASSE INSET Budget into its
national budget
(ii) JICA to be responsible the provision of materials and technical
assistance
(iii) Members of the clusters and stakeholders to participate in INSET
training
31
(ii) JICA to consider provision of technical assistance including
counterpart training, materials and equipment.
4) Participation
Ladies and gentlemen, distinguished participants, it is through the outcomes of this 1st
Stakeholders’ Meeting that the following objectives were formulated for this 2nd
Stakeholders’ meeting:-
32
It please me, Ladies and gentlemen, distinguished participants, to further reiterate that the
above objectives are expected to arise at the following outcomes in this meeting:-
Ladies and gentlemen, distinguished participants, it is therefore my hope and wish that
several challenges outlined above are going to be thoroughly deliberated on and solutions
found in this meeting. Indeed, MoEST is keen and eager to seeing INSET activities viable in
Malawi.
Ladies and gentlemen, distinguished participants, you may wish to ask yourselves why do
we all put this untiring effort in the Strengthening of the teaching and learning of
Mathematics and Science. The simplest answer to this question is that Science is the key to
sustainable development in any country. Therefore, unless we invest much in the youth of
today who are the leaders of tomorrow, countries like Malawi cannot dream of any tangible
Scientific and Technological advancements in future. Let me consolidate this claim by
quoting remarks made by the Second Secretary, Embassy of Japan, Mr. Shigemichi Majima
on the 2nd Regional Conference on Science and Mathematics Education in Western, Eastern,
Central and Southern Africa eastern, held in June in Kenya:
Quote!
In Japan, about two to four hundred years ago, there were gold and silver
Mines, but these resources were exhausted over time. There are no natural
resources in Japan now. The Second World War destroyed Japan completely and
after the war, Japan had to be supported through aid from the World Bank.
Today, it is a different story; Japan has made great strides and achieved
development in all aspects of life. What is the key to this? It is human resources.
You may think that Japan has only business giants such as TOYOTA, SONY,
33
TOSHIBA, PANASONIC, etc, but they are only a tip of the iceberg. In actual fact,
many small factories support these huge companies manufacturing various
items like screws, nuts, bolts, etc, that are used by the big factories in the products
that they make. These small factories are family-based and operate hard from
morning until night-time just like the ‘Jua Kali’ sector in Kenya. The products
they make are one hundred percent precise. These family based factories have
brought recognition to Japan through their high precision products that are used
in space technology by NASA. How can this be true? The answer to this is
EDUCATION.”
End of quote!
Ladies and gentlemen, distinguished participants, allow me now to thank the Kenyan
team that has been proving all the technical expertise since time immemorial. Some members
had to come all the way from Kenya last week to assist in data analysis and interpretation.
This is a very commendable gesture. I hope their Malawian counterparts more especially
Faculty of Science members at Domasi College of Education are learning fast from these
visitors. It is my wish and hope that one day, the Malawi team shall equally provide technical
assistance to some other countries in Africa or beyond. Indeed, SMASSE-Malawi is a proud
first-born baby of the SMASSE-Kenya. I hope SMASSE-Kenya is also proud of us. I
furthermore wish to commend efforts rendered by both JICA-Kenya and JICA-Malawi in
seeing that INSET activities become routed both in Kenya and Malawi. We Malawians are
not taking this for granted. You really deserve our heartfelt thanks. Through JICA
representatives present here, please convey these sentiments to your respective country
Directors.
Lastly but not least, I wish to commend the hard working spirit exhibited by members, DCE
Faculty of Science, South East Division, MoEST Headquarters officials and all school
officials during the just ended needs assessment exercise.
For Domasi College of Education Faculty of Science members, I know the tough tasks and
pressure of work that they do here. It is really not easy to wear the heart of a lecturer for
Conventional and Distance Education students as well as playing a pivotal role in executing
34
SMASSE INSET activities in Malawi. I know it required dedication and hard work to come
up with need assessment instrument, administering the questionnaire and analyzing the
results to this far. You indeed deserve a pat on the back. MoEST is indeed knowledgeable
about the overall and tremendous impact this institution is doing towards teacher
development in Malawi despite various hardships faced at this place. It is my hope that one
day all these will be over, and you shall look back in happiness while reaping the fruits of
your hardworking spirit and perseverance. I wish to urge to go a step further because the
battle is not yet over. Several issues in the pipeline like development of the INSET
Curriculum have to be pursued vigorously. Please continue working hard.
Ladies and gentlemen, distinguished participants, it now pleases me to declare the 2nd
Stakeholders’ Meeting on Strengthening of Mathematics and Science at Secondary School
(SMASSE) Pilot Project in Malawi officially open.
Thank you very much for your attention
May God bless you all.
Thank you.
35
2.3 Deliberations, programme and list of participants to the 2nd
stakeholders’ meeting
After the keynote address, results of the needs assessment were presented before going into
general discussions. The programme and list of participants are given in the tables that follow
below:-
Table 2.0: Programme for the 2nd Stake Holders’ Meeting on 05/12/02
Day Time Activity Responsible persons
8.30- Welcome remarks to stakeholders’ meeting Principal, DCE: Mr Kaperemera
T 8.45
h 8.45- Review of the 1st Stakeholders’ meeting and purposes of Acting Deputy Principal: Mr Mwanza
u 9.00 the 2nd Stakeholders’ meeting
r 9.00- Keynote address of the meeting From the HQ of the Ministry
s 9.30
d 9.30- Pre-questionnaire and overview of the Needs Assessment Mr. Shonga
a 9.45 Survey
y -Questionnaire
-Duration of the Survey
-Surveyed area, schools
-Criteria for selection
-Methodology and general comments
9.45- The Results of the Data Analysis Malawi-SMASSE Team
D 10.30 Subjects taught in schools and teacher qualification and
e experience
c Difficult topics in JCE and MSCE Mr. Mkandawire
e Teaching methods/assessment procedures Mr. Mweta
m Attitude towards Mathematics and Science Mrs. Soko
b Ways of improving teaching and learning Mrs. Sineta
e Mr. Makocho
r 10.30- Mid-morning refreshments Kitchen
11.00 (group Photo) Photographer
11.00- Q & A Session Caretaker Dean, Science Mr.
5th 12.00 Chimenya
12.00- Lunch Kitchen
1.30
1.30- Experiences of Kenya SMASSE INSET and the Kenya SMASSE Team
2.00 Collaboration with Malawi
2 2.00- Discussions on ToRs Caretaker Dean of Sciences and
0 3.30 Ministry Officials (HQ)
0 3.30- Mid-afternoon refreshments Kitchen
2 3.45
3.45- Approval of ToRs Caretaker Dean of Science, DCE. Mr.
4.00 Chimenya & All participants
4.00- Action plan for the way forward Mr. P. Shonga
4.30
4.30- Administrative announcements Caretaker Dean of Science, DCE. Mr.
4.45 Chimenya
36
4.45- Post Questionnaire All Participants
5.00
5.00- Closing remarks Principal, DCE, Mr. Kaperemera
5.10
5.10- Logistical Dealings JICA Team.
5.40
Table 2.1: List of participants for the 2nd Stake Holders’ Meeting on 05/12/02
No. Name Title Institution Address Phone
1 S.G. Chimasula HoD (Sciences) Puteya Sec Sch. Box 177 Chilema 01 513 28
2 F.E.C. Fundi HoD (Sciences) Pirimiti CDSS P/Bag 1, Jali
3 H.G.J. Makolija HoD (Sciences) Likwenu CDSS Box 158, Chilema
4 F.F. Bobo HoD (Sciences) Nsala CDSS Box 467, Zomba
5 S.R. Beni HoD (Sciences) Utale CDSS P/Bag 25, Balaka
6 G.V.W. Chikuni HoD (Sciences) Zomba CCAP Box 460, Zomba 01 525 325
7 S.A. Che-Lifa HoD (Sciences) Nsala CDSS Box 467, Zomba
8 B.J.S. Nandolo HoD (Sciences) Pirimiti CDSS P/Bag 1, Jali 01 513 228
9 J.F. Kamphero HoD (Sciences) Mbidzi CDSS Box 862, Lilongwe 01 756 428
10 B.C. Nkomba PTA Chairman Mulunguzi Sec. Box 138, Zomba 01 525 343
11 S.F. Mangwiro PTA Chairman Likangala Sec. P/Bag 16, Zomba 01 525 337
12 A.J.P. Chasowa HoD (Sciences) Sacred Heart Cdss Box 566, Zomba 01 515 356
13 Mrs J.J. Mmanga Headteacher Likangala Sec Sch P/Bag 16, Zomba 01 525 337
14 N.L. Wandale HoD (Sciences) Zomba Urban Box 350, Zomba 01 525 257
15 P.B.P. Kanama HoD (Sciences) Chiphoola CDSS Box 554, Zomba
16 E.M. Dandaula HoD (Sciences) Naisi CDSS P/Bag 145, Zomba
17 N.H. Nsomba HoD (Sciences) Nsondole CDSS Box 37, Zomba
18 J.S. Matinga PTA Chair Songani CDSS P/Bag 1, Domasi
19 I.H. Makoka Director Chinamwali Sec Sc Box 37, Zomba
20 A.H. Manda PTA Chair Chinamwali Sec Sc Box 37, Zomba 01 518 232
21 C.A. Msiska HoD (Sciences) Chinanwali Sec Sch P/Bag 138, Zomba 01 518 232
22 E.S. Kuzemba HoD (Sciences) Mulunguzi Sec Sch Box 138 Zomba 01 518 232
23 H.M. Chatha HoD (Sciences) St Anthony CDSS P/Bag 2 Thondwe 01 5 25 343
24 P.R. Phwetekere HoD (Sciences) Zomb Cath. Sec Sc Box 2, Zomba
25 A.J.K. Nsekandiana HoD (Sciences) St Mary’s Sec Sch Box 149, Zomba 01 524 910
26 Mrs. R. Chakwera Headteacher Songani CDSS P/Bag 1, Domasi 01 536 301
27 Sr. Makina Teacher (Head) St Mary’s Sec Sch Box 149, Zomba 01 524 910
28 Mrs. E Kalawa PTA Chair St Mary’s Sec Sch Box 149, Zomba 01 524 910
29 F.B. Botomani HoD (Sciences) Magomero CDSS Box 39 Chimwalira
30 P. Ndolo HoD (Sciences) Malosa Sec School P/Bag 3 Chilema
31 S. Nkoka Aid Coordinator JICA Box 30321, LL 3
32 S.Z.B. Meke HoD (Sciences) Songani CDSS P/Bag 1, Domasi 01 5362 55
33 W.S. Selenje HoD (Sciences) Mayaka CDSS P/Bag 3 Mayaka
34 A.G. Kansale HoD (Sciences) Chingale Sec Sch. P/Bag 3 Chingale 09 926 416
35 Fr. Mumbulu Board Chair St Mary’s Sec Sch Box 149 Zomba 01 524 910
36 J.J. Bisika HoD (Sciences) Liwonde CDSS Box 130 Liwonde 01 542 098
37 S.K. Mizeki Pp HoD (Sce) Liwonde Sec Sch P/Bag 18 Liwonde 09 208 178
37
38 Mrs. C.C . Mussa SEED Manager SEED P/Bag 48, Zomba 08 832 234
39 Ms. E. Chinguwo SPO Education Education Hqrs P/Bag 328, Lilongwe 01 789 422
40 Mrs. C. Soko PEMA MoEST P/Bag 328, Lilongwe 01 789 422
41 R.J. Nthengwe ADSE MoEST P/Bag 328, Lilongwe 01 788 431
42 Mrs. L.V. Magreta ADSE MoEST P/Bag 328, Lilongwe 08 832 408
43 R.M. Ngalande Ag. Coordinator TDU (MoEST) P/Bag 215 LL 01 755 504
44 M.C.H. Jere Edu. Specialist CIDA P/Bag 55 LL 01 775 544
45 M. Polepole Sstep P. Officer DCE Box 49 Domasi 01 536 335
46 Mrs. I.A. Alimoso Registrar DCE Box 49 Domasi 01 536 255
47 E.B. Thomo RFM TDU MoEST P/Bag 215 LL 01 755 504
48 A.L.D. Mwanza DPL DCE Box 49 Domasi 01 536 255
49 S.M. Mkandawire Lecturer DCE Box 49 Domasi 01 536 255
50 M. January Lecturer DCE Box 49 Domasi 01 536 255
51 D.E. Mweta Lecturer DCE Box 49 Domasi 01 536 255
52 Mrs. E.S.Meke Lecturer DCE Box 49 Domasi 01 536 255
53 B. Navicha Lecturer DCE Box 49 Domasi 01 536 255
54 A. Phaundi Shonga Lecturer DCE Box 49, Domasi 01 536 255
55 Mrs. R Yamamoto S.V DCE Box 49, Domasi 01 536 255
56 B.M. Njuguna CPL-Head SMASSE-Kenya 30596 Nairobi Kenya 254-2-573680
57 Y. Nakayama Edu. Plan. Adv. MoEST/JICA Box 30321, Lilongwe 01 789 336
58 H. Hattori JICA EXPERT SMASSE-Kenya 30596 Nairobi Kenya 254-2-573 80
59 P. Makocho Lecturer DCE Box 49, Domasi 01 536 255
60 Mrs. V. Sineta PEMA SEED P/Bag 48, Zomba 01 526 262
61 Mrs. A. Saiti Lecturer DCE DCE Box 49, Domasi 01 536 255
62 M.C. Chimenya Dean Science DCE Box 49, Domasi 01 536 255
38
CHAPTER 3:
Needs Assessment
3.0 Introduction
Needs assessment was conducted in 28 secondary schools that included Government,
Convention, Private, Community Day and Grant Aided Secondary Schools in the South
Eastern Education Division (SEED).
The broad objective of the survey was to find areas of need in Mathematics and Science
Education at Secondary school Level in order to develop curricula for an INSET in Malawi.
The survey was conducted by the following members of the Faculty of Science, DCE:-
After collecting data, computer data entry, analysis and interpretation were done at Domasi
College of Education from 25th November to 4th December 2002 by the following people:-
39
Mrs V.U Ndolo Lecturer in Human Ecology DCE
Mrs. C. Soko PEMA EMAS, MoEST Hq.
Mrs. V. Sineta PEMA South East Division
Mrs. N. Kachoka Science Teacher Masongola Secondary School
Mrs. A. Kamala HoD, Science St. Mary’s Secondary School
In collaboration with:-
H. Hattori JICA Expert SMASSE, Kenya.
B .M Njuguna Head, SMASSE Unit, Kenya.
The needs assessment survey was made simple because of the cooperation rendered to the
above team by the South East Education Division, District Education Office (Zomba Urban
and Rural) and pupils and teachers from the sampled secondary schools in the South East
Education Division.
Table 3.1: Modified Plan for Field Survey: Nov. 4-8, 2002.
Team A (JICA Vehicle) Team B (DCE Vehicle)
Mr. Shonga, Mr. Navicha, Mr. Aoki Mr. Ndolo, Mr. Makocho, Mr. Chimenya
Name of Sec. Sch. (Type) Date Name of Sec. Sch. (Type)
8:30 11:00 2:00 8:30 11:00 2:00
Liwonde (D) Liwonde Utale (C) Mon. 4 Nov. Zomba St. Anthony Magomero (C)
CDSS (C) Urban (C) (C)
Nsala (C) Namisonga Mayaka Tue. 5 Nov. Namadidi Chingale (D) Sacred Heart (C)
(C) (C) (C)
Naisi (C) Chiphoola (C) Pirimiti Wed. 6 Nov. Domasi Chinamwali Songani (C)
(C) Mission (P)
(P)
40
Likangala (D) Zomba CCAP Zomba Thu. 7 Nov. Malosa Likwemu (C) Puteya (D)
(C) Catholic (B)
(B)
Mulunguzi Masongola St. Marry's Fri. 8 Nov. Nsondole Preliminary (Adjustment)
(B) (B) (BG) (C)
Keys of Type
B: Boarding, C: CDSS, D: Day, G: Girls, P: Private
Team Leaders
Team A: Mr. Shonga
Team B: Mr. Ndolo
The above team came up with a report based on the findings of the survey that tackled
various areas as presented below:-
41
3.3.2 Challenges encountered after independence to 1994
The following were challenges:-
Inadequate materials
Inadequate funding
Poorly trained teachers
Inadequate teacher accommodation
Shortage of qualified teachers
42
% of qualified teachers
Secondary (holders of Diploma or above) 37
CDSS (holders of Diploma or above) 1
Source: 1997 MOEST Education Statistics(cited in PIF)
Note that most of the issues above have scientific and mathematical orientation and require
that pupils should have sound knowledge in Mathematics and Science
43
3.6 Mathematics and Science Education: Current challenges
The following are the current challenges: -
High teacher pupil ratio (1: 110)
Inadequate teaching and learning materials and infrastructure
Lack of In-service training
Lack of Associations
Low percentage of qualified teachers and poor performance of pupils at MSCE
level.
Table 3.0: Mathematics and Science Teachers per subject (January, 2002)
Subject Number of Number of % of qualified
qualified teachers unqualified teachers
teachers
Mathematics 477 1320 27.0
Source: as in table 1
44
4.0 Methodology
The information was obtained by administering questionnaires to both teachers and students.
DCE Faculty of Science members in collaboration with SMASSE-Kenya made
questionnaires. While waiting for contributions from colleagues in Kenya, they were pre-
tested to few secondary schools.
List of secondary schools in SEED was obtained from SEED office. Schools within DCE and
in rural areas were selected. They were visited to book appointment and discuss on proposed
schedule for needs assessment exercise.
Field survey started on Monday, 4th November ,2002 and ended on Friday, 8th November,
2002. Six secondary schools were visited daily. Most teachers were missed due to marking
exercise of JCE MANEB examinations. In some cases, schedule was disturbed due to end of
term examinations that were in progress then.
45
5.2 Expectations
The survey expects to obtain following information:
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.
Why students like/dislike Mathematics and Sciences.
Ways of improving performance in Mathematics and Science.
N ON ED U
QU ALIFICATION
BED
P E RC E N TA GE
DIP ED U
T2 C E RT
0 10 20 30 40 50 60 70 80 90 1 00
46
From the above graph, it is clear that most teachers in the sampled schools are T2 teachers.
However the required minimum qualification in secondary schools is a Diploma in Education.
Therefore there is shortfall of qualified teachers in secondary schools.
O VE R 5
NU M BER OF Y EARS
3 -5 Y E A RS
O VE R 5
3 -5 Y E AR S
1 -2 Y E AR S
L ES S TH A N 1 Y E AR
1 -2 Y E A RS
L ES S TH A N 1 Y E AR
0 10 20 30 40 50 60 70 80 90 100
PE RCE NTAGE
Most of the teachers (62%) in the sampled schools have taught for over five years. This
indicates that problems in the teaching and learning of science may not largely due to
experience alone but also to other factors. However, it still remains questionable whether
47
those experienced teachers are using right methodologies knowing that most of them are
unqualified.
48
Frequency of teaching methods in Science and
Mathematics lessons by Teachers
4
3.5
Mathematics
2.1
3.3
3.5
3
Physical Science
2.8
4
subject
3
2.7
Biology
3
4.1
2.8
3.2
Science & Technology
2.5
2.8
1 2 3 4 5
Frequency
1-Never, 2-Rarely, 3-Average,4-Often, 5-Very often
It is clear from the graph above that lecture method is used mostly in Mathematics and
Science teaching in schools. The question is why is the situation like this? This could be
attributed to lack of laboratory equipment, materials and infrastructure, which is more
evident in CDSSs. For those schools that are well furnished such as grant aided and
conventional schools, this is a clear manifestation that Science is not well taught in those
schools. Ideally, science subjects require a lot of demonstrations and experiments and
practicals.
From the graph above, demonstration method is featuring high in Mathematics. However the
situation on ground is to the contrary since it is rare to teach Mathematics through
demonstrations.
49
7.2 Attitude of pupils towards teaching and learning
From the survey pupils indicated some of the reasons why they like the science subjects or
not. There were various reasons given. Among the reasons given by pupils for disliking
science were:
Bad teachers
Science subjects are difficult
No materials in schools
Poor methodologies.
No infrastructure
Shortage of teachers
The summary for negative attitudes for pupils towards science is summarized in the graph
below.
2
Teacher shortage 3
11
Poor methodology 2
17
Bad teachers 20
REASONS
Form 1
Teacher not cheerful 0 2 Form 3
36
Difficult 2
13
Not relevant to career 6
11
No materials 12
0 10 20 30 40 50 60 70 80 90 100
PERCENTAGE
There were also various reasons given by pupils for liking science subjects. Among the
reasons given by were:
Relevance to dream careers
Science subjects are easy
Application to every day life
Good teachers
50
The summary for positive attitudes for pupils towards science is summarized in the graph
below.
0
National development 1
29
Good Teachers 20
REASONS
15
Application to every day life 24
Easy 42 Form 1
13
7
Form 3
Methodology 8
1
Resources 2
38
Future Career 35
0 10 20 30 40 50 60 70 80 90 100
PERCENTAGE
From the two graphs above it can be observed that the students who dislike the subjects have
indicated that the subject is difficult and have also indicated bad teachers, poor
methodologies and no materials as their other reasons. While those who like science subjects
have indicated that the subjects are easy and have very good teachers as their reasons. From
the responses it is clear that adequate qualified staff, employing good methodologies and
availability of materials and infrastructure make pupils like the subject. The absence of these
will result in negative attitude towards the subject.
Table 7.0 Attitude of teachers towards teaching and learning of mathematics and science
CATEGORY MEAN SCORE PER SUBJECT
Interpretation Bio P/Sc Int/Sc Sc/Tech Maths H.EC MEAN
1A Syllabus familiarization 2.3 2.3 2.4 1.8 1.9 2.8 2.3
Orientation to new
1B curriculum 1.5 1.2 1.7 1.5 1.5 1.3 1.5
2A T/L materials limit T/L 4.4 4.4 4.4 4.5 4.3 5 4.5
Improvisation difficult
2B by teacher 3.9 3.5 3.6 3.6 3.6 4 3.7
2C Pupil attitude to subject 3.5 2.3 3.4 2.8 2.3 3 2.9
MEAN 3.1 2.7 3.1 2.8 2.7 3.2 3.0
Key ( 1 = SD, 2 = D, 3 = NS, 4 = A, 5 = SA)
51
SUMMARY AND INTERPRETATION
CATEGORY Interpretation MEAN INTERPRETATION
Syllabus
1A familiarization 2.3 Familiarization to syllabus should be done
Orientation to new
1B curriculum 1.5 Orientation is an urgent need
2A T/L materials limit 4.5 No T/L materials limit
Improvisation
2B difficult by teacher 3.7 Teachers fail to improvise
Pupil attitude to
2C subject 2.9 Pupil attitude to subjects is average
52
Senior Certificate Mathematics (MSCE)
Teachers Pupils
Travel graph Sets
Solid geometry Variation
Vectors Probability
Probability Similar triangles
Polynomials Matrices
Graph and functions Statistics
Inequalities and linear programming Trigonometry
Variations Mapping and functions
Coordinate geometry Quadratic equations
Similarity Theory of logarithms
Trigonometry Circle theorems
Change of subject of the formulae Irrational numbers
Exponential and logarithmic functions Algebraic expressions and formulae
Transformations
Mapping and functions
Sets
Algebraic functions
Circle theorems
Irrational numbers
Quadratic expressions and equations
From these tables, most topics that are deemed to be difficult by pupils are also considered
difficult by teachers. In addition, all new topics that have been introduced into the new
syllabus have been identified as difficult. Some topics that have been cited by teachers
cannot generally be considered as difficult by trained and well-qualified teachers. This
indicates that Mathematics is not well taught in most schools. It also manifests that most
Mathematics teachers in secondary schools more especially in CDSSs are not qualified to
teach the subject. This is a clear indicator of poor performance in the subject at national
examinations.
From this example in Mathematics, it is possible to conclude that the teaching and learning of
Mathematics is at stake in most schools.
53
Percentage of difficulty of Home
Economic in Form 1
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.
Percentages 0
Percentage
54
DIFFICULTTOPICSINMSCEHOMEECONOMICS
Clothingtextiledesigncharecteristics 39.1
Entepreneurshipskills 26.1
Factorsinfluencingdecisionmakinginthehome 26.1
Adolescent'sreproductivehealth 8.7
TOP ICS
Housingneedsforvariousstagesinthefamilylifecycle 13.0
Foodtechnology 34.8
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0
PERCENTAGES
The above graphs show topics against percentage of difficulty in JCE and MSCE Home
economics. Both graphs clearly show that Clothing and Textiles form the most difficult topic
both at JCE and MSCE levels. At MSCE, Meal Planning and Food Technology come second
while Personal Hygiene is the least difficult.
At JCE, Household Food demand and Supply become second while Adolescent Reproductive
Health is the least difficult.
55
Amongst other factors contributing to the above observations is that those difficult topics that
have been listed as difficult are practical in nature while those that are least difficult are
theoretical. It could therefore be suggested that lack of materials in practical topics contribute
to negative attitude as well as the topic being deemed difficult.
The graphs below indicate the extent to which both teachers and pupils agree on some
suggestions for improvement.
56
Ways of improving teaching /learning of Science and Mathematics by Teachers
N = 124, n = 124
Improvisation 3
Clubs/associations 2
Pupil conduct 5
Expatriate teachers 0
Suggested ways
Teacher supervision 5
Human resource 1
Teacher incentives 0
Materials 22
Teacher qualification 24
Professional conduct 7
Infrastructure 5
Methdology 25
0 10 20 30
Suggestions by Percentages
Expatriate teachers 0
1
Suggested ways
Human resource 1
Materials 29
9
Professional conduct 16
12
Methdology 30
0 5 10 15 20 25 30 35
Suggestions by percentages
57
It can be observed from the two graphs that improvement in methodologies, teacher
qualification, and supply of materials has rated highly amongst the teachers. Again the issue
of methodologies and materials comes out clearly amongst the pupils. This sends an
appropriate signal that all is not well in schools as regards to teaching and learning of science.
Hence something must be done.
Of interest is the response of pupils concerning the professional misconduct. Some issues
cited were:
Teacher absenteeism e.g. teachers sitting in the staff room, not going to classes to
teach.
Latent teacher absenteeism where by a teacher goes to class and waste pupil’s time
by telling them irrelevant stories.
Getting drunk while on duty.
Bullying, teasing and mocking of girl pupils by male teachers.
Male teachers seeking relationships with girl pupils.
Unjustifiable punishments.
Teachers concentrating on farming at the expense of teaching.
Most of these claims have been confirmed by the Education Division offices from reports
from the schools.
58
Apart from these problems, there still are some challenges that can affect teaching and
learning, and the implementation of the SMASSE Project at large, which is meant to be an
intervention. These are hindrances because they are beyond SMASSE’s provision and unless
the stakeholders are very committed to own the project, these challenges will be threats. Such
challenges are:
59
This recognition will ensure project ownership hence commitment and teamwork will be
guaranteed.
Such a statement from policy makers will also guide stakeholders and donor communities at
large on how to operate in harmony. It is also important that all recommendations made at all
levels be responded to by giving appropriate advice so that the project activities can progress.
60
9.8 Technical support
The role of Education Methods Advisors and HoDs should be clearly defined in relation to
the SMASSE Project. However, due to inadequate personnel, the MoEST should provide a
way out to ensure that supervisory roles are sustained even within this project.
Mathematics and Science teachers also may fail to receive support from their heads and
fellow teachers as was revealed from the baseline survey conducted by the Secondary
Education Project.
Formulation of broad INSET objectives and designing of INSET time frame for
implementation to achieve the set objectives.
Development of instructional materials for the INSET programme
61
Development of monitoring and evaluation tools
Training of core trainers’ who will include 2 teacher trainers per subject from DCE,
2 Mathematics and Science SEMAs, 2 Mathematics and Science PEMAs and 2
competent Mathematics and science secondary school teachers per subject.
There must be collaboration and exchange programmes between teacher training colleges
that are hosting the SMASSE projects in the countries. Exchange visits within the WECSA
region must be encouraged also.
62
11.2 Responses to the above comments/suggestions/questions
The following was a list of responses to the above observations:-
The following was a list of comments were made by the Head of SMASSE Unit in Kenya,
Mr. BN. Njuguna
63
The major challenge of INSET in Kenya was on sustainability. This included
ownership, mobilization and capacity building, whose common understanding was
crucial
Some questions that are pertinent include performance indicators, type of INSET
(who to involve, where, when and how), type of academic content (what to facilitate
on)
Major issues on INSET were tackled and document was produced in 1999.
Then there was development of INSET curriculum draft that was vetted by specialists
before being implemented
3 cycle INSETS were designed, the first dealing with attitude, the second focusing on
hands on activities while the third focused on actualization of ASEI/PDSI classroom
activities
The mode of training was a cascade model
SMASSE in Kenya operates in 15 districts with 1 district having up to 800
Mathematics and Science teachers
Districts are divided into different operational centers which own facilities to offer
meaningful INSETS
Amongst some challenges faced by SMASSE Kenya was the demand for payment by
teachers
On realization that JICA came only to assist, later on teachers decided to work
without considering allowances as an issue
In INSETS, sustainability with respect to cost sharing is crucial, hence districts in
Kenya meet transport and food costs whereas for national INSETS, these are
provided by SMASSE Head Office
It is through determination and commitment that SMASSE Kenya is now making an
impact in Kenya and the rest of Africa
65
However, it should be born in mind that the situation on the ground is that a lot of
teachers are leaving the profession for greener pastures, there is low teacher morale,
there is lack of motivation for teachers, less government support in financing and
supervision. With all these issues, meaningful strides can hardly be achieved in
education. It should be noted that all these are beyond the scope of SMASSE.
What SMASSE can do is to use the meager resources prudently in order to maximize
output
66
INSET system need to be constructed based on ownership, cost sharing and
sustainability
INSET quality control system need to be formulated to include write-ups, activities,
facilitation methods, monitoring, assessment and evaluation
Sustainability System Construction by ensuring self help efforts by looking at
sufficient number of trainers, clusters and quality
11.3.4 SMASSE-WECSA
SMASSE Western, Eastern, Central and Southern Africa held 2 regional conferences
The government of Japan has registered SMASSE WECSA
Will hold WSSP conference in Nairobi where button pushers shall attend and
influence change in order to develop an action plan for third country training
Proposed 1st training will be in April 2004 for SMASSE WECSA
There will be a Regional Conference in Accra, Ghana in June 2003 and Malawi will
be invited.
For Malawi, there will be 3 month INSET training in Kenya next year
67
11.4 Comments on proposed terms of references (ToRs)
The following ToRs were presented for members to deliberate and were discussed thereafter.
68
⑥ Moreover, in MPRSP and PIF, GOM declares the importance of upgrading secondary
schools’ human physical resources to minimum operational standards through such as
a decentralization of administrative management at secondary education,
collaborative financing system to achieve cost-effective use of available resources,
and continuous upgrading system for unqualified teachers.
⑦ We have recognized the need to put in place effective mechanisms to ensure prudent
use of resources and increase the level of resources for secondary teacher training
through mobilization of government and resources from development partners as well
as cost-sharing with the Teacher Training Colleges (TTC) trainees and serving
teachers at secondary schools.
⑧ The present ToRs outline the main thrust of the programme for the establishment of
IN-Service Education and Training (INSET) system for secondary education in
Malawi.
3. Outputs
The expected outputs through the programme are;
① to refine teaching and learning attitude based on the PDSI (Plan, Do, See, Improve)
and ASEI (Activity, Student-centered, Experiment and Improvisation);
② to design the curriculum for INSET;
③ to develop teaching and learning instruments;
④ to establish a training system for the district trainers in pilot districts at Domasi
College of Education;
69
⑤ to establish a sustainable INSET system (Planning, Implementation, Management,
Monitoring, Evaluation, Feedback (PIMMEF cycle), especially, in mathematics and
science at secondary education in the pilot districts;
⑥ to strengthen the cluster system for teacher training
4. Pilot Districts
In the aspect of accessibility from Domasi College of Education (DCE), the
implementing institution of the programme, the pilot district is the South East Division
where DCE is located, and in which appropriate number of schools are selected based on
the criteria for the feasible study.
70
6. Organizational Chart
Steering Committee
(10)
Technical Committee Financial Committee
Japanese Side Malawian Side
(8) (7)(10)
JICA Malawi (9) Domasi College Secretary
Planning Adviser of Education for EST
Science & Math
Adviser
Director of Director of
EMAS Teacher
(8) Education and
SMASSE (1) (2) (3) (4) (5)
Kenya Development
* The number indicated in the table corresponds to roles undertaken by each player clarified in
5.
71
7. Programme Process and Outputs
1. STAGE I: Aug. 2002 – Mar. 2003 (8 months): Preparatory Stage
Responsibilities
Objectives The establishment of the desirable environments for
setting up the SMASSE INSET in Malawi
Outputs 1. To attain the common consensus for the policy, 1. All stakeholders
overall framework and expected each role among Facilitator: JICA Malawi
the stakeholders
2. To prepare and implement ‘Needs Assessment 2. DCE, SAMSSE Kenya
Survey’
3. To design the curriculum for INSET 3. DCE
4. To develop the teaching and learning instruments 4. DCE
5. To change the teaching attitude and practice
teaching methods based on the SMASSE 5. DCE, MoEST
philosophy
Activities 1-1. To set up the preparatory committee in 1-1. All stakeholders
MoEST, DCE and SE Division of MoEST
1-2. To have regular meetings in each stakeholder 1-2. All stakeholders
1-3. To hold stakeholder’ meeting (Sep., Dec.’02
& Feb.’03) 1-3. All stakeholders
2-1. To design the evaluation and assessment
form with technical support from SMASSE- 2-1. DCE
Kenya
2-2. To have regular consultations from MoEST
2-2. MoEST,
& JICA Experts
2-3. To implement Needs Assessment in SE JICA Experts
Division 2-3. SE of MoEST, DCE
2-4. To analyze the result of Needs Assessment
2-4. DCE
3 To transfer the result of Needs Assessment
3 DCE
into curriculum development
4-1. To study teaching and learning instruments 4-1. DCE
4-2. To develop teaching and learning lesson 4-2. DCE
plans and instruments
4-3. To have regular discussions and refine the 4-3. DCE
above instruments
5-1. To utilize the SMASSE teaching and 5-1. DCE
learning methods in the regular lesson
5-2. To have a regular meeting and group lessons 5-2. DCE
to evaluate the above methods
5-3. To refine the methods through ‘learning by 5-3. DCE
doing’
72
2. STAGE II: Apr. 2002- Nov. 2002 (6 months): Trial Stage
Responsibilities
Objectives The accomplishment of the strategic plan for
SMASSE INSET System and teaching and learning
methods and manuals
Outputs 1. To attain the common consensus for teaching & 1. All stakeholders
learning methods among the stakeholders
2. To refine the teaching & learning methods 2. DCE, SE of MoEST
Activities 1. To have regular meetings in each stakeholder 1-1. All stakeholders
2-1. To hold stakeholder’ meeting (Aug.’03) 2-1. All stakeholders
2-2. To have regular lessons and meetings by 2-2. DCE
using the methods developed in the STAGE
I
2-3. To have a trainees’ training with the 2-3. DCE, SE of MoEST
technical support from SMASSE Kenya
2-4. To have a Trial INSET Programme in the 2-4. All stakeholders
pilot secondary school
73
11.4.1 Discussion on the proposed terms of references (ToRs)
and ways forward
Various comments were made on the above ToRs. Most of them hinged on wording of some
sections. However, no concrete agreement was made as it was discovered that some of the
issues raised in ToRs are policy issues.
As a way forward, the following general comments were put forward;-
74
12.0 Activities immediate in the pipeline
No. Activity Due date
1 Formulation of steering committee at MoEST Hq to Mid December 2002
look at roles and policy issues,
2 Final draft report End January 2003
3 Presentation of report to MoEST Hq. February 2003
4 Technical team from DCE developing curriculum March 2003
5 Stakeholders’ workshop to work out suggestions for March 2003
INSET implementation
75
76
Appendices
A: Difficult topics
Difficult topics as indicated by JCE Biology teachers
2.3
Food test 2.5 Average
2.2
Deficiency diseases 2.4
2.3
macro and micro requirements 2.4
2.4
Photosynthesis 2.3
1.8
Interaction b/n organisms and physical world 2.6
2.3
Physical world 2.7
2.4
Classification of living things 2.2
2.0
Characteristics of living things 1.8
1.9
77
Difficult Topics as indicated by MSCE
Biology teachers
Evolution
Skin diseases
Respiratory diseases
Respiratory system
Coordination
Circulatory system
Transport
Populations
Problem solving
0 1 2 3 4 5
Average Rating
(1-very easy, 2-easy,3-average,4-difficult,5-very difficuly)
78
Difficult Topics as indicated by MSCE
Biology teachers
Evolution
Skin diseases
Respiratory diseases
Respiratory system
Coordination
Circulatory system
Transport
Populations
Problem solving
0 1 2 3 4 5
Average Rating
(1-very easy, 2-easy,3-average,4-difficult,5-very difficuly)
79
Difficult topics in Biology at MSCE as indicated by
pupils
5.7
Coordination 28.5
17.1
25.2
20.3
35.8
Transport 26.8
TOPICS
14.6
6.5
17.1
12.2
26.0
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.
0
percentages PERCENTAGES
80
Difficult topics in JCE Biology as
indicated by pupils
Diseases caused by
27.2
parasitic worms
Transport investigating
30.9
water uptake
Photosynthesis investigating
47.8
condition for plant growth
TOPICS
percentages
Main groups of plants and
20.6
animals
Characteristics of living
11.0
things
Problem solving 25
0 10 20 30 40 50 60 70 80 90 100
PERCENTAGES
81
Difficult topics in JCE Biology as
indicated by pupils
Diseases caused by
27.2
parasitic worms
Transport investigating
30.9
water uptake
Photosynthesis investigating
47.8
condition for plant growth
TOPICS
percentages
Main groups of plants and
20.6
animals
Characteristics of living
11.0
things
Problem solving 25
0 10 20 30 40 50 60 70 80 90 100
PERCENTAGES
82
Difficult topics in JC Physical
Science as indicated by pupils
Balaning chemical
52.2
equations
Elements, Compounds JC
39.1
and Mixtures
percentage
Effects of electric current 17.4
Measuring of electric
43.5
current and voltage
Energy 17.4
Work 13.0
Force 17.4
Safety 43.5
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0
PERCENTAGES
83
Difficult topics in MSCE Physical
Science as indicated bt teachers
Magnetism 11.8
Electrostatics 5.9
Stoichiometry 17.6
Stable electronic
23.5
configurations and valency
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0
PERCENTAGES
percentage
84
Difficult TopicsansweredbyTeachers
- Physical science(MSCE) - (n=6)
Nucear physics 3.2
Magnetism 2.0
Electrostatics 2.0
Polymerisation 1.8
Isomerism 2.3
Topics
Stoichiometry 2.0
0 1 2 3 4 5
Difficulty
(1-Very easy, 2-easy, 3-Average, 4-Difficult, 5-Very difficult)
85
Percentage of Difficulty Integrated
Science
18.0
Solar energy 17.6
14.3
Reflection of light 11.0
19.2
Static electricity 20.8
26.9
Growth and development in plants 14.3
17.1
Patterns of growth and development 14.3
18.0
Pollution 14.3
18.0
Diseases 9.8
19.2
Good health 10.2
45.7
Heat transfer 27.8
Topics
11.0
Energy changes 15.9
18.4 JC
Sources of energy 11.8 E
24.5
Applications of air pressure 35.1
29.4
Pressure 22.4
28.6
Effects of force 22.0
22.4
Water cycle 33.9
29.0
Solutions 16.7
20.4
Elements and compounds 37.1
36.3
Classification of non-living things 15.5
18.8
Learning and practicing science skills 10.6
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0
Percentage
86
Difficult topics in Physical Science by
pupils
Balaning chemical
52.2
equations
Elements, Compounds JC
39.1
and Mixtures
percentage
Effects of electric
17.4
current
Measuring of electric
43.5
current and voltage
Energy 17.4
Work 13.0
Force 17.4
Safety 43.5
87
Difficult topics in JCE Mathematics
Statistics 16.7
Triangles 20.7
Sets 21.5
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.
PERCENTAGES 0
88