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PROGRESS REPORT FOR

THE ESTABLESHMENT OF

SMASSE INSET MALAWI

PILOT PROGRAMME

- Needs Assessment Survey & The 1st and 2nd Stakeholders’ Meetings -

Domasi College of Education

Ministry of Education, Science and Technology, Malawi

February 2003

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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

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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

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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 would like to thank Management of Domasi College of Education for accepting to


conduct SMASSE activities at DCE. To all Faculty of Science members, we are grateful for
professionally designing and conducting the needs assessment as well as implementing and
hosting stakeholders’ meetings.

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.

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Lastly but least, we thank all the stakeholders drawn from the pilot schools in SEED for
offering constructive advice and patronizing our meetings.

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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.

This report has been compiled by the following people:-

M.C Chimenya Lecturer in Biology Caretaker Dean of Science DCE


A.E.P. Phaundi-Shonga Lecturer in Physics DCE
D.E. Mweta Lecturer in Chemistry DCE, Caretaker Head P/ Science
S.M.P Mkandawire Lecturer in Mathematics DCE
M. January Lecturer In Mathematics DCE, Caretaker Head Mathematics
P.M.O. Makocho Lecturer in Biology DCE Caretaker Head Biology
W.B Navicha Lecturer in Human Ecology DCE
Mrs. E. Meke Lecturer in Human Ecology DCE
Mrs V.U Ndolo Lecturer in Human Ecology DCE

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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.

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List of abbreviations
ADSE Assistant Director, Secondary Education

ASEI Activity, See, Experiment, Improvisation

B.ED Bachelor of Education

CATS Curriculum and Teaching Studies

CCAP Church of Central Africa Presbyterian

CDSS Community Day Secondary School

CSS Conventional Secondary School

CHANCOL Chancellor College

CIDA Canadian International Development Agency

DCE Domasi College of Education

DDSE Deputy Director, Secondary Education

DEMAS Director of Education Methods Advisory Services

DEO District Education Officer

DIP.ED. Diploma in Education

DTED Director, Teacher Education

EDMU Education Development Management Unit

GOM Government of Malawi

HEC Human Ecology

HOD Head of Department

INSET In-service Training

JCE Junior Certificate of Education

JICA Japanese International Cooperation Agency

JOCV Japan Overseas Cooperation Volunteers

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KSTC Kenya Science Teachers’ College

MANEB Malawi National Examinations Board

MIE Malawi Institute of Education

MOEST Ministry of Education Science and Technology

MSCE Malawi School Certificate of Education

NON.ED. Non Education

PDSI Plan Do See Improvise

PEMA Principal Education Methods Advisor

PIMMEF Planning, Implementation, Management, Monitoring, Evaluation,

Feedback

SE Secondary Education

SEED South East Education Division

SEP Secondary Education Project

SMART Specific Measurable Attainable Realistic Time-bound

SMASSE Strengthening of Mathematics and Science Education at Secondary

Level

SPO Senior Programmes Officer

SSTEP Secondary School Teacher Education Project

SWOT Strength Weakness Opportunities and Threats

T2 CERT T2 Certificate

TALULAR Teaching and Learning Using Locally Available Resources

TDU Teacher Development Unit

TOR Terms of Reference

TTC Teacher Training College (Primary)

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UPE Universal Primary Education

UPIC University Partnership in Institutional Capacity

WECSA Western Eastern Central Southern Africa

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CHAPTER 1

1st Stakeholders’ Meeting


1.0 Introduction
The 1st Stakeholders’ Meeting was held on Thursday, 24th October, 2002 at Domasi College
of Education. The host was Faculty of Science. Participants were drawn from Ministry of
Education, Science and Technology (MoEST)-EMAS, DTED, Secondary Education,
Planning, South East Education Division (SEED)- Education Division, DEO (Rural and
Urban), CDSS, CSS, Grant Aided Schools and Private Secondary Schools; Domasi College
of Education (DCE); Parasitatal Organisations- MIE, Chancellor College and development
Partners JICA-Malawi.

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 INSET pilot phase
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
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

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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 Recommendations from the 1st stakeholders’ meeting


Participants observed that there was a growing need for renovating the knowledge and
teaching methods of Mathematics and Science at secondary school level under a sustainable
INSET system. To this end, four key areas were identified and recommendations were set for
each as follows:-

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

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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

1.2.2 Management and organization of INSET Project


Recommendation on management and organization of INSET Project included:-
That MoEST should be responsible for allowances and transport
That JICA should be responsible for the provision of technical assistance, materials
and equipment and counterpart training
That MoEST should incorporate INSET Budget into its national budget
That members of clusters and other stakeholders should participate in training

1.2.3 Donor and partner government policies


Recommendation on donor and partner government policies included that MoEST should
produce a specific INSET policy to cover the following:-
Phase-out plan or strategy for cost sharing on funding, say, 80%-20%, 70%-30%,
50%-50%, 30%-70%, etc.
Contributions from MoEST
Contributions from teachers
Payment of allowances
Incorporation of private secondary schools
Recommendations on running costs and accommodation

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

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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.

1.3 INSET Plans in the Pipeline


Mr. Phaundi-Shonga, Lecturer in Physics at Domasi College of Education outlined the
following plans that were embedded within the INSET Pilot project:

1.3.1 INSET Pilot Phase


INSET pilot phase will be carried out in the South East Education Division (SEED) in three
stages between 2002–2004. Each stage shall have a distinct plan of activities. These shall
include preparation, trial training and full training in stages I, II, and III respectively.

1.3.2 Needs Assessment


Needs assessment will be part of preparations. Teachers and students questionnaires will be
developed by subject specialists within the Faculty of Science at Domasi College of
Education in the areas of Mathematics, Biology, Physical Science, Integrated Science,
Science and Technology and Home Economics. These questionnaires will be sent to Kenya
for the contributions from Kenyan counterparts. While waiting for feedback, questionnaires
will be pre-tested in selected secondary schools around DCE.

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.

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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.

1.4 Programme and list of stakeholders that attended the 1st


Stakeholders’ Meeting on 24/10/02
Table 1.0: List of stakeholders that attended the 1st Stakeholders’ meeting
Name Designation Address Phone
Mrs. M. Kabuye DEMAS, MoEST P/B 328, LL. 01 788 3.4
Mrs. R.M. Ngalande DTED, MoEST P/B/ 215, LL. 01 755 5.4
Mrs. L.V. Magreta DDSE (MoEST) P/B/ 328, LL. 01 788 871
Mr. N.T. Kaperemera Principal, DCE Box 49, Domasi 01 536 255
Mr. A.L.D. Mwanza Deputy Principal, DCE Box 49, Domasi 01 536 255
Mr. Nakayama MoEST/JICA P. Advisor P/B/ 328, LL. 01 789 336
Mr. S. Nkoka Aid Coordinator JICA-MW
Mrs. Chokotho pp Division Manager (SEED) P.O. Zomba 01 526 262
Dr. N. Mbano Head CATS, Chancol Box 280, Zomba 01 524 222
Mr. P. Mzumara MIE Curriculum Specialist Box 50, Domasi 01 536 300
Sister Makina pp Head, St Mary’s P.O. Zomba 01 524 910
Mrs. Nanthambwe Head, Mulunguzi Sec. Sch. Box 138, Zomba 01 525 343
Mrs. Mmanga Head, Likangala Sec. Sch. P/B/ 16, Zomba 01 525 337
Mr. L. Lemani pp Head, Songani CDSS P/B 1, Domasi
Mr. J. Makoka Director, Chinamwali Pvt. P/B 37, Zomba 01 518 232
Mr. R. Chitimbe Board Chair “ P/B 37’ Zomba 01 518 191
Mr. T. Matinga Songani CDSS P/B 1, Domasi
Father P. Mumbulu pp Board Chair, St. Mary’s P.O. Zomba 01525 910
Mr. S. Mangwiro PTA Chair, Likangala Sec Sch. P/B/ 16, Zomba 01 525 337
Mr. B. Nkomba PTA Chair, Mulunguzi Sec Sch Box 138, Zomba 01 525 343
Mr. A. Manda PTA Chair, Chinamwali Sec Sch P/B 37’ Zomba 01 518 232
Mr. M.C. Chimenya Dean Sciences, DCE Box 49, Domasi 01 536 255
Mrs. E. Meke Lecturer, HEC Box 49, Domasi 01 536 255
Mr. C. Mkandawire Lecturer, Biology Box 49, Domasi 01 536 255
Mr. P. Makocho Lecturer, Biology Box 49, Domasi 01 536 255
Mr. Aoki JICA Expert, DCE Box 49, Domasi 01 536 255
Mr. Navicha Lecturer, HEC Box 49, Domasi 01 536 255
Mr. Phaundi-Shonga Lecturer, Physics Box 49, Domasi 01 536 255
Mr. D. Mweta Lecturer, Chemistry Box 49, Domasi 01 536 255
Mr. S. Mkandawire Lecturer, Maths Box 49, Domasi 01 536 255
Mr. S. Shirasawa Lecturer, Maths Box 49, Domasi 01 536 255
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Mr. Polepole Project Officer-sstep Box 49, Domasi 01 536 255
Mr. P. Ndolo HoD Science-Malosa Box 49, Domasi 01 536 255

Table 1.1: Programme for the 1st Stakeholders’ Meeting on 24/10/02


Day Time Activity Responsible person
8.30- Introductions Caretaker Dean of Science, DCE.
T 8.40 Pre-Test Questionnaire Mr. Chimenya
h 8.40- Welcome remarks to stakeholders Principal, DCE: Mr Kaperemera
u 8.50 meeting
r 8.50- Background to SMASSE INSET Acting Deputy Principal: Mr
s 9.10 (activities done and progress to date) Mwanza
d 9.10- Effective collaboration between MoEST Planning Advisor : Mr.
a 9.40 Malawi and Japan in the Education Nakayama
y Sector
9.40- Keynote address on the need for the Director: EMAS: Mrs. M. Kabuye
10.00 institutionalisation of INSET in
Malawi
10.00- Mid-morning refreshments Kitchen
10.20 (group Photo) Photographer
O 10.20- Introduction to INSET Sustainability Caretaker Dean of Science, DCE.
c 11.00 and cost sharing :Lesson from Mr. Chimenya
t previous to present INSET Provisions
o and challenges, examples from
b Australia (case studies)
e 11.00- Group work on INSET Sustainability
r 12.00 (Current challenges and way forward) Mr. Ndolo
Roles and ToRs for stakeholders:
(Finances, Input from JICA, MoEST,
Divisions, Schools, DCE,
24th Stakeholders.

12.00- Lunch Kitchen


1.30 Secretary, messenger
1.30- Discussion on current challenges and Ndolo and all stakeholders
2 2.00 way forward
0 2.00- Recommendations on INSET Mr. Makocho
0 2.30 sustainability
2 2.30- Mid-afternoon refreshments Kitchen
3.00

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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

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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 ?

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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

In s titu tio n a lis in g P IF M E F c y c le


fo r IN S E T
nn
t i oo
t aa t i
PP l la ann e en n t
e mm
FFe ee p l le
ed dbba c
a ckk I Imm p M in is try
D iv is io n /
S c h o o l D is tric t
o nn FF u un
a t it i o nd di
a l ul u a ni ng
EE v v a g MM
a an na
MM oonni it toor ri inngg ag ge
emme
en nt t

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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:

2nd Stakeholders’ Meeting


2.0 Introduction
The 2nd Stakeholders’ Meeting was held on Thursday, 5th December 2002 at Domasi College
of Education. Once again, the host was Faculty of Science. This meeting attracted
participants from Ministry of Education, Science and Technology (MoEST)-EMAS, DTED,
SE, Planning; South East Education Division (SEED)- Education Division, DEO (Rural and
Urban), CDSS, CSS, Grant Aided Schools and Private Secondary Schools; Domasi College
of Education (DCE); Parasitatal Organisations- MIE, Chancellor College and Development
Partners -JICA-Malawi.

The broad objectives for the 2nd stakeholders’ meeting were:-


to receive and discuss a report on the needs assessment survey for the pilot project
(baseline study data) and suggest the way forward
to approve ToRs and working schedule for the INSET programme for each
stakeholder
to formulate the financial (steering) committee for the project

The main expected outcomes were:-


to construct/constitute ToRs in order to clarify the role and cost-sharing issues for
each stakeholder
to strengthen the ownership of INSET programme to all stakeholders as a result of the
findings from Needs Assessment Survey

2.1 Opening of the 2nd stakeholders’ meeting


The meeting was opened by the Principal of Domasi College of Education, Mr. N.T.
Kaperemera. In his speech, he once again stressed the necessity and importance of
establishing a sustainable INSET system in Mathematics and Science for secondary school
teachers.

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.

2.2 Keynote address for the meeting


The Director of Education Methods Advisory Services, Mrs. M. Kabuye, delivered a keynote
address for the meeting. Her speech emphasized on trends and endeavors undertaken by
Malawi in an effort to regularize and institutionalize SMASSE INSET activities in Malawi.
The full speech is presented below:-

2.2.1 Keynote address by the Director, EMAS, Mrs. M.G. Kabuye


on the 2nd Stakeholders’ Meeting on Strengthening of Mathematics and Science
Education at Secondary School (SMASSE) Pilot Project in Malawi. Domasi College of
Education, Thursday, 5th December, 2002.
Salutation

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,

Representatives from MoEST:-


Teacher Education Division
Planning Division
Secondary Education Division
Human Resources Management Division

Our Japanese counterparts:-

23
Mr. Nakayama-MoEST Planning Advisor, Malawi
Ms Yamamoto, Senior Volunteer, SMASSE-Malawi resident at DCE,
Mr. Hattori, SMASSE-Kenya:

Division Manager and entire staff, South East Division

District Education Managers, Zomba Urban and Zomba Rural,

The Head of Curriculum and Teaching Studies, Chancellor College, Dr. N. Mbano

MIE Science Curriculum specialist, Mr. P. Mzumara

Heads, HoDs, Board and PTA Chairs for the pilot secondary schools in SE Division,

All invited guests,

Ladies and gentlemen,

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”

a) SMASSE-Kenya visits Malawi


Ladies and gentlemen, distinguished participants, it was in May 2000 that a team from
SMASSE-Kenya visited Malawi in order to exchange technical information and discuss ways
of formulating a regional cooperation amongst Mathematics and Science educators. Fruitful
discussions were held with MoEST officials, Domasi College of Education, Malawi Institute
of Education and Chancellor College. One thing that came out of their visit was that Malawi
and Kenya, like many developing countries in Africa and beyond, share similar problems
with regards to the teaching and learning of Mathematics and Science Education at secondary
school level. Prominent issues amongst these problems included the following:-
Backlog of untrained, unqualified and under-qualified secondary school
teachers
High teacher-pupil ratios at secondary school level
Inadequate teaching and learning materials and infrastructure
Lack of a well structured INSET programme in Mathematics and Science
Unavailability of Mathematics and Science Associations at country level
Attitudinal, unprofessional, stereotyped and gender unfriendly approaches to
the teaching and learning of Mathematics and Science at secondary school level and
Poor performance by pupils during national examinations.

MoEST, through Domasi College of Education, therefore recommended that there be a


collaborative effort between Malawi and Kenya in solving some of the common problems in
Mathematics and Science Education.

25
b) Malawi team visits SMASSE-Kenya

Ladies and gentlemen, distinguished participants, in August 2000, a Malawian team,


sponsored by JICA Technical Exchange Cooperation, made a visit to the SMASSE INSET
Unit at Kenya Science Teachers’ College (KSTC) in Kenya. This team comprised of
different officials who by then held various positions in MoEST as follows;- Mrs. C. Soko
(MoEST–PEMA), Mrs. R. Sambakunsi, (SEMA), Mr. A.L. Mwanza-(Dean, DCE Faculty of
Science) and Ms S. Muto-(MoEST-JICA Education Planning Advisor). The objective of the
visit was to participate in the 2nd Cycle of SMASSE Project INSET and learn more about the
project. Some of the outcomes of this visit were that INSET in Mathematics and Science be
regularized in Malawi by MoEST and that SMASSE Kenya be made use of to provide
expertise in improving the teaching and learning of Science and Mathematics at secondary
school level. In addition, Domasi College of Education (DCE) and Kenya Science Teachers
College (KSTC) were to establish a link to enhance exchange of information in the teaching
and learning of Science and Mathematics at secondary school level.

c) The 1st Regional Conference on Strengthening of Mathematics and Science


Education at Secondary school Level (SMASSE)

Ladies and gentlemen, distinguished participants, in February 2001, SMASSE-Kenya


organized a regional conference for Central, Eastern and Southern Africa on Strengthening of
Mathematics and Science Education at Secondary school Level. The main objective was to
enhance classroom activities for quality teaching and learning. At this Regional Conference,
Malawi was once again represented by different officials who by then held various positions in
MoEST as follows:- Mr. S.V. Chamdimba (DDSE-MoEST), Mr. W. Mgunda, (HoD Science-
Likuni Girls), Mrs. G. Nyirenda (Head-Tsabango CDSS), and Mr. A.L. Mwanza (DCE Dean,
Faculty of Science). Similarly, out of this trip, this team through MoEST came up with the
following recommendations:-
to institutionalize and regularize INSET activities at secondary school level in
Malawi
to adopt the ASEI (Activity, Student, Experiment and Improvisation)
movement and the PDSI (Plan, Do, See and Improve) approach.

26
Soon after this conference, MoEST developed a project proposal to meet some of the
challenges as prescribed by the outcomes of various visits.

d) The National Workshop on Strengthening of Mathematics and Science


Education at Secondary school Level (SMASSE) in Malawi

Ladies and gentlemen, distinguished participants, in January 2002, a national workshop on


Strengthening of Mathematics and Science Education at Secondary school Level (SMASSE)
was held at Domasi College of Education, Malawi. The workshop attracted a cross-section of
stakeholders in teacher education at secondary school level in Malawi and was facilitated by a
team from the SMASSE INSET Unit-Kenya. The conference came up with a rationale to
justify the regularization and institutionalization of INSET in Malawi. Most problems common
to African countries with regard to the teaching and learning of Mathematics and Science at
secondary school level, once again, resurfaced.

Ladies and gentlemen, distinguished participants, key features in the rationale included
the following:-

A backlog of unqualified, under-qualified and untrained teachers in secondary


schools
Inadequate innovation in the teaching methodologies of Mathematics and
Science
Undesirable resource utilization and management
Little knowledge on improvisation to bridge the gap of inadequate resources
Lack of confidence as a result of negative attitude towards Mathematics and
Science by teachers and pupils
Poor performance at national examinations both at Junior Certificate
Examinations (JCE) and Malawi School Certificate of Education (MSCE) levels

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

e) A Meeting to discuss issues raised from the January 2002 Workshop on


Strengthening of Mathematics and Science at MoEST Headquarters.

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.

f) The 2nd Regional Conference on Strengthening of Mathematics and Science


Education at Secondary school Level (SMASSE) at SMASSE Unit-Kenya

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!

g) A two-week- three-month training at the SMASSE INSET Unit- KSTC-Kenya

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”

2) Management and organization of INSET project

(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

3) Donor and Partner government policies

(i) MoEST to produce specific INSET policies to include cost sharing,


roles of stakeholders, contributions by MoEST, contributions from
teachers, incorporation of private secondary schools, running costs and
accommodation,

31
(ii) JICA to consider provision of technical assistance including
counterpart training, materials and equipment.

4) Participation

(i) All stakeholders to have a sense of ownership


(ii) Civic education to be provided to stakeholders
(iii) Project not to be fully dependent on donor support
(iv) Cost sharing issues to start at the onset of the project
(v) All stakeholders to be fully involved in decision making and fund
raising
(vi) Need to enhance networking with other stakeholders
(vii) Need to have open and education days for Science ad Mathematics
(viii) Government through MoEST to recognize SMASSE-INSET
certificates

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:-

(i) To approve ToRs for each stakeholder


(ii) To formulate of working schedule for INSET programme
(iii) To institute the Financial Committee for the project
(iv) To report outcome of the just executed Needs Assessment to
stakeholders and discuss way forward

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:-

(i) To construct/constitute ToRS in order to clarify the role and cost


sharing of each stakeholder
(ii) To strengthen the ownership of INSET programme to stakeholders due
to results of needs assessment.

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, I finally wish to commend all


stakeholders for sparing your time to come and attend this meeting. Please make every effort
to contribute and benefit fully.

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:-

M.C Chimenya Lecturer in Biology Caretaker Dean of Science DCE


A.E.P. Phaundi-Shonga Lecturer in Physics DCE
P.M.O. Makocho Lecturer in Biology DCE Caretaker Head Biology
W.B Navicha Lecturer in Human Ecology DCE
Mr. P. Ndolo HoD Science, Malosa Secondary School

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:-

M.C Chimenya Lecturer in Biology Caretaker Dean of Science DCE


A.E.P. Phaundi-Shonga Lecturer in Physics DCE
D.E. Mweta Lecturer in Chemistry DCE, Caretaker Head P/ Science
S.M.P Mkandawire Lecturer in Mathematics DCE
M. January Lecturer In Mathematics DCE, Caretaker Head Mathematics
P.M.O. Makocho Lecturer in Biology DCE Caretaker Head Biology
W.B Navicha Lecturer in Human Ecology DCE
Mrs. E. Meke Lecturer in Human Ecology DCE

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.

3.1 Plans for school pre-visits and field survey


Pre-visits to schools were made in order to confirm time and dates for the field survey
exercise. Plans for the two activities are tabulated below:-

Table 3.0: Plan for Pre-Visits to schools Oct. 21-25, 2002.


No Date Charge Secondary School
1 Mon. 21 Oct. Mr. Navicha Liwonde, Liwonde CDSS, Utale, Namadidi, Chingale, Sacred Heart,
Domasi Mission, Likangala, St. Mary’s, Magomero
2 Tue. 22 Oct. Mr. Ndolo St. Anthony, Magomero, Zomba Urban, Zomba Catholic,
Masongola, Zomba CCAP, Nsondole, Chinamwali, Mulunguzi
3 Fri. 25 Oct. Mr. Shonga Mayaka, Namisonga, Nsala, Naisi, Chiphoola, Pirimiti, Puteya,
Songani, Malosa

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:-

3.2 Presentation of results of the survey


3.3 Background to Education In Malawi
The major players in the provision of Formal Education in Malawi were the Missionaries
from 1860-1926. In 1926 the Department of Education was established which took control of
education matters until independence.

3.3.1 The state of education at the dawn of independence in 1964


The following were the main challenges: -
The problem of access and equity: Most of the schools were in the urban areas
and there was unequal distribution of resources.
The issue of quality: The education that was offered to Africans was inferior to
that which was being offered to expatriate children.
Labour shortages: Following the introduction of the African government, most
white workers left their positions. There were very few African to replace the
whites.

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

3.3.3 The Secondary School sub sector


The problems with the curriculum (1964-1994)
It was out of date
It was overloaded
Overlaps between courses
Academically oriented
Examination oriented
It encouraged rote learning not independent thought

3.4 Key issues in Secondary Science and Mathematics


(1994- 2003)
3.4.1 Key quality indicators (1997), Performance in national
examinations (% pass) in National Examinations
(% Pass) in government schools
Junior Certificate Examination (JCE) 81
Malawi School Certificate of Education (MSCE)-Secondary Schools 36
Malawi School Certificate Examination (MSCE)-CDSS 8

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)

Other Vital Statistics (2000)


There were 1200 secondary schools (conservative estimates)
700 were CDSS’s
There were 6,000 secondary school teachers
Of the 6,000secondary school teachers, 2,800 were under qualified
75% of the under qualified teachers were in the CDSS’s*(SSTEP estimates)
Source: Dzama 2000 except* (SSTEP Teacher Learner)
Note from the statistics that the CDSS’s teacher qualification poses a big challenge.

3.5 Emerging issues in Secondary School Education (1994-2003)


Population Education
Environmental Education
Human rights
Gender issues
Teenage pregnancies
HIV/AIDS
Increased enrolments due to free primary education

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

Biology 359 1328 21.3

Physical Science 396 621 38.9

Source: Country paper on Regional Conference on Mathematics and Science Education at


Secondary School level

Table 3.1 Performance of Candidates at MSCE (O-LEVEL)


% Pass Rate
Year Mathematics Biology Physical Science
1995 37.9 27.0 57.9

1996 45.2 45.2 48.6

1997 36.1 28.4 49.6

1998 16.9 22.3 31.5

1999 15.8 26.8 51.2

2000 16.2 30.8 58.0

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.

Questionnaires were administered to twenty-eight secondary schools after consolidating


views from Kenya. The choice of secondary schools was made depending on type, location
and accessibility. Categories were community day, government day, government boarding,
grant aided and private.

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.

5.0 Framework for draft report


5.1 Rationale
Domasi College of Education is mandated to run In-Service Education Training (INSET) for
teachers besides pre-service teacher education. INSET has not been done for some time. A
number of innovations have emerged over last decade and curriculum has reciprocated
accordingly. Still, teachers are relying on the pre-service training despite the need to adjust
teaching approaches to meet innovations. This baseline study intends to find information for
INSET curriculum.

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.

6.0 General information


6.1. Teacher qualifications
From the survey, qualification of teachers in the sampled schools were T2, Diploma in
Education, Bachelor of Education and non education diplomas and degrees (general degree
and other diplomas and certificates) (see graph below)

TEAC HER 'S QU ALIFIC ATION S

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

PER CEN TAGE

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.

Table 6.0: Teacher qualification by numbers and percentages


TEACHERS QUALIFICATION FREQUENCY PERCENTAGE
T2 CERT 69 55.6
Dip. Ed. 14 11.3
B. Ed. 16 12.9
NON Ed. 25 20.2
Total 124 100

6.2 Teaching experience


Years of teaching experience varied amongst the respondents. These ranged from less than
one year to over five years. About 62% of the teachers in the sampled schools have over five
years of teaching experience. Very few teachers have less than one year teaching experience.
This is summarized in the graph below.

TEACH ER'S EXP ERIE NC E

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.

Table 6.1: Teaching experience by numbers and percentages


EXPERIENCE FREQUENCY PERCENTAGE
LESS THAN 1 YEAR 8 6.5
1-2 YEARS 16 12.9
3-5 YEARS 22 17.7
OVER 5 78 62.9
Total 124 100

6.2 Subjects taught in schools


Schools in the sampled areas are offering the following science subjects: Mathematics,
Biology, Physical Science and Home Economics at both JCE and MSCE levels. Integrated
Science is only offered at JCE and is replaced by Science and Technology at MSCE level.

7.0 Teaching and learning of Mathematics and


Science

7.1 Methodology and assessment


There are various methods of teaching and assessing pupils that are employed by the teachers
in the above named subjects. These methods are lecture, experiment, group discussions and
class demonstrations as indicated from the questionnaires.

From the survey, demonstration method of teaching is commonly used in Mathematics


whereas lecture method is dominant in Physical Science and Biology, and group discussion is
common in Science and Technology (See graph below).

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

Lecture Experiment Group Discussions Demonstrations

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.

NEGATIVE ATTITUDE TOWARDS THE SUBJECT

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.

POSITIVE ATTITUDE TOWARDS THE SUBJECT BY PUPILS

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

7.3 Difficult topics for selected subjects


7.3.1 Junior Certificate Education and Malawi School Certificate
Levels
Both the teachers and pupils identified difficult topics in Mathematics and Science at both
JCE and MSCE levels. The table below indicates difficult topics at Junior Certificate
Education and Malawi School Certificate Levels in Mathematics for both pupils and teachers.

Table 7.0 Difficult topics at JCE Mathematics


Junior Certificate Mathematics (JCE)
Teachers Pupils
Vectors Convex polygon
Quadratic Equations Statistics
Travel graphs Linear equations
Similarity Reflection and rotation
Proportions Triangles
Mensuration Linear graphs
Pythagoras Theorem Algebraic processes
Statistics Number patterns
Reflections and rotations Coordinates
Linear graphs Geometrical constructions
Number patterns Social and commercial arithmetic
Geometric constructions Directed numbers
Directed numbers Approximation, estimation and accuracy
Algebraic expressions Algebraic expressions
Sets Lines and angles
Sets
Number systems

Table 7.1 Difficult topics at MSCE Mathematics

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

Family resource management 35.1

Family health 24.3

Adolescent's reproductive health 18.9

Stages of human growth and development 13.5

Introduction to housing 21.6

Garment construction processes 40.5

Clothing, Textiles and Design 45.9


Topics

Food poisoning 24.3

Meal planning for different groups 37.8

Household food demand and supply 43.2

Nutitional requirements for different groups of people 32.4

Kitchen plans, equipment and hygiene 24.3

Nutritional deficiency diseases 32.4

Nutritive value of different foods 40.5

Types of nutrients 32.4

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

Consumer educationrights 13.0

Consumerismproblemaffectingconsumer at themarket 13.0

Entepreneurshipskills 26.1

Factorsinfluencingdecisionmakinginthehome 26.1

Personal hygiene 4.3

Adolescent'sreproductivehealth 8.7
TOP ICS

Stegesof humangrowthanddevelopment 4.3 percentages

Carefor variousroomsinthehouse 13.0

Housingneedsforvariousstagesinthefamilylifecycle 13.0

Tablesettingfor variousoccassions 26.1

Meal planning 34.8

Foodtechnology 34.8

Chemical compositionof foodnutrients 21.7

Typesandarrangement of equipment inthehome 13.0

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.

8.0 Suggestions for improvement


Both teachers and pupils interviewed feel that there is a lot that can be done to
improve teaching and learning of Mathematics and sciences in schools. Among their
suggestion were;-
Improvement of discipline among both the teachers and the pupils.
Improvement in the rates of supervisions by relevant authorities.
Improving teacher qualifications
Improving the methodologies used.
Supplying schools with adequate materials
Improving the infrastructure

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

Ways of improving teaching/learning Sceince and


Mathematics by pupils
N = 1050, n = 777

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.

9.0 Other challenges


From the results/findings of the baseline study, the major problems affecting the teaching and
learning of mathematics and science have been unveiled. These relate to:

Teacher qualification and experience


Methodology and assessment
Teacher and pupil attitude towards mathematics and science
Level of difficulty of the curriculum in terms of the topics

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:

9.1 Staffing and teacher qualification


There is a shortage of teachers in secondary schools of which a larger percentage are non-
qualified. The Distance education Project at Domasi College of Education is addressing this
issue though at a lower rate compared to the need that exists in the schools.

9.2 Administrative capabilities


School administrators who are not committed or well qualified can frustrate the efforts of the
project by not offering the required support hence affecting the teaching and learning, and the
SMASSE project. School based managers should be self-starters and motivated to take up
the challenge of the project so that impact can be seen at grass root-the classroom.

9.3 Facilities and materials in the schools


Inadequate or poor learning/teaching and boarding facilities cause the learners not to like
schooling at a certain point. The long commuting distances by both pupils and teachers in
Community day Secondary Schools make students to self board around the schools. This is a
source of pupil indiscipline and can hamper performance of the students. Teacher
absenteeism is also rampart under these circumstances.

9.4 Recognition and consensus of all stakeholders


In order for SMASSE project to have a positive impact on teaching and learning there must
be continuous collaboration among stakeholders through frequent meetings. Also individual
stakeholder must recognize and appreciation their role in the project.
Decisions and implementation of recommendations need to be looked into with urgency so
that the direction of the project is realized.

59
This recognition will ensure project ownership hence commitment and teamwork will be
guaranteed.

9.5 Donor coordination


Donor communities working in secondary schools need to harmonize and properly
coordinate their efforts so that the project objectives are achieved collectively towards one
goal. These are Secondary Education Project (SEP) that is training school based managers,
SSTEP which is upgrading T2 teachers to Diploma Teachers and the SMASSE intervention.
For instance, there should be an agreement on whether SSTEP should first upgrade the non
qualified teachers and then SMASSE do the In-Service, or decide to do it jointly using a
suitable design.

9.6 Overlapping programmes


Both at divisional, MoEST level, and also other related organizations like MANEB, MIE or
EDMU there exist programmes that tend to overlap at some points and this may hinder the
effectiveness and efficiency of one since they all deal with the same target group.

This challenge can be addressed by encouraging collaboration among these through


establishment of a timely and effective communication system at all levels.

9.7 Financial support


There must be a policy statement clarifying on financial support in provision of allowances to
teachers, teaching and learning materials and infrastructure. Failure to have this will cause
problems to manage the participants.

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.

9.9 Availability of facilities and teaching and learning materials


These include laboratories, textbooks, Science and Mathematics apparatus etc. that are not
adequate. However the use of TALULAR will be encouraged and advocated for. MoEST
will also be expected to come in to give support in this area. The support from JICA in this
area to the District INSET centers when they get established will be highly appreciated.

10.0 Ways forward and the INSET


Since the baseline has been already conducted, the way forward will be as follows:

10.1 Stakeholders’ meetings


Frequent stakeholders’ meetings for a period of two to three days are to be conducted. These
will focus on the findings of the baseline study and emphasis will be on strategies to
effectively implement the project in view of the gravity of situation now on the ground.

10.2 INSET implementation


Using the findings of the baseline survey, the proposed INSET curriculum will be review
and refined ready for use. The activities will include:

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.

10.3 Third country counterpart training


Another way forward could be that of technical or any other country-training programme
between the governments of Japan and countries where SMASSE is like Kenya and Malawi.

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.

11.0 General comments on the needs assessment survey


11.1 Comments on presentation on Needs Assessment Survey
The following is a list of comments/suggestions/questions that members had on the
presentation of results for the needs assessment survey:-
There should be coordination amongst various projects at DCE, say
SMASSE/SSTEP/UPIC
Would improvisation not lower the standard of Science in Malawi?
Would a Malawian scientist compare favorably with others from other countries?
Does SMASSE project involve other stakeholders like National Research Council of
Malawi, Agriculture, Health, Bureau of Standards etc?
Would one easily use the questionnaires used to interpret the data?
There should be a breakdown of type of schools in the visited sample
Is the experience by T2 teachers not a wrong experience used in most secondary
schools classrooms?
Is the difficulty in teaching in both content and methodology?
Is the attitude of boys and girls, teachers of various qualifications same or different?
Does the teaching in primary school have any effect in secondary school?

62
11.2 Responses to the above comments/suggestions/questions
The following was a list of responses to the above observations:-

Indeed SMASSE and other projects needed to work together


Not all data was analyzed to provide details on questions asked
Current focus of SMASSE is on methodology and development of a benchmark on
which SMASEE progress can be measured.
SMASSE will have an ongoing research to classify attitude per sex, type of school,
role of primary school impacting on secondary school and teacher attitude versus
qualification
Indeed data was captured from all types of schools although most schools were CDSS
and one private schools

11.2 Comments made by the Head of Kenya SMASSE Unit, and


Head of SMASSE WECSA, Mr. B. Njuguna.

The following was a list of comments were made by the Head of SMASSE Unit in Kenya,
Mr. BN. Njuguna

11.3.1 Lessons from SMASSE Kenya


SMASSE is for enhancing teaching and learning talking place in Malawian schools
Most donors do not target secondary school sector, hence intervention at secondary
school level
Typical problems in secondary school in Malawi are also common in Kenya
Malawi is not only worried about quantity but also quality of teachers whereas
Kenya’s concern is quality
With support from JICA, Kenya instituted SMASSE after conducting a baseline study
From Baseline study, there is need to devise a way on how to move forward. At this
point, there is need to take on board all stakeholders like pupils, MoEST officials, and
other participants

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

11.3.2 What SMASSE Malawi can and cannot do


In Malawi, the government puts high priority to education as reflected in the budget
and the introduction of Universal Primary Education (UPE) whereas in Kenya, close
to 4 million kids are out of school
64
However, with UPE in Malawi, the government recognizes challenges of quality
versus access
Malawi government also recognizes donor concerns on financing hence the need for
cost sharing
There is need to have a one week stakeholders’ workshop because the solutions to
challenges are within stakeholders
There is need to clearly define terms of reference for each and every stakeholder
Challenges still exist in methodology and pedagogy and these reflects more on
teacher trainers such as Domasi College of Education and Chancellor College.
Since one of the complaints by some pupils from the baseline survey was that
teachers just assign pupils to read sentences from textbooks, the question one can ask
is, ‘do teacher training institutions emphasize on methodology and pedagogy?’
Other challenges lie within administrative factors and these includes staffing,
diminishing hardworking spirit, high teacher-pupil ratios, unwelcoming learning
environment. In some schools, girls dormitories are constructed close to footpaths or
roads and these make them venerable to passerby
In addition, school management seem to be negligent in the sense that a broken
window may stay for months or even years without being repaired and this reflects
the ‘pass on the buck syndrome’ that somebody somewhere is going to do the work
However, nowadays, parents are more interested in the education of boys and girls
SMASSE however has a well defined scope of what it can and it cannot do. For
instance, S MASSE cannot pay or increase salaries, allowances and repair windows.
This calls for all stakeholders to look and brainstorm on the scope of what SMASSE
Malawi can do
There is therefore need for stakeholders to hold a workshop during which a common
consensus on what S MASSE Malawi can do can be arrived at
There should not be a situation where the head of a school loses interest in SAMSSE
upon realizing that money is not offered
Above all, the interest in SMASSE is on what goes on in the classroom
In addition, collaboration among projects is vital. SSTEP and SMASSE can
harmonize their efforts to improve on teacher quality

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

11.3.3 Who owns SMASSE Malawi?


Stakeholders need to find out who owns SMASSE Malawi
Everything ranging from food to allowances need not be sponsored by JICA alone. If
JICA meets the costs of food, fuel, transport, allowances, stationery, etc. it gives an
impression that JICA owns SMASSE. However, there is need for cost sharing
On DCE capacity to handle SMASSE issues, one only sympathizes with them.
MoEST needed to institute mechanisms that ensure sustainability and availability of
lecturers at DCE in order to handle SSTEP and SMASSE comfortably
Indeed, DCE must have its own lecturers and resources and not rely on hired ones
who do the job hurriedly

11.3.3 Suggested ways forward for SMASSE Malawi?


It is better to have a few committed individuals doing the job without excepting too
much such as allowances
If SMASSE Malawi is to prosper, staffing capacity at DCE need to be improved
MoEST need to put a budget line for SMASSE
A plan of action based on SMART and SORT (Specific, Measurable, Achievable,
Realistic, Time bound and Strengths, Opportunities, Threats) approaches
Optimize the use of meager resources to improve teaching and learning in schools
In Kenya students contribute some money towards SMASSE project, the Malawi
government to consider the approach facilitate by the cluster system

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

11.3.5 Concluding remarks


Finally, Mr. B. Njuguna, the Head of SMASSE Unit in Kenya and SMASSE WECSA,
emphasized the need for stakeholders to work tirelessly in ensuring the success of SMASSE
activities in member countries. He expressed optimism, depending on Malawi’s progress,
that Malawi could present a case study in Ghana next year and host a regional SMASSE
WECSA Conference in 2004.

67
11.4 Comments on proposed terms of references (ToRs)
The following ToRs were presented for members to deliberate and were discussed thereafter.

Ministry of Education, Science and Technology in Malawi


SMASSE INSET Malawi Pilot Programme
TERMS OF REFERENCE
October 2002
1. Introduction and Background
① Malawi has experienced some major changes in education over the past eight years.
Many of these changes were triggered by the introduction of Free Primary Education
in 1994, as a result of which primary school enrolments rose dramatically. Expansion
of the primary sub-sector has in turn put pressure on the secondary sub-sector as well.
② In order to deal with the expansion of the demand for secondary education, the
Government of Malawi (GOM) authorized the conventional Malawi College of
Distance Education (MCDE) as a formal institution for delivering secondary
education in the name of Community Day Secondary School (CDSS) in 1998.
③ This policy change on secondary education has brought about a rapid expansion of
the enrolment that rose from 70,000 in 1997 into 240,000 in 1999.
④ Several harmful effects have been observed for this phenomenon in a short-term, out
of which the shortage of qualified teachers is devastating. About 67% of total
enrolments in secondary education is accommodated in CDSS, however, most of
teachers at CDSS are under qualified. The educational statistics reveals that about
68% of teachers at secondary level out of 4,300 in total is under qualified, who has
only certificates for primary education.
⑤ With the recognition of the situation above, the Policy & Investment Framework
(PIF), education’s response to GOM priority policy of poverty reduction and
addresses the national educational goals as spelt out in Vision 2020 and the MPRSP,
understands that the strong secondary school system is an important link between
primary and higher levels of education.

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.

2. Overall Goal, Programme Purpose


The overall goal of the programme is to upgrade and improve the performance of
secondary education, especially in mathematics and science.
The purposes of the programme is to strengthen the quality of secondary education,
focusing on mathematics and science through IN-Service Education and Training (INSET)
for serving teachers who are under-qualified in the pilot districts.

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.

5. Roles undertaken by each player


There are five major players for implementing the programme, 1) Ministry of Education,
Science and Technology (MoEST), 2) Divisional Education Office and District
Education Office (DEO), 3) Domasi College of Education, 4) JICA Malawi, and 5)
SMASSE Project in Kenya. The table below shows the necessary roles for the
management of INSET system undertaken by each player.

Players JICA SMASSE


MoEST DEO DCE
Roles Malawi Kenya
(1) Daily Allowance ●
(2) Travel Allowance ●
(3) Subsistence Allowance ●
Players JICA SMASSE
MoEST DEO DCE
Roles Malawi Kenya
(4) Accommodation Allowance ●
(5) Transport ● ● ●
(6) Accommodation (facility) ● ●
(7) Logistics (editing M/M,
printing and circulating etc.) ●
(8) Technical Assistance ● ●
(9) Provision of equipment and
materials ●
(10) Management of INSET
Funds ● ● ●

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

(1) (2) (3) (4) (5)


(9)
South East Divisional Educational Officers
(10) (5) (6)
(9)
District Educational Officers
JOCV Science & (10) (5) (6)
Math Teachers Pilot Secondary Schools
(8)

* 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

3. STAGE III: Dec. 2003- Aug. 2004, 1 cycle (9 months):


Implementation Stage
Responsibilities
Objectives The implementation of the SMASSE INSET
System
Outputs 1. To implement the INSET Programme during 1. DCE (supported by All
every school holidays stakeholders)
2. To monitor the INSET Programme 2. SE of MoEST
3. To evaluate the INSET Programme 3. All stakeholders
4. To reflect the improvement on the INSET 4. All stakeholders
Programme
5. To improve the INSET Programme 5. All stakeholders
Activities 1. To implement the INSET Programme during 1. DCE (supported by all
every school holidays stakeholders)
2-1. To establish the monitoring team and 2-1. SE of MoEST, MoEST
system
2-2. To implement the regular monitoring to 2-3. SE of MoEST, MoEST
give a consultation
3-1. To establish internal and external evaluation 3-1. All stakeholders
committee in each stakeholder
3-2. To implement the evaluation of INSET 3-2. All stakeholders
Programme
3-3. To analyze the result of the evaluation of 3-3. All stakeholders
INSET Programme
6. All stakeholders
4. To have a stakeholders’ meeting
7. All stakeholders
5. To reflect recommended solution on the INSET
programme in order to innovate

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;-

A steering committee consisting of DCE, SEED and MoEST officials need to be


instituted to look at policy issues and ToRs as well as acting as a link between
stakeholders, MoEST and policy makers
Steering committee needed to meet before Christmas to discuss ToRs and formulate
plan of action
DCE as a technical team and secretariat to formulate other questionnaires with which
to conduct another survey based on classroom observation
INSET activities needed to be handled by fulltime workers to ensure efficiency
DCE to be secretariat for SMASSE activities in Malawi
Since a one day stakeholders meeting was inadequate, hence, in collaboration with
the Kenyans, there is need for coming up with a one week workshop for stakeholders
in order to formulate suggestions for INSET implementation (what sort of curriculum,
for how many days, when, who to target)
In INSET design, CDSSs needed to be targeted first as they show lack of confidence
in classroom
Programme for meetings to be sent earlier for participants to be psychologically
aware of it
Need for stakeholders to be further sensitized on SMASSE
Need to revive Mathematics and Science Associations in Malawi
Need for SMASSE project to be extended to other divisions other than SEED

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

Sexually transimitted diseases 2.3


2.3
Disease caused by parasitic worms 2.4
3.3
Problem solving 3.2
3.2
Importnace of microorganisms 2.4
2.8
Culture methods 2.7
2.7
Coordination 2.6
2.4
Excretion 3.3
2.2
Circulatory system 2.3
Topics

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

0 0.5 1 1.5 2 2.5 3 3.5


Rating
(1 = very easy, 2 = easy, 3 = average, 4 = difficult, 5 = very difficult)

77
Difficult Topics as indicated by MSCE
Biology teachers
Evolution

Disease affecting nervous system

Skin diseases

Respiratory diseases

Respiratory system

Coordination

Circulatory system

Daily energy and nutrition requirements


Topics

Chemistry of macro and micro requirements

Transport

Environmental impact assessment and monitoring

Global environmental problems

Human population control and growth

Interaction between populations

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

Disease affecting nervous system

Skin diseases

Respiratory diseases

Respiratory system

Coordination

Circulatory system

Daily energy and nutrition requirements


Topics

Chemistry of macro and micro requirements

Transport

Environmental impact assessment and monitoring

Global environmental problems

Human population control and growth

Interaction between populations

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

Respiratory system 18.7

25.2

Digestive system 18.7

20.3

The discovery of vitamins 29.3

35.8

Transport 26.8
TOPICS

14.6

Effects of rapid population growth on environment 14.6

6.5

Population control 8.1

17.1

Populations growth and factors affecting population


12.2
growth

12.2

variety of life 24.4

26.0

Problem solving 12.2

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

Digestive system 26.5

Eating habits 17.6

Deficiency diseases 15.4

Balanced diet 14.0

Macro and micro


36.8
requirements

Transport investigating
30.9
water uptake

Photosynthesis investigating
47.8
condition for plant growth
TOPICS

percentages
Main groups of plants and
20.6
animals

Classification of living things 13.2

The cell as the basic unit of


40.4
life

Characteristics of living
11.0
things

Living things around us 10.3

Investigative skills and


35.3
techiniques

Problem solving 25

Thinking and study skills 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

Digestive system 26.5

Eating habits 17.6

Deficiency diseases 15.4

Balanced diet 14.0

Macro and micro


36.8
requirements

Transport investigating
30.9
water uptake

Photosynthesis investigating
47.8
condition for plant growth
TOPICS

percentages
Main groups of plants and
20.6
animals

Classification of living things 13.2

The cell as the basic unit of


40.4
life

Characteristics of living
11.0
things

Living things around us 10.3

Investigative skills and


35.3
techiniques

Problem solving 25

Thinking and study skills 25

0 10 20 30 40 50 60 70 80 90 100
PERCENTAGES

82
Difficult topics in JC Physical
Science as indicated by pupils

Acids and bases 34.8

Balaning chemical
52.2
equations

Physical and chemical


21.7
changes

Periodic table 30.4

Chemical symbols and


43.5
formula

Elements, Compounds JC
39.1
and Mixtures

The particulate nature of


34.8
matter

Properties of magnets 47.8


TOPICS

percentage
Effects of electric current 17.4

Measuring of electric
43.5
current and voltage

Electric circuits 30.4

Energy 17.4

Work 13.0

Force 17.4

Scientific methods 47.8

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

Electromagnetic induction 11.8

Magnetism 11.8

Electrical resistance, power


23.5
and cost of electricity

Electrostatics 5.9

Functional group chemistry 17.6

Scalors and vectors 35.3


TOPICS

Heats of reactions 5.9

Stoichiometry 17.6

Selected elements and their


29.4
compounds

Types of bonds and their


5.9
properties

Stable electronic
23.5
configurations and valency

Thermal expansion of solids 23.5

kinetic theory of matter 11.8

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

Oscillations andwaves 2.2

Electromagnetic induction 2.3

Magnetism 2.0

Electrical resistance, power andcost 1.8

Electrostatics 2.0

Polymerisation 1.8

Isomerism 2.3
Topics

Functional groupChemistry 1.8

Scalars andvectors 2.2

Heats of reactions 2.5

Stoichiometry 2.0

Selected elements andcompounds 2.2

Types of bondandproperties 2.2

Stableelectronic config&valency 2.0

Thermal expansionof solids 1.7

Kinetic theory of matter 1.3

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

Acids and bases 34.8

Balaning chemical
52.2
equations

Physical and chemical


21.7
changes

Periodic table 30.4

Chemical symbols and


43.5
formula

Elements, Compounds JC
39.1
and Mixtures

The particulate nature


34.8
of matter

Properties of magnets 47.8


TOPICS

percentage
Effects of electric
17.4
current

Measuring of electric
43.5
current and voltage

Electric circuits 30.4

Energy 17.4

Work 13.0

Force 17.4

Scientific methods 47.8

Safety 43.5

0.0 20.0 40.0 60.0 80.0 100.0


PERCENTAGES

87
Difficult topics in JCE Mathematics

Convex polygon 22.3

Statistics 16.7

Linear equations 29.5

Reflection and rotation 22.3

Triangles 20.7

Linear graphs 35.1

Agebraic processes 33.1

Number patterns 23.9


TOPICS

Coordinates 30.3 percentages

Geometrical constructions 40.2

Social and commercial arithmetic 32.3

Directed numbers 21.9

Approximation, estimation and accuracy 33.1

Agebraic expressions 40.6

Lines and angles 24.7

Sets 21.5

Number systems 23.5

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.
PERCENTAGES 0

88

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