1

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- 8.40

Introductions Pre-Test Questionnaire

Caretaker Dean of Science, DCE. Mr. Chimenya

8.40- 8.50

Welcome remarks to stakeholders meeting

Principal, DCE: Mr Kaperemera

8.50- 9.10

Background to SMASSE INSET (activities done and progress to date)

Acting Deputy Principal: Mr Mwanza

9.10- 9.40

Effective collaboration between Malawi and Japan in the Education Sector

MoEST Planning Advisor : Mr. Nakayama

9.40- 10.00

Keynote address on the need for the institutionalisation of INSET in Malawi

Director: EMAS: Mrs. M. Kabuye

10.00- 10.20

Mid-morning refreshments (group Photo)

Kitchen Photographer

10.20- 11.00

Introduction to INSET Sustainability and cost sharing :Lesson from previous to present INSET Provisions and challenges, examples from Australia (case studies)

Caretaker Dean of Science, DCE. Mr. Chimenya

11.00- 12.00

Group work on INSET Sustainability (Current challenges and way forward)Roles and ToRs for stakeholders: (Finances, Input from JICA, MoEST, Divisions, Schools, DCE, Stakeholders.

Mr. Ndolo

12.00- 1.30

Lunch Kitchen Secretary, messenger

1.30- 2.00

Discussion on current challenges and way forward

Ndolo and all stakeholders

2.00- 2.30

Recommendations on INSET sustainability

Mr. Makocho

T h u r s d a y O c t o b e r 24th 2 0 0 2

2.30- 3.00

Mid-afternoon refreshments Kitchen

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3.00- 4.00

Plans in the pipeline for INSET institutionalisation at DCE/SE Division. (Needs assessment, 2nd and 3rd stakeholders’ meetings, and INSET Pilot Phase). Action Plan: formation of specific INSET Team (Finances, Content, Action Plan)

Mr. P. Shonga

4.00-4.05

Administrative announcements Post-Test Questionnaire

Caretaker Dean of Science, DCE. Mr. Chimenya

4.05- 4.15

Closing remarks

Principal, DCE: Mr Kaperemera

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Presentation on 1st Stakeholders’ meeting

E f f e c t i v e C o l l a b o r a t i o n b e t w e e n M a l a w i & J a p a n

i n t h e E d u c a t i o n S e c t o r

Y o s h i h i t o N A K A Y A M AE d u c a t i o n P l a n n i n g A d v i s e r

M o E S T / J I C A

P u r p o s e o f T o d a y ’ s P r e s e n t a t i o n

• T h e E m e r g e n t N e e d f o r E s t a b l i s h m e n t o f S u s t a i n a b l e I N S E T s y s t e m f o r S e c o n d a r y E d u c a t i o n

• T h e P o l i c y o f J I C A s u p p o r t f o r E d u c a t i o n S e c t o r i n M a l a w i

0

5 , 0 0 0

1 0 , 0 0 0

1 5 , 0 0 0

2 0 , 0 0 0

2 5 , 0 0 0

3 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 i r l s G ir l s

F o r m 3

( 1 9 9 8 )

F o r m 4

( 1 9 9 9 )

M S C E

e n t e r e d( 2 0 0 0 )

M S C E

p a s s e d( 2 0 0 0 )

F o r m 3

( 1 9 9 8 )

F o r m 4

( 1 9 9 9 )

M S C E

e n t e r e d( 2 0 0 0 )

M S C E

p a s s e d( 2 0 0 0 )

N i g h t S c h o o l

P r i v a t e

C D S S

G r a n t A i d e d

G o v e r n m e n t

< B o y s >G o v e rn m e n t D a y : 3 7 .9 %G o v e rn m e n t B o a rd in g : 3 4 .0 %G ra n t A id e d : 5 8 .0 %C D S S : 1 0 .0 %P riv a te : 4 2 .3 %N ig h t S c h o o l: 1 4 .5 %

< G irls >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 %G r a n t A id e d : 4 6 .1 %C D S S : 3 .7 %P riv a te : 2 5 .7 %N ig h t S c h o o l: 8 .5 %

I n p u t & O u t p u t

I n t e r n a l I n e f f i c i e n c yI n e f f e c t i v e U s a g e o f e x i s t i n g r e s o u r c e s

F o r m 3 ( 1 9 9 8 ) 3 5 , 9 1 6

M S C E E n t e r e d ( 2 0 0 0 ) 3 6 , 2 3 0* i n t e r n a l c a n d i d a t e

W h a t w i l l w a i t f o r 2 7 , 7 6 3 s t u d e n t s a f t e r S e c o n d a r y E d u c a t i o n ?

M S C E P a s s ( 2 0 0 0 ) 8 , 4 6 7

19

I S S U E S o n t h e S e c o n d a r y T e a c h e r E d u c a t i o n a n d D e v e l o p m e n t

A c c e s sE q u i t yR e l e v a n c e M a n a g e m e n t P l a n n i n gF i n a n c eQ u a l i t y

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

N o r t h

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 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

C e n t r a l W e 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

S o u t h E a s t

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 i n a n c e P la n n in g

S o u t h W e s t

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

S h ir e H i g h la n d s

P r i o r i t y i n a c c o r d a n c e w i t h t h e O b j e c t i v e s b y D i v i s i o n ( D E P s )

A p p r o a c h t o I m p r o v e

Q u a l i t y o f S e c o n d a r y E d u c a t i o n

M a i n T a r g e t = > C D S SI n s t i t u t i o n a l i s i n g t h e I N S E T S y s t e m

S u s t a i n a b l e F u n d i n g S y s t e m

I n s t i t u t i o n a l i s i n g P I F M E F c y c l e f o r I N S E T

M i n i s t r y

S c h o o lD i v i s i o n /

D i s t r i c t

F e e d b a c k

F e e d b a c k

P l a nP l a n

I m p l e m e n t a t i o n

I m p l e m e n t a t i o n

F u n d i n g M a n a g e m e n t

F u n d i n g M a n a g e m e n t

E v a l u a t i o n

E v a l u a t i o n

M o n i t o r i n gM o n i t o r i n g

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C o l l a b o r a t i o n w i t h S M A S S E K e n y a P r o j e c t

S u c c e s s f u l F a c t o r s i n S M A S S E K e n y a

S u s t i n a b l e F u n d i n g S y s t e m7 0 - 1 5 0 K s h / s t u d e n t / y e a r

C l a r i f i c a t i o n o f e a c h p l a y e rM o E S T , J I C A , D E S s

P o l i t i c a l a n d A d m i n i s t r a t i v e C o m m i t t e m e n t

P r o f e s s i o n a l a n d “ P a r a - P r o f e s s i o n a l s ”

? ? F u n d a m e n t a l Q u e s t i o n ? ? : A r e t e a c h e r s m e m b e r s o f a p r o f e s s i o n ?

T e a c h i n g s h o u l d b e r e g a r d e d a s a p r o f e s s i o n : i t i s a f o r m o f p u b l i c s e r v i c e w h i c h r e q u i r e s o f t e a c h e r s e x p e r t k n o w l e d g e a n d s p e c i a l i s t s k i l l s , a c q u i r e d a n d m a i n t a i n e d t h r o u g h r i g o r o u s c o n t i n u i n g s t u d y ; i t c a l l s a l s o f o r a s e n s e o f p e r s o n a l a n d c o r p o r a t e r e s p o n s i b i l i t y f o r t h e e d u c a t i o n a n d w e l f a r e o f p u p i l s i n t h e i r c h a r g e .

U N E S C O & I L O ( 1 9 9 6 ) R e c o m m e n d a t i o n s C o n c e r n i n g t h e S t a t u s o f T e a c h e r s : S p e c i a l I n t e r g o v e r n m e n t a l C o n f e r e n c e o n t h e S t a t u s o f T e a c h e r s , P a r i s , R e c o m m e n d a t i o n 6

21

G a p s b e t w e e n t e a c h e r s a n d o t h e r p r o f e s s i o n a l s

N o t s e l f - e m p l o y e dN o p r o f e s s i o n a l a s s o c i a t i o nO v e r s e e i n g a s t a n d a r d o f g o o d p r a c t i c eN o t a l w a y s h i g h s t a t u s a n d h i g h s a l a r i e s

= > P a r a - P r o f e s s i o n a l s w i t h t h e e x p a n s i o n o f e d u c a t i o n a n d t h e g r o w t h o f c o m m u n i t y - s u p p o r t e d i n i t i a t i v e s t o w i d e n e d u c a t i o n a l a c c e s s a n d r e l e v a n c e

P r e r e q u i s i t e f o r S u i t a b l e T e a c h e r T r a i n i n g S y s t e m

“ T R A I N I N G ” A L O N E i s e n o u g h t o p r o v i d e g o o d q u a l i t y o f s e c o n d a r y e d u c a t i o n ?

↓

L o w p a y m e n t & s t a t u s ⇒ L a c k m o t i v a t i o n t o p e r f o r m w e l l o r i n v e s t t i m e a n d

e f f o r t i n p r o f e s s i o n a l d e v e l o p m e n t

• M o t i v a t i n g F a c t o r s f o r e n c o u r a g i n g t e a c h e r s t o b e p r o f e s s i o n a l s ( t r a i n i n g = > s t a t u s ↑ ）

• S t a t u s o f D o m a s i C o l l e g e o f E d u c a t i o n F o r w h o m I N S E T P r o g r a m e i s f o r ?

J I C A i s n o t w i l l i n g t o s u p p o r t t h e p r o j e c t w h i c h w i l ld i s a p e a r e a f t e r t h e p r o j e c t e n d s .J I C A i s n o t h a p p y t o b e a s k e d t o c o v e r e v e r y t h i n g .

J I C A i s r e a d y t o s u p p o r t t h ei n s t i t u t i o n a l i s i n g t h e s y s t e m .J I C A i s w i l l i n g t o s u p p o r t s u s t a i n a b i l i t y .J I C A i s p l e a s e d t o s u p p o r t t h o s e h e l p t h e m s e l v e s i n t h e l o n g r u n .

J I C A P r o g r a m m e S u p p o r t P o l i c y

T h a n k f o r y o u r c o o p e r a t i o n !

T h e r o a d M t . E v e r e s t s t a r t s f r o m t h e s m a l l b u t s t e a d y a n d s t r o n g F i r s t S t e p .

T h e p e r s o n w h o c a n t a k e t h a t F i r s t S t e p　 i s c a l l e d P I O N E E R .

22

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.

23

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:-

24

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.

25

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.

26

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.

27

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

28

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

29

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.

30

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.

31

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,

32

(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

33

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,

34

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

35

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.

36

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- 8.45

Welcome remarks to stakeholders’ meeting

Principal, DCE: Mr Kaperemera

8.45- 9.00

Review of the 1st Stakeholders’ meeting and purposes of the 2nd Stakeholders’ meeting

Acting Deputy Principal: Mr Mwanza

9.00- 9.30

Keynote address of the meeting From the HQ of the Ministry

9.30- 9.45

Pre-questionnaire and overview of the Needs Assessment Survey -Questionnaire -Duration of the Survey -Surveyed area, schools -Criteria for selection -Methodology and general comments

Mr. Shonga

9.45- 10.30

The Results of the Data Analysis Subjects taught in schools and teacher qualification and experience Difficult topics in JCE and MSCE Teaching methods/assessment procedures Attitude towards Mathematics and Science Ways of improving teaching and learning

Malawi-SMASSE Team Mr. Mkandawire Mr. Mweta Mrs. Soko Mrs. Sineta Mr. Makocho

10.30- 11.00

Mid-morning refreshments (group Photo)

Kitchen Photographer

11.00- 12.00

Q & A Session Caretaker Dean, Science Mr. Chimenya

12.00- 1.30

Lunch Kitchen

1.30- 2.00

Experiences of Kenya SMASSE INSET and the Collaboration with Malawi

Kenya SMASSE Team

2.00- 3.30

Discussions on ToRs Caretaker Dean of Sciences and Ministry Officials (HQ)

3.30- 3.45

Mid-afternoon refreshments Kitchen

3.45- 4.00

Approval of ToRs Caretaker Dean of Science, DCE. Mr. Chimenya & All participants

4.00-4.30

Action plan for the way forward Mr. P. Shonga

T h u r s d a y D e c e m b e r 5th 2 0 0 2

4.30- 4.45

Administrative announcements Caretaker Dean of Science, DCE. Mr. Chimenya

37

4.45- 5.00

Post Questionnaire All Participants

5.00- 5.10

Closing remarks Principal, DCE, Mr. Kaperemera

5.10- 5.40

Logistical Dealings JICA Team.

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

38

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

39

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

40

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)

Mr. Shonga, Mr. Navicha, Mr. Aoki Team B (DCE Vehicle)

Mr. Ndolo, Mr. Makocho, Mr. ChimenyaName 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

CDSS (C) Utale (C) Mon. 4 Nov. Zomba

Urban (C)St. Anthony (C)

Magomero (C)

Nsala (C) Namisonga (C)

Mayaka (C)

Tue. 5 Nov. Namadidi (C)

Chingale (D) Sacred Heart (C)

Naisi (C) Chiphoola (C) Pirimiti (C)

Wed. 6 Nov. Domasi Mission (P)

Chinamwali (P)

Songani (C)

41

Likangala (D) Zomba CCAP (C)

Zomba Catholic (B)

Thu. 7 Nov. Malosa (B)

Likwemu (C) Puteya (D)

Mulunguzi (B)

Masongola (B)

St. Marry's (BG)

Fri. 8 Nov. Nsondole (C)

Preliminary (Adjustment)

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.

42

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

43

% 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

44

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

qualified teachers Number of unqualified teachers

% of qualified 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

45

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.

46

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)

TEACHER'S QUALIFICATIONS

0 10 20 30 40 50 60 70 80 90 1 00

T2 CERT

DIP ED U

BED

N ON ED U

QU

ALI

FIC

ATI

ON

PERCENTAGE

PERC ENTAGE

47

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.

TEACHER'S EXPERIENCE

0 10 20 30 40 50 60 70 80 90 100

L ESS THAN 1 YEAR

1-2 YEARS

3-5 YEARS

O VER 5

NU

MB

ER

OF

YE

AR

S

PERCENTAGE

O VER 5

3-5 YEARS

1-2 YEARS

LESS TH AN 1 YEAR

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

48

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).

49

Frequency of teaching methods in Science and Mathematics lessons by Teachers

2.8

4.1

4

3.3

2.5

3

2.8

2.1

3.2

2.7

3

3.5

2.8

3

3.5

4

1 2 3 4 5

Science & Technology

Biology

Physical Science

Mathematics

subj

ect

Frequency1-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.

50

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

12

6

2

2

20

2

3

11

13

36

0

17

11

2

0 10 20 30 40 50 60 70 80 90 100

No materials

Not relevant to career

Difficult

Teacher not cheerful

Bad teachers

Poor methodology

Teacher shortage

REA

SON

S

PERCENTAGE

Form 1Form 3

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

51

The summary for positive attitudes for pupils towards science is summarized in the graph

below.

POSITIVE ATTITUDE TOWARDS THE SUBJECT BY PUPILS

35

2

8

13

24

20

1

38

1

7

42

15

29

0

0 10 20 30 40 50 60 70 80 90 100

Future Career

Resources

Methodology

Easy

Application to every day life

Good Teachers

National development

REA

SON

S

PERCENTAGE

Form 1Form 3

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

1B Orientation to new 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

2B Improvisation difficult 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)

52

SUMMARY AND INTERPRETATION

CATEGORY Interpretation MEAN INTERPRETATION

1A Syllabus familiarization 2.3 Familiarization to syllabus should be done

1B Orientation to new curriculum 1.5 Orientation is an urgent need

2A T/L materials limit 4.5 No T/L materials limit

2B Improvisation difficult by teacher 3.7 Teachers fail to improvise

2C Pupil attitude to 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

53

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.

54

Percentage of difficulty of Home Economic in Form 1

32.4

40.5

32.4

24.3

32.4

43.2

37.8

24.3

45.9

40.5

21.6

13.5

18.9

24.3

35.1

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

Types of nutrients

Nutritive value of different foods

Nutritional deficiency diseases

Kitchen plans, equipment and hygiene

Nutitional requirements for different groups of people

Household food demand and supply

Meal planning for different groups

Food poisoning

Clothing, Textiles and Design

Garment construction processes

Introduction to housing

Stages of human growth and development

Adolescent's reproductive health

Family health

Family resource management

Topi

cs

Percentages

Percentage

55

DIFFICULT TOPICS IN MSCE HOME ECONOMICS

13.0

21.7

34.8

34.8

26.1

13.0

13.0

4.3

8.7

4.3

26.1

26.1

13.0

13.0

39.1

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

Types and arrangement of equipment in the home

Chemical composition of food nutrients

Food technology

Meal planning

Table setting for various occassions

Housing needs for various stages in the family life cycle

Care for various rooms in the house

Steges of human growth and development

Adolescent's reproductive health

Personal hygiene

Factors influencing decision making in the home

Entepreneurship skills

Consumerism problem affecting consumer at the market

Consumer education rights

Clothing textile design charecteristics

TOP

ICS

PERCENTAGES

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.

56

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.

57

Ways of improving teaching /learning of Science and Mathematics by TeachersN = 124, n = 124

25

5

7

24

22

0

1

5

0

5

2

3

0 10 20 30

Methdology

Infrastructure

Professional conduct

Teacher qualification

Materials

Teacher incentives

Human resource

Teacher supervision

Expatriate teachers

Pupil conduct

Clubs/associations

Improvisation

Sugg

este

d w

ays

Suggestions by Percentages

Ways of improving teaching/learning Sceince and Mathematics by pupils

N = 1050, n = 777

30

12

16

9

29

1

1

1

0

1

0 5 10 15 20 25 30 35

Methdology

Professional conduct

Materials

Human resource

Expatriate teachers

Sugg

este

d w

ays

Suggestions by percentages

58

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

59

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.

60

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.

61

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

62

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?

63

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

64

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

65

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

66

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

67

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.

68

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.

69

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;

70

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 Roles MoEST DEO DCE JICA

Malawi SMASSE

Kenya (1) Daily Allowance ● (2) Travel Allowance ● (3) Subsistence Allowance ●

Players Roles MoEST DEO DCE JICA

Malawi SMASSE

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 ● ● ●

71

6. Organizational Chart

* The number indicated in the table corresponds to roles undertaken by each player clarified in 5.

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

(7)（10）

(5) (6) (10)

(10) (5) (6)

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

(8) (9)

Malawian SideJapanese Side

Steering Committee

Domasi College of Education

Secretary for EST

Director of EMAS

Director of Teacher

Education and Development

SMASSE Kenya

JICA Malawi Planning Adviser Science & MathAdviser

Technical Committee Financial Committee

South East Divisional Educational Officers

District Educational Officers

Pilot Secondary Schools JOCV Science & Math Teachers

(8)

(10)

(8)

(9)

(9)

72

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, overall framework and expected each role among the stakeholders

2. To prepare and implement ‘Needs Assessment Survey’

3. To design the curriculum for INSET 4. To develop the teaching and learning instruments 5. To change the teaching attitude and practice

teaching methods based on the SMASSE philosophy

1. All stakeholders Facilitator: JICA Malawi

2. DCE, SAMSSE Kenya 3. DCE 4. DCE 5. DCE, MoEST

Activities 1-1. To set up the preparatory committee in MoEST, DCE and SE Division of MoEST

1-2. To have regular meetings in each stakeholder 1-3. To hold stakeholder’ meeting (Sep., Dec.’02

& Feb.’03) 2-1. To design the evaluation and assessment

form with technical support from SMASSE-Kenya

2-2. To have regular consultations from MoEST & JICA Experts

2-3. To implement Needs Assessment in SE Division

2-4. To analyze the result of Needs Assessment 3 To transfer the result of Needs Assessment

into curriculum development 4-1. To study teaching and learning instruments 4-2. To develop teaching and learning lesson

plans and instruments 4-3. To have regular discussions and refine the

above instruments 5-1. To utilize the SMASSE teaching and

learning methods in the regular lesson 5-2. To have a regular meeting and group lessons

to evaluate the above methods 5-3. To refine the methods through ‘learning by

doing’

1-1. All stakeholders 1-2. All stakeholders 1-3. All stakeholders 2-1. DCE 2-2. MoEST,

JICA Experts 2-3. SE of MoEST, DCE 2-4. DCE 3 DCE 4-1. DCE 4-2. DCE 4-3. DCE 5-1. DCE 5-2. DCE 5-3. DCE

73

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 & learning methods among the stakeholders

2. To refine the teaching & learning methods

1. All stakeholders 2. DCE, SE of MoEST

Activities 1. To have regular meetings in each stakeholder 2-1. To hold stakeholder’ meeting (Aug.’03) 2-2. To have regular lessons and meetings by

using the methods developed in the STAGE I

2-3. To have a trainees’ training with the technical support from SMASSE Kenya

2-4. To have a Trial INSET Programme in the pilot secondary school

1-1. All stakeholders 2-1. All stakeholders 2-2. DCE 2-3. DCE, SE of MoEST 2-4. All stakeholders

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 every school holidays

2. To monitor the INSET Programme 3. To evaluate the INSET Programme 4. To reflect the improvement on the INSET

Programme 5. To improve the INSET Programme

1. DCE (supported by All stakeholders)

2. SE of MoEST 3. All stakeholders 4. All stakeholders 5. All stakeholders

Activities 1. To implement the INSET Programme during every school holidays

2-1. To establish the monitoring team and system

2-2. To implement the regular monitoring to give a consultation

3-1. To establish internal and external evaluation committee in each stakeholder

3-2. To implement the evaluation of INSET Programme

3-3. To analyze the result of the evaluation of INSET Programme

4. To have a stakeholders’ meeting 5. To reflect recommended solution on the INSET

programme in order to innovate

1. DCE (supported by all stakeholders)

2-1. SE of MoEST, MoEST 2-3. SE of MoEST, MoEST 3-1. All stakeholders 3-2. All stakeholders 3-3. All stakeholders 6. All stakeholders 7. All stakeholders

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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

75

12.0 Activities immediate in the pipeline No. Activity Due date 1 Formulation of steering committee at MoEST Hq to

look at roles and policy issues, Mid December 2002

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

INSET implementation March 2003

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77

Appendices A: Difficult topics

Difficult topics as indicated by JCE Biology teachers

1.91.8

2.02.2

2.42.7

2.32.6

1.82.3

2.42.4

2.32.4

2.22.5

2.32.3

2.23.3

2.42.6

2.72.7

2.82.4

3.23.2

3.32.4

2.32.3

0 0.5 1 1.5 2 2.5 3 3.5

Characteristics of living things

Classification of living things

Physical world

Interaction b/n organisms and physical world

Photosynthesis

macro and micro requirements

Deficiency diseases

Food test

Circulatory system

Excretion

Coordination

Culture methods

Importnace of microorganisms

Problem solving

Disease caused by parasitic worms

Sexually transimitted diseases

Topi

cs

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

Average

78

Difficult Topics as indicated by MSCE Biology teachers

0 1 2 3 4 5

Problem solving

Populations

Interaction between populations

Human population control and growth

Global environmental problems

Environmental impact assessment and monitoring

Transport

Chemistry of macro and micro requirements

Daily energy and nutrition requirements

Circulatory system

Coordination

Respiratory system

Respiratory diseases

Skin diseases

Disease affecting nervous system

Evolution

Topi

cs

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

Average

79

Difficult Topics as indicated by MSCE Biology teachers

0 1 2 3 4 5

Problem solving

Populations

Interaction between populations

Human population control and growth

Global environmental problems

Environmental impact assessment and monitoring

Transport

Chemistry of macro and micro requirements

Daily energy and nutrition requirements

Circulatory system

Coordination

Respiratory system

Respiratory diseases

Skin diseases

Disease affecting nervous system

Evolution

Topi

cs

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

Average

80

Difficult topics in Biology at MSCE as indicated by pupils

12.2

26.0

24.4

12.2

12.2

17.1

8.1

6.5

14.6

14.6

26.8

35.8

29.3

20.3

18.7

25.2

18.7

17.1

28.5

5.7

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

Problem solving

variety of life

Populations growth and factors affecting populationgrowth

Population control

Effects of rapid population growth on environment

Transport

The discovery of vitamins

Digestive system

Respiratory system

Coordination

TOPI

CS

PERCENTAGESpercentages

81

Difficult topics in JCE Biology as indicated by pupils

25

25

35.3

10.3

11.0

40.4

13.2

20.6

47.8

30.9

36.8

14.0

15.4

17.6

26.5

27.2

0 10 20 30 40 50 60 70 80 90 100

Thinking and study skills

Problem solving

Investigative skills andtechiniques

Living things around us

Characteristics of livingthings

The cell as the basic unit oflife

Classification of living things

Main groups of plants andanimals

Photosynthesis investigatingcondition for plant growth

Transport investigatingwater uptake

Macro and microrequirements

Balanced diet

Deficiency diseases

Eating habits

Digestive system

Diseases caused byparasitic worms

TOPI

CS

PERCENTAGES

percentages

82

Difficult topics in JCE Biology as indicated by pupils

25

25

35.3

10.3

11.0

40.4

13.2

20.6

47.8

30.9

36.8

14.0

15.4

17.6

26.5

27.2

0 10 20 30 40 50 60 70 80 90 100

Thinking and study skills

Problem solving

Investigative skills andtechiniques

Living things around us

Characteristics of livingthings

The cell as the basic unit oflife

Classification of living things

Main groups of plants andanimals

Photosynthesis investigatingcondition for plant growth

Transport investigatingwater uptake

Macro and microrequirements

Balanced diet

Deficiency diseases

Eating habits

Digestive system

Diseases caused byparasitic worms

TOPI

CS

PERCENTAGES

percentages

83

Difficult topics in JC Physical Science as indicated by pupils

43.5

47.8

17.4

13.0

17.4

30.4

43.5

17.4

47.8

34.8

39.1

43.5

30.4

21.7

52.2

34.8

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

Safety

Scientific methods

Force

Work

Energy

Electric circuits

Measuring of electriccurrent and voltage

Effects of electric current

Properties of magnets

The particulate nature ofmatter

Elements, Compoundsand Mixtures

Chemical symbols andformula

Periodic table

Physical and chemicalchanges

Balaning chemicalequations

Acids and bases

TOPI

CS

PERCENTAGES

percentage

JC

84

Difficult topics in MSCE Physical Science as indicated bt teachers

11.8

23.5

23.5

5.9

29.4

17.6

5.9

35.3

17.6

5.9

23.5

11.8

11.8

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

kinetic theory of matter

Thermal expansion of solids

Stable electronicconfigurations and valency

Types of bonds and theirproperties

Selected elements and theircompounds

Stoichiometry

Heats of reactions

Scalors and vectors

Functional group chemistry

Electrostatics

Electrical resistance, powerand cost of electricity

Magnetism

Electromagnetic induction

TOPI

CS

PERCENTAGES

percentage

85

Difficult Topics answered by Teachers - Physical science (MSCE) - (n=6)

1.3

1.7

2.0

2.2

2.2

2.0

2.5

1.8

2.3

1.8

2.0

1.8

2.0

2.3

2.2

3.2

2.2

0 1 2 3 4 5

Kinetic theory of matter

Thermal expansion of solids

Stable electronic config & valency

Types of bond and properties

Selected elements and compounds

Stoichiometry

Heats of reactions

Scalars and vectors

Functional group Chemistry

Isomerism

Polymerisation

Electrostatics

Electrical resistance, power and cost

Magnetism

Electromagnetic induction

Oscillations and waves

Nucear physics

Topi

cs

Difficulty (1-Very easy, 2-easy, 3-Average, 4-Difficult, 5-Very difficult)

86

Percentage of Difficulty Integrated Science

10.618.8

15.536.337.1

20.416.7

29.033.9

22.422.0

28.622.4

29.435.1

24.511.8

18.415.9

11.027.8

45.710.2

19.29.8

18.014.3

18.014.3

17.114.3

26.920.8

19.211.0

14.317.618.0

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

Learning and practicing science skills

Classification of non-living things

Elements and compounds

Solutions

Water cycle

Effects of force

Pressure

Applications of air pressure

Sources of energy

Energy changes

Heat transfer

Good health

Diseases

Pollution

Patterns of growth and development

Growth and development in plants

Static electricity

Reflection of light

Solar energy

Topi

cs

Percentage

%

JCE

87

Difficult topics in Physical Science by pupils

43.5

47.8

17.4

13.0

17.4

30.4

43.5

17.4

47.8

34.8

39.1

43.5

30.4

21.7

52.2

34.8

0.0 20.0 40.0 60.0 80.0 100.0

Safety

Scientific methods

Force

Work

Energy

Electric circuits

Measuring of electriccurrent and voltage

Effects of electriccurrent

Properties of magnets

The particulate natureof matter

Elements, Compoundsand Mixtures

Chemical symbols andformula

Periodic table

Physical and chemicalchanges

Balaning chemicalequations

Acids and bases

TOPI

CS

PERCENTAGES

percentage

JC

88

Difficult topics in JCE Mathematics

23.5

21.5

24.7

40.6

33.1

21.9

32.3

40.2

30.3

23.9

33.1

35.1

20.7

22.3

29.5

16.7

22.3

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

Number systems

Sets

Lines and angles

Agebraic expressions

Approximation, estimation and accuracy

Directed numbers

Social and commercial arithmetic

Geometrical constructions

Coordinates

Number patterns

Agebraic processes

Linear graphs

Triangles

Reflection and rotation

Linear equations

Statistics

Convex polygon

TOPI

CS

PERCENTAGES

percentages